EDITORIAL     

Rod Parker‐Rees  Marian Whitehead 《Early Years: An International Journal of Research and Development》2006,26(3):231-233

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Interactions of first-grade teachers with learning disordered children     

R B Chapman  S C Larsen  R M Parker 《Journal of learning disabilities》1979,12(4):225-230

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Educational research abstracts: Installment 10     

Fred P. Barnes 《Educational technology research and development : ETR & D》1965,13(1):92-111

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Assessing students' ability to trace matter in dynamic systems in cell biology   总被引：1，自引：1，他引：0  

Wilson CD  Anderson CW  Heidemann M  Merrill JE  Merritt BW  Richmond G  Sibley DF  Parker JM 《CBE life sciences education》2006,5(4):323-331

College-level biology courses contain many complex processes that are often taught and learned as detailed narratives. These processes can be better understood by perceiving them as dynamic systems that are governed by common fundamental principles. Conservation of matter is such a principle, and thus tracing matter is an essential step in learning to reason about biological processes. We present here multiple-choice questions that measure students' ability and inclination to trace matter through photosynthesis and cellular respiration. Data associated with each question come from students in a large undergraduate biology course that was undergoing a shift in instructional strategy toward making fundamental principles (such as tracing matter) a central theme. We also present findings from interviews with students in the course. Our data indicate that 1) many students are not using tracing matter as a tool to reason about biological processes, 2) students have particular difficulties tracing matter between systems and have a persistent tendency to interconvert matter and energy, and 3) instructional changes seem to be effective in promoting application of the tracing matter principle. Using these items as diagnostic tools allows instructors to be proactive in addressing students' misconceptions and ineffective reasoning.  相似文献   

Reconceptualising the curriculum: from commodification to transformation     

Jan Parker 《Teaching in Higher Education》2013,18(4):529-543

This article inveighs against the prevalent commodified discourse in Higher Education especially as it impacts on curriculum planning, quality assurance and learner typologies. It expresses a concern that educational research, in offering models drawn, but now divorced from, practice, may contribute to this negative impact. As an example, a polarised model distinguishing features of ‘traditional’ from ‘emerging’ curricula is criticised as contributing to this commodification; as diminishing the status of university teachers, as offering an instrument to reductive quality assurance systems and as militating against the disciplines operating as communities of practice. In contradistinction to this dichotomizing model, but extrapolating from the same article, a ‘both/and’ model outlining elements of process- and discipline community-based ‘transformational curricula’ is offered. It is perhaps impossible to write about the evils of externalised models and reductively abstract discourse without contribut ing to that very effect. The article therefore ends with two voices which are not those of educational researchers.  相似文献   

From Mentorship to Tenureship: A Storied Inquiry of Two Academic Careers in Education     

Darlene Ciuffetelli Parker  Ruth McQuirter Scott 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):405-425

This article details a narrative inquiry journey between a novice pretenured professor and an experienced tenured professor from 2005 to 2009 to illustrate collaborative mentorship. The authors examine the importance of storied inquiry in studying mentoring and describe how their narrative journey as collaborators informed their relationship and respective understandings of the tenure process. Data were collected from written narratives, correspondence, and conversations within a mentorship program. Three dimensions of narrative inquiry are used to explore the themes of writing as nurturing the mentoring relationship and the assimilation into the academy: fear and anxiety along the tenureship path, building community and a collaborative mentorship, and balance between life and academia.  相似文献   

Problems & Prospects Revisited: Bursik’s Mark on Chicago‐Style Criminology     

Heather Zaykowski  Karen F. Parker 《Journal of Criminal Justice Education》2013,24(3):311-331

It has been 20 years since Robert J. Bursik Jr. published his seminal article outlining some of the problems and prospects in the social disorganization perspective on crime and delinquency. In this study, we review the content of approximately 200 published articles that cite Bursik’s 1988 piece. These studies are systematically examined in terms of their efforts to overcome the problems and pursue the prospects that Bursik outlined. In addition to content analysis, we survey the authors who cite this work. That is, we gather data from the authors directly to assess the influence of Bursik’s article on their own published work. Our research finds that Bursik’s work played a significant role in the revitalization and expansion of social disorganization theory.  相似文献   

Meyer Weinberg     

Josie Johnson 《Equity & Excellence in Education》2013,46(4-6):108-110

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WRITING ACROSS THE CURRICULUM PROGRAMS IN NEW JERSEY'S PUBLIC COLLEGES     

Robert P. Parker  Vera Goodkin 《Community College Journal of Research & Practice》2013,37(4):323-330

Since 1976 in response to growing concern about college students’ writing abilities, faculty development programs on writing across the curriculum have arisen in a number of two‐ and four‐year colleges throughout the United States. This movement, for it seems to be one, has its roots in a similar movement that began more than 15 years ago in British secondary schools. This paper first reviews briefly the early history of the movement in England and compares the movement there to the one now under way in U.S. higher education. It then presents the results of a questionnaire survey of New Jersey's public two‐ and four‐year colleges undertaken in the spring of 1979. The purpose of the survey was to determine whether and to what extent New Jersey's public colleges had started or were planning to start development programs designed to bring groups of faculty together, across disciplines, to discuss problems relating to student writing performance and to develop specific interdisciplinary plans for solving these problems. In addition, information is presented about the nature of the steps taken in those institutions that reported having initiated such programs and about the efforts to evaluate the impact of these programs. Finally, conclusions are drawn about the state of writing across the curriculum programs in New Jersey public higher education and recommendations are made for further action in this direction.  相似文献   

Comparison of a behavioral model of physicians' drug product choice decision with pharmacists' product choice recommendations: A study of the choice for the treatment of panic disorder     

Sheryl L. Szeinbach  James H. Barnes  Kent H. Summers 《Structural equation modeling》2013,20(3):232-245

The purpose of this study was to examine and compare the decision process for physicians and pharmacists when considering medications to treat patients with panic disorder. A second‐order confirmatory factor analysis modeling physicians' prescribing influences revealed high factor loadings for efficacy considerations and side effects in conjunction with patient characteristics. A multisample analysis using the physician model revealed that pharmacists also consider the same factors important. Both health care professionals were concerned about the patient's quality of care, recovery, and medication efficacy.  相似文献