Success of a Professional-Development Model in Assisting Teachers to Change Their Teaching to Match the More Emphasis Conditions Urged in the National Science Education Standards     

Larry L. Kimble  Robert E. Yager  Stuart O. Yager 《Journal of Science Teacher Education》2006,17(3):309-322

Lead teachers were a major part of a staff-development program first offered in 1983 for science teachers in Iowa. Later, the National Science Teachers Association (NSTA) reform project called Scope, Sequence, and Coordination (SS&C) involved 20 school districts and worked annually with new teachers involved during the 7-year funding period, 1990–1997. Eight lead teachers, who provided assistance to staff teams, were studied in 1998 and 2000 to determine how their teaching practices changed during the 3 years following funding. The results indicated that the eight teachers have continued to grow in terms of constructivist strategies beyond the funding period and in ways illustrating that the kind of teaching advocated by the National Science Education Standards (National Research Council, 1996).  相似文献   

Beliefs and perceived needs of rural K-12 teachers of science toward the uses of computing technologies     

J. Randy McGinnis  Patricia Simmons  Mary M. Atwater  Larry Hatfield  John Olive  Anita Hunt 《Journal of Science Education and Technology》1996,5(2):111-120

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A collaborative governance approach to improving tertiary education in Papua New Guinea     

Kaye Eldridge  Lisa Larry  Jeanette Baird  David Kavanamur 《Asia Pacific Journal of Education》2018,38(1):78-90

Tertiary education in Papua New Guinea (PNG) is in a critical state, as the sector struggles to address increased demand for student places with severely curtailed capacity. Recent thinking about improving public services in PNG has emphasized “whole of sector” or collaborative governance. Such an approach in tertiary education has the potential to improve the sector’s outcomes within its existing resource constraints. This exploratory paper examines the challenges involved in applying a deliberate collaborative governance approach to tertiary education in PNG. In particular, two theoretical models of collaborative governance are employed to gain insight into possible issues through the consideration of four main criteria: power, incentives, history, and leadership. The paper shows that the challenges to introducing collaborative governance to PNG tertiary education are substantive, and that any effective effort will require committed leadership and a carefully measured strategy that acknowledges the country’s particular circumstances.  相似文献   

Document management     

Jim Boyle  Larry Bielawski  Bill Miller 《Performance Improvement》1998,37(5):32-35

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Educating Teachers to Teach Multiplicative Structures in the Middle Grades     

Judith Sowder  Barbara Armstrong  Susan Lamon  Martin Simon  Larry Sowder  Alba Thompson 《Journal of Mathematics Teacher Education》1998,1(2):127-155

The middle-grades mathematics related to multiplicative structures has undergone careful scrutiny over the past decade. Researchers have identified the types of reasonings involved; the difficulties students have with the concepts and why these difficulties might occur; and the interconnections within this content area. On the basis of this research we make four recommendations for the preparation and professional development of teachers. The recommendations deal with different but related forms of reasoning: quantitative reasoning, multiplicative reasoning, proportional reasoning, and reasoning with rational numbers. Problematic issues that follow from the recommendations are discussed. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

Performance changes on the K-TEA: Brief form for learning-disabled students     

J. Barry Hewett  Larry M. Bolen 《Psychology in the schools》1996,33(2):97-102

The purpose of the present investigation was to measure performance changes on the K-TEA: Brief Form over a 3-year retest interval. Fifty-two learning-disabled students were retested with the K-TEA: Brief Form following 3 years of special education services. Results showed an average decrease of 3.33 points in Battery Composite over the 3-year retest interval. Nonsignificant mean retest differences for Battery Composite, Math, Reading, and Spelling were found. Retest trait stability coefficients ranged from .69 (Mathematics) to .88 (Spelling), suggesting that the K-TEA: Brief Form is a reliable instrument in screening for changes in special achievement over an extended period. An examination of individual difference scores revealed significant within variability for each achievement area. © 1996 John Wiley & Sons, Inc.  相似文献   

The long and winding path (from instructional design to performance technology)     

Clay Can  Larry Totzke 《Performance Improvement》1995,34(7):4-8

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The long and winding path (from instructional design to performance technology)     

Clay Can  Larry Totzke 《Performance Improvement》1995,34(6):8-12

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Publication productivity in selected School Psychology Journals: 1985-1991     

Raymond E. Webster  Cathy W. Hall  Larry M. Bolen 《Psychology in the schools》1993,30(2):136-142

This study examines the institutional affiliations of authors who have published in the three major journals of School Psychology and two additional journals started recently in the field between January, 1985, and July, 1991. The specific journals examined were Psychology in the Schools, Journal of School Psychology, and the School Psychology Review. These journals comprise the primary research outlets in School Psychology. In addition, papers published in Professional School Psychology and the Journal of Psychoeducational Assessment were also included in the analysis because these represent relatively new publication outlets for School Psychology. Findings regarding institutional productivity are compared with those obtained from previous studies in this area.  相似文献   

The S‐Machine: An Alternative Approach to Teaching Assembler Programming     

Larry Hughes 《Computer Science Education》2013,23(2):127-140

The demand for assembler language programmers has dropped dramatically over the past 20 years with the advent of structured programming languages and the accessibility of hardware features from high‐level languages. Nevertheless, a course in assembler language programming is often the first, and sometimes the only, introduction a student has to a machine's hardware. For this reason alone, assembler language programming courses should not be removed from a curriculum; instead, they should be kept and taught in conjunction with modern software engineering practices. This article describes an alternative approach to teaching assembler language programming. Whereas the students are still introduced to a machine and its assembler language, they are required to write several low‐level library routines they used in introductory courses (such as ACM CS1 and CS2). Furthermore, the S‐Machine's support software allows students to study the internals of an assembler, a librarian, and a linker.  相似文献