M. Joy Lewis MBE 1930–2007     

David Matthews 《Health information and libraries journal》2007,24(4):303-304

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A Bibliography for Philosophy and Constructivism in Science Education     

Matthews  Michael R. 《Science & Education》1997,6(1-2):197-201

The research literature on educational constructivism is voluminous (see the Carmichael (1990) Pfundt & Duit (1994) and Driver et al. (1994b) bibliographies cited below). The research - in both the Piagetian and Alternative Conception traditions - covers children's learning, cognitive development, curriculum development, classroom practices, teacher education, and much else. There is a further enormous literature on constructivism in philosophy of science (see Leplin (1984) and Churchland & Hooker (1985)), and on constructivism in the sociology of science (see Brown (1984), McMullin (1988, 1992). In turn these latter literatures overlap with the ocean of writing on post-modernist theory of knowledge and cognition (see Gross & Levitt (1994)). The following references relate mostly to educational constructivism, and then, with some exceptions, to articles that address epistemological and philosophical matters in science education. Even so it is not an exhaustive list, but hopefully it will be useful for teachers and researchers in the field. The author welcomes additions or omissions being brought to his attention.  相似文献   

Regressing,Progressing, or Transgressing on the Small Screen? Transgender Characters on U.S. Scripted Television Series     

Jamie C. Capuzza  Leland G. Spencer 《Communication quarterly》2017,65(2):214-230

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Alan F. Chalmers: <Emphasis Type="Italic">The Scientist’s Atom and the Philosopher’s Stone: How Science Succeeded and Philosophy Failed to Gain Knowledge of Atoms</Emphasis>     

Michael R. Matthews 《Science & Education》2011,20(2):173-190

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Job Demands and Resources Experienced by the Early Childhood Education Workforce Serving High-Need Populations     

Farewell  Charlotte V.  Quinlan  Jennie  Melnick  Emily  Powers  Jamie  Puma  Jini 《Early Childhood Education Journal》2022,50(2):197-206

Early Childhood Education Journal - The early childhood education (ECE) workforce plays a key role in promoting early childhood development by their interactions with young children during...  相似文献   

同义句转换精练     

曾国红 《英语辅导》2003,(7):7-7

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An example of the teacher expectation effect in mixed ability teaching     

G. P. Matthews 《科学教学研究杂志》1982,19(6):497-502

Much interest has been shown recently in teacher expectation or “self-fulfilling prophecy” effects, despite the difficulty of making objective observations of the phenomenon. The present case study concerns a population of twelve mixed-ability chemistry classes in a comprehensive school in the U.K. The poor behavior of one of the groups led to a stigma being attached to it by staff, and for various doubtful reasons, this became associated with another class as well. A statistical analysis of examination marks shows that neither reputation was justified in terms of academic achievement, and quantifies possible teacher expectation effects arising from the situation. The findings demonstrate the ease with which academic achievements can be hampered unwittingly by the prejudices of a teacher even in a well-structured learning situation.  相似文献   

Education for librarianship in the information society: the health and welfare dimension     

D. Matthews 《Health information and libraries journal》1988,5(2):137-138

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Editorial     

Michael R. Matthews 《Science & Education》1992,1(1):1-9

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Effects of schoolwide cluster grouping and within-class ability grouping on elementary school students’ academic achievement growth     

Michael S. Matthews  Jennifer A. Ritchotte  Matthew T. McBee 《High Ability Studies》2013,24(2):81-97

We evaluated the effects of one year of schoolwide cluster grouping on the academic achievement growth of gifted and non-identified elementary students using a piecewise multilevel growth model. Scores from 186 non-identified and 68 gifted students’ Measures of Academic Progress Reading and Math scores were examined over three school years. In 2008–2009 within-class ability grouping was used. In 2009–2010 schoolwide cluster grouping was implemented. In 2010–2011 students once again were grouped only within classrooms by ability and students identified as gifted were spread across all classrooms at each grade level. Results suggest that schoolwide cluster grouping influenced student performance in the year following its implementation, but only for mathematics and not the area of reading.  相似文献