A Clearer Vision: Creating and Evolving a Model to Support the Development of Science Teacher Leaders     

Brett A. Criswell  Gregory T. Rushton  Scott P. McDonald  Tugce Gul 《Research in Science Education》2018,48(4):811-837

This paper describes a professional development model for developing science teacher leaders that has evolved and been refined through working with 16 high school chemistry and physics teachers in high-needs schools over the past 3 years. The theoretical framework draws upon Goodwin’s notion of professional vision and Dempsey’s four metaphors to inform an understanding of professional identity consistent with innovation and empowerment in (a) the classroom setting with students and (b) with teachers in collegial environments. Thus, leadership practices and purposes are discussed at two distinct levels and contexts, which interact reflexively. Sociolinguistic discourse analysis of multiple data sources enabled us to identify the professional development features that promoted or hindered the teachers’ growth toward a leadership perspective and disposition. Implications for science teacher renewal and retention as well as limitations of the study and proposed leadership model are also shared and discussed.  相似文献   

Absolute versus relative class conceptual behavior in squirrel monkeys (Saimiri sciureus)     

Roger K. Thomas  Thomas N. Crosby 《Learning & behavior》1977,5(3):265-271

A theoretical scheme was suggested which distinguished between absolute and relative class concepts and differentiated class from relational concepts. Four monkeys were trained to respond differentially to green and nongreen objects (absolute class) and four responded differentially to odd and nonodd objects (relative class). All monkeys met stringent criteria of performance on their respective tasks, the green-nongreen group in a median of 600 trials and the odd-nonodd group in a median of 1,600 trials (p = .014). Possible explanations for the performance differences and some implications of the theory for comparative, nonhuman conceptual research were discussed.  相似文献   

The Political Sociology of Education     

Roger Dale 《British Journal of Sociology of Education》1983,4(2):185-202

  相似文献   

Scaffolding Self-regulated Learning and Metacognition – Implications for the Design of Computer-based Scaffolds     

Roger Azevedo  Allyson F. Hadwin 《Instructional Science》2005,33(5-6):367-379

  相似文献   

The children's author and his readers     

Roger Collinson 《Children‘s Literature in Education》1973,4(1):37-49

  相似文献   

Shuttlebox avoidance to intense white noise: Acquisition and the Kamin effect in rats     

Richard A. Hughes  C. William Brett 《Learning & behavior》1976,4(1):33-36

Experiment I demonstrated shuttlebox avoidance conditioning using intense white noise as a UCS. Ten rats were given 25 trials a day for 6 days. Escape latencies declined and avoidance responses increased over trial blocks. Experiment II provided support for a functional similarity between shock as a UCS and intense noise as a UCS by demonstrating the Kamin effect following incomplete shuttlebox training to noise. Separate groups of rats were given 25 trials followed by an additional 25 trials either 0, 1, 4, or 24 h later. The U-shaped Kamin effect was evident in the avoidance measure. A similar but inverted U-shaped function was obtained for the escape latency measure. Escape latencies were longer on retraining than on original training at 1 h but not at 0, 4, or 24 h after original training.  相似文献   

Book reviews     

Erica McWilliam  Roger Wiseman  Collette Tayler  Frank Crowther  Bob Smith  William F. Pinar  Peter Kell  Kathleen Kesson  John Izard 《The Australian Educational Researcher》1995,22(2):121-144

  相似文献   

Whither the State and Education Policy? Recent work in Australia and New Zealand     

Roger Dale 《British Journal of Sociology of Education》1992,13(3):387-395

  相似文献   

Use of the K‐ABC with Children in Zaire,Africa: An Evaluation of the Sequential‐Simultaneous Processing Distinction within an Intercultural Context     

Bruno Giordani  Michael J. Boivin  Bikayi Opel  Diawaku “Noah” Dia Nseyila  Roger E. Lauer 《International Journal of Disability, Development & Education》1996,43(1):5-24

There is a continuing need for formalised assessment procedures that can be adapted for group comparisons across diverse cultures to facilitate school and occupational placement, as well as to evaluate the effectiveness of nutritional, education, and medical intervention programs. This study used a direct translation of the Kaufman Assessment Battery for Children (K‐ABC) to evaluate 130 Zairian primary school children. The distinction between Sequential Processing and Simultaneous Processing abilities on the K‐ABC was generally found to be valid in this sample. The K‐ABC also discriminated effectively among grade levels, differences in health and family environment indicators, and tribal membership. Reasonable test‐retest correlations for the K‐ABC global scales were also found with a subsample of the children. The Zairian children's K‐ABC scores, particularly for the Simultaneous subtests, were markedly lower than the American normative sample. Education and experiential factors inherent in the sub‐Sahara environment may put these children at a significant cultural disadvantage in terms of the skills required for successful completion of K‐ABC items.  相似文献   

Gene-environment contributions to the development of infant vagal reactivity: the interaction of dopamine and maternal sensitivity     

Propper C  Moore GA  Mills-Koonce WR  Halpern CT  Hill-Soderlund AL  Calkins SD  Carbone MA  Cox M 《Child development》2008,79(5):1377-1394

This study investigated dopamine receptor genes (DRD2 and DRD4) and maternal sensitivity as predictors of infant respiratory sinus arrhythmia (RSA) and RSA reactivity, purported indices of vagal tone and vagal regulation, in a challenge task at 3, 6, and 12 months in 173 infant-mother dyads. Hierarchical linear modeling (HLM) revealed that at 3 and 6 months, RSA withdrawal in response to maternal separation was greater (suggesting expected physiological regulation) in infants without the DRD2 risk allele than those with the risk allele. At 12 months, infants with the risk allele who were also exposed to maternal sensitivity showed levels of RSA withdrawal comparable to infants who were not at genetic risk. Findings demonstrate the importance of developmental analysis of gene-environment interaction.  相似文献