Curriculum crisis: The challenge of the '80s     

Gay Goodman Ph.D  Jo Ann Parochetti 《Innovative Higher Education》1987,12(1):47-50

Developmental remediation programs designed to raise achievement levels of underprepared students have proliferated in the past decade. Despite the fact that these programs employ a variety of teaching strategies, a substantial subgroup of developmental students are unsuccessful in current remediation programs. They need a different curricular approach. As the number of applicants declines and the demand for generating credit hours continues, the question is shifting from “Should less capable students be allowed to attend college?” to “What curriculum should be provided for these students?” The challenge for the '80s is to expand developmental education to include vocational education and post-secondary specialized education.  相似文献   

Evidence that Teacher Interactions with Pedagogical Contexts Facilitate Chemistry-Content Learning in K-8 Professional Development     

Andrea Gay Van Duzor 《Journal of Science Teacher Education》2012,23(5):481-502

In many innovative science content professional development (PD) courses for teachers, science concepts are situated within pedagogical contexts, or in other words, science content is incorporated within contexts relevant to teaching and student learning. Pedagogical contexts are often used because they are believed to be engaging for teachers and to support content transfer to the classroom. However, few studies have investigated how pedagogical contexts serve to impact teacher engagement and science content learning. This qualitative case study examined K-8 in-service teachers?? interactions with pedagogical contexts in a chemistry PD course. Findings indicate that teachers??: (1) contribution of teaching experiences helped create a collegial learning environment, (2) sharing of concerns from classroom teaching directed content discussion and learning objectives, and (3) reflection on teacher and learner roles in the PD classroom led to persistence in chemistry-content learning. Implications for PD instructor use of pedagogical contexts in science content based PD are discussed.  相似文献   

Give or Take a Few? Comparing Measured and Self-Reported Height and Weight as Correlates of Social Physique Anxiety     

Jennifer Gay  Eva V. Monsma  Toni Torres-McGehee 《Research quarterly for exercise and sport》2013,84(3):656-662

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Equitable partnerships for mutual learning or perpetuator of North–South power imbalances? Ireland–South Africa school links     

Susan Kresky Gallwey  Gay Wilgus 《Compare》2014,44(4):522-544

This study examines how various components of a school-linking programme between Ireland and South Africa either support Development Education’s goal of sustainable, equitable partnerships that enable mutual learning between Northern and Southern countries or, instead, promote power imbalances that reify stereotypic images of weak, needy Southerners being cared for by powerful, benevolent Northerners. Ethnographic data from schools in both sites suggest that divergent assumptions about and priorities for Development Education in Ireland and South Africa, disproportionate exchange visits, socio-economic differences and an ‘inward’ South African focus versus a ‘global’ Irish focus set the stage for power imbalances within the linking programme. Recommendations for a conjointly conducted revision of the agenda for school-linking programmes are made. These centre on helping learners understand how issues of power and power imbalance function at the local, national and global levels.  相似文献   

“UNFULFILLED PROMISES”     

Geneva Gay 《Review of Education, Pedagogy & Cultural Studies》2013,35(3):349-356

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Critique of child abuse films     

Gay Deitrich 《Child abuse & neglect》1982,6(2):243-244

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Capitalizing on Teacher Expertise: Motivations for Contemplating Transfer from Professional Development to the Classroom     

Andrea Gay Van Duzor 《Journal of Science Education and Technology》2011,20(4):363-374

Of primary concern in professional development (PD) are the ways in which teachers transfer knowledge from PD to the classroom. This qualitative case study of a chemistry PD course for elementary teachers investigates the first step in the transfer process by examining why and how K-8 teachers consider transfer to the classroom. Motivations for considering transfer were the same whether teachers only proposed how they could use PD content or teachers actively utilized PD experiments and concepts in their own classrooms. Teacher learning of chemistry concepts, activities, and pedagogical strategies were motivating factors for considering transfer. Teachers appropriated and adapted PD materials based on the specific learning needs of their own students, the constraints of their teaching contexts, and their desired outcomes, including making science learning relevant for students. Understanding teachers’ motivations and means of adaptations in considering PD can inform PD provider programs how to be more effective and responsive to teacher needs. Furthermore, teachers’ active consideration of appropriations and adaptations highlights how teachers leverage their expertise in shaping their PD experiences.  相似文献   

Gertrude H. Lamb, 1918–2015, AHIP,FMLA     

Ellen Gay Detlefsen 《Journal of the Medical Library Association》2015,103(3):121-122

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The influence of task and gender on search and evaluation behavior using Google     

Lori Lorigo  Bing Pan  Helene Hembrooke  Thorsten Joachims  Laura Granka  Geri Gay 《Information processing & management》2006

To improve search engine effectiveness, we have observed an increased interest in gathering additional feedback about users’ information needs that goes beyond the queries they type in. Adaptive search engines use explicit and implicit feedback indicators to model users or search tasks. In order to create appropriate models, it is essential to understand how users interact with search engines, including the determining factors of their actions. Using eye tracking, we extend this understanding by analyzing the sequences and patterns with which users evaluate query result returned to them when using Google. We find that the query result abstracts are viewed in the order of their ranking in only about one fifth of the cases, and only an average of about three abstracts per result page are viewed at all. We also compare search behavior variability with respect to different classes of users and different classes of search tasks to reveal whether user models or task models may be greater predictors of behavior. We discover that gender and task significantly influence different kinds of search behaviors discussed here. The results are suggestive of improvements to query-based search interface designs with respect to both their use of space and workflow.  相似文献   

Profiling: a mechanism for professional development of students?     

Gay Vaughan∗ 《Cambridge Journal of Education》1992,22(2):163-175

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