An education Millennium Development Goal for quality: complexity and democracy     

Angeline M. Barrett 《Compare》2011,41(1):145-148

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Scholars as leaders? A review of socrates in the boardroom     

Christopher C. Morphew  Barrett J. Taylor 《Higher Education》2011,61(5):617-619

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Education quality for social justice     

Angeline M. Barrett 《International Journal of Educational Development》2011

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Teaching about ethics through socioscientific issues in physics and chemistry: Teacher candidates' beliefs     

Sarah Elizabeth Barrett  Martina Nieswandt 《科学教学研究杂志》2010,47(4):380-401

The purpose of this qualitative study was to identify and explain the origins of physics and chemistry teacher candidates' beliefs about teaching about ethics through socioscientific issues (SSI). This study utilized a series of in‐depth interviews, while the participants (n = 12) were enrolled in a 9‐month teacher education program at an urban university in Canada. Our data analysis revealed that beliefs about teaching physics and chemistry using SSI derive from a complex web of fundamental beliefs exemplified by four archetypes representing the subject‐specific identities of our teacher candidates—Model Scientist/Engineer, Model Individual, Model Teacher, and Model Citizen. Furthermore, we found that the justification for belief change required by a particular teacher candidate depends on these subject‐discipline identities. Thus, the presence of each archetype in preservice classrooms has ramifications for the way a teacher educator should encourage his or her students to include SSI in their teaching. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 380–401, 2010  相似文献   

Of Peanut Butter Jars and Public Education     

Randy Barrett Principal 《Clearing house (Menasha, Wis.)》2013,86(8)

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The Interview — “Final Exam”     

Dr. Thomas A. Sinks  Dr. John W. McLure  Robert Malinka  Dr. Marvin Pozdol 《Clearing house (Menasha, Wis.)》2013,86(9):444-448

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Maria Teresa Tatto (Ed), Reforming teaching globally     

Angeline M. Barrett 《Compare》2008,38(4):507-509

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Requiem for bethlehem the company went broke ‐ the learning was priceless     

Marvin Weisbord 《Performance Improvement》2004,43(5):7-12

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Patterns of perceptual deficits in academically deficient juvenile delinquents     

Peter W. Zinkus  Marvin I. Gottlieb 《Psychology in the schools》1979,16(1):19-27

Patterns of perceptual deficits were investigated in a population of academically deficient juvenile delinquents. Comparisons were made with a group of youthful offenders with adequate academic skills. Auditory perceptual deficits appeared to be a more significant factor in accounting for the severe academic deficiencies observed in the delinquent subjects than did visual-perceptual deficits. However, multiple perceptual deficits involving both auditory and visual perceptual skills formed the basis of the majority of academic deficiencies and social maladaptation. The results indicate the potential ill effects of an undiagnosed and untreated learning disability on subsequent emotional development. Prevention of delinquency may begin with the preschool child who is at high-risk for developing behavioral problems in later years.  相似文献   

The effects of matching locus of control and presentation mode in parent training     

Susan Brewer  Nona Tollefson  Marvin J. Fine 《Psychology in the schools》1981,18(4):482-488

This study examined the effects of a behavioral parent training program presented in a manner either congruent or incongruent with participant's locus of control orientation. Statistically significant interactions between locus of control orientation and presentation mode were formed for the management skills and child behavior measures. Greater positive attitudinal changes were realized by parents participating in the shared-control training group.  相似文献