Teaching conceptual networks     

Susan M. Markle 《Performance Improvement》1978,17(1):4-7

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Ethical issues of behavior modification research in schools     

Susan G. O'Leary  K. Daniel O'Leary 《Psychology in the schools》1977,14(3):299-307

Behavior modification research in the classroom was examined by the National Commission for the Protection of Human Subjects because of the increasingly widespread use of behavioral procedures in the schools, the effectiveness of these procedures in changing academic and social behavior, and the consequent concern about potential misuse. In order to foster the responsible use of behavior modification procedures in the schools on a practical as well as a research basis, the following ethical issues being considered by researchers and the involved public are discussed: informed consent, determination of classroom goals, legitimacy of rewards and aversive controls in the classroom, conceptions of behavior modification as manipulative and mechanistic, who can implement the procedures, research design, and accountability. The authors conclude that the issues regarding protection of human subjects in behavior modification research are no different from other treatment-oriented research with children. However, the high degree of parental and teacher involvement in both research and practice requires shared responsibility for the prevention of misuse of behavior modification procedures.  相似文献   

Performance improvement in public health     

Seth N. Leibler  Susan F. Holly  Wayne G. Brown  Susan B. Toal 《Performance Improvement》1979,18(3):13-15

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Letters to the editor     

Alex L. Savitz  Kyle R. Carter Ph.D.  Susan Kontos Ph.D.  Dorothy Dodd Ed.D. 《Roeper Review》2013,35(3)

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Teachers’ Learning Journeys: The Quality Learning Circle as a Model of Professional Development     

Susan Lovett  Alison Gilmore 《School Effectiveness & School Improvement》2013,24(2):189-211

Worldwide, teachers struggle to keep pace with demands for learning. Educational reforms mandated at a national level require teachers to reconsider their teaching, curriculum and assessment philosophies and practices. This reliance on national policy initiatives increases teachers’ dependence on others knowing what their learning needs might be. Such dependence creates problems for sustained learning because teachers are not encouraged to help themselves. This article introduces an alternative approach to professional development, known as the Quality Learning Circle (QLC), to show how it can empower teachers to become agents of change able to meet both local needs alongside national agendas.  相似文献   

McAlpine Lynn and Cheryl Amundsen (Eds.) (2011) Doctoral Education: Research‐Based Strategies for Doctoral Students,Supervisors and Administrators. London: Springer. 226 pp. ISBN 978‐94‐007‐05067; £103.50. e‐ISBN 978‐94‐007‐0507‐4; £71.00.     

Susan Carter 《Higher Education Quarterly》2013,67(4):438-440

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Book review     

Susan Peters 《International Studies in Sociology of Education》2013,23(1):101-104

The following book is reviewed.Disability, politics and the struggle for change Len barton 'Ed.', 2001 London: David Fulton Publishers 184 pp., ISBN 1 85346 809 6 £21.00  相似文献   

Ethics at home: informed consent in your own backyard     

Susan Malone 《International journal of qualitative studies in education》2013,26(6):797-815

Keying off of a “fully informed consent letter” that consists of the text of her original letter to participants interspersed with insights gained after‐the‐fact, the author explores ethical and institutional power issues that arose as she conducted a qualitative research study in her home institution – her own “backyard” – and offers a critical examination of the concept of “informed consent,” calling for a radical revision of the standard notions of research ethics that blur ethical sensibilities.  相似文献   

Integrating research and teaching strategies: implications for institutional management and leadership     

Susan Lapworth 《Perspectives: Policy and Practice in Higher Education》2013,17(4):103-107

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Museums and the gifted     

Susan M. Mayer 《Roeper Review》2013,35(4):35-36

The integrative curriculum combines subject‐matter studies, mini‐courses, and long term projects which allows for individual differences and provides a qualitatively different instruction program for the gifted.  相似文献