FLESH AND STONE: THE AESTHETICS OF PUBLIC SPACE AND ITS IMPLICATIONS FOR PROFESSIONAL ASSOCIATION     

Donna Adair Breault 《Educational theory》2003,53(2):185-201

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Racial Identity and Psychological Symptoms Among African Americans Attending a Historically Black University     

Stefanie C. Gilbert  Dominicus So  Tina Maria Russell  Thomas R. Wessel 《Journal of College Counseling》2006,9(2):111-122

Previous research found racial identity predictive of psychological distress among African American students at predominantly White colleges. This study examined these relationships among 154 African American undergraduates attending a historically Black university. Racial identity was independent of psychological distress, suggesting that African American students' racial identity predicts psychological distress only in settings in which they are the minority.  相似文献   

Validity of the comprehensive receptive and expressive vocabulary test in assessment of children with speech and learning problems     

Teresa Smith  Billy L. Smith  Joan B. Eichler  Amy Gilbert Pollard 《Psychology in the schools》2002,39(6):613-619

The current researchers investigated construct, predictive, and differential validity for the Comprehensive Receptive and Expressive Vocabulary Test (CREVT). Participants were 243 public school students, ages 5.5 to 17.25 years. They represented four primary disabilities: Learning Disability (n = 115), Learning Disability with Speech Impairment (n = 29), Mental Retardation (n = 40), and Speech Impairment (n = 59). Adequate construct validity for the CREVT was documented, using the Wechsler Intelligence Test for Children–III as a criterion. Also, the CREVT significantly predicted the scores on the Wide Range Achievement Test–3. Lastly, the CREVT effectively differentiated between students with disabilities. These findings suggest that the CREVT may be helpful in identifying the presence of learning problems. © 2002 Wiley Periodicals, Inc. Psychol Schs 39: 613–619, 2002.  相似文献   

The “Four Commonplaces of Teaching”: Prospective Teachers' Beliefs About Teaching in Urban Schools     

Gilbert  Sharon L. 《The Urban Review》1997,29(2):81-96

The Urban Review - Preservice students in teacher education programs in both rural and urban teacher preparation institutions described their beliefs and knowledge about the teachers, students,...  相似文献   

History and Philosophy of Science through Models: The Case of Chemical Kinetics     

Justi  Rosária  Gilbert  John K. 《Science & Education》1999,8(3):287-307

The case for a greater role for the history and philosophy of science in science education is reviewed. It is argued that such a role can only be realised if it is based on both a credible analytical approach to the history and philosophy of science and if the evolution of a sufficient number of major themes in science is known in suitable detail. Adopting Lakatos' Theory of Scientific Research Programmes as the analytical approach, it is proposed that the development, use, and replacement, of specific models forms the core of such programmes.Chemical kinetics was selected as an exemplar major topic in chemistry. Eight models which have played a central role in the evolution of the study of chemical kinetics were identified by an analysis of the literature. The implications that these models have for the teaching and learning of chemistry today are discussed.  相似文献   

Ordinary families,special children     

Gilbert R. Gredler 《Psychology in the schools》1997,34(4):373-373

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Managing ethnocultural and ‘racial’ diversity in sport: Obstacles and opportunities     

Daryl Adair  Tracy Taylor  Simon Darcy 《Sport Management Review》2010,13(4):307-312

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Roger Osborne (1940–1985), University of Waikato, New Zealand     

John K. Gilbert 《Cultural Studies of Science Education》2009,4(2):315-322

This short paper outlines the emergence and achievements of the Science Education Research Unit at the University of Waikato over the period 1979–1985 under the leadership of the late Dr. Roger Osborne. Following his attendance at the ASERA meeting in Wagga Wagga in 1977, Roger Osborne rapidly built up a very productive team, which he led until his death in 1985. His legacy is tentatively evaluated. In conclusion, the cultural context in which this work took place is sketched.

John K. GilbertEmail:

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Productive pedagogies: A redefined methodology for analysing quality teacher practice   总被引：1，自引：0，他引：1  

Martin Mills  Merrilyn Goos  Amanda Keddie  Eileen Honan  Donna Pendergast  Rob Gilbert  Kim Nichols  Peter Renshaw  Tony Wright 《The Australian Educational Researcher》2009,36(3):67-87

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Using Activity Theory to inform sessional teacher development: what lessons can be learned from tutor training models?     

Amanda Gilbert 《International Journal for Academic Development》2017,22(1):56-69

Abstract

Sessional teachers in universities are often marginalised by their part-time status, availability for training, and invisibility within the institution’s infrastructure. Nevertheless, tutors as a subset of this group, regularly have access to some training and development. This paper presents a methodological approach for implementing the BLASST framework for sessional staff at a New Zealand university, based on a project to benchmark support for tutors. Using Activity Theory, I discuss tensions associated with developing a training programme for tutors and how such an approach can aid the development of similar models for all sessional teachers.  相似文献