Educating for twenty-first century competencies and future-ready learners: research perspectives from Singapore     

Jennifer Pei-Ling Tan  Suzanne S. Choo  Trivina Kang  Gregory Arief D. Liem 《Asia Pacific Journal of Education》2017,37(4):425-436

  相似文献   

我将永远爱你     

许慧文 《英语沙龙》2011,(3)

  相似文献   

Seeing Iconic Gestures While Encoding Events Facilitates Children's Memory of These Events     

Suzanne Aussems  Sotaro Kita 《Child development》2019,90(4):1123-1137

An experiment with 72 three-year-olds investigated whether encoding events while seeing iconic gestures boosts children's memory representation of these events. The events, shown in videos of actors moving in an unusual manner, were presented with either iconic gestures depicting how the actors performed these actions, interactive gestures, or no gesture. In a recognition memory task, children in the iconic gesture condition remembered actors and actions better than children in the control conditions. Iconic gestures were categorized based on how much of the actors was represented by the hands (feet, legs, or body). Only iconic hand-as-body gestures boosted actor memory. Thus, seeing iconic gestures while encoding events facilitates children's memory of those aspects of events that are schematically highlighted by gesture.  相似文献   

Cross-cultural academic mentoring dyads: a case study     

Amber Daniel  Suzanne Franco  Noah L. Schroeder  Ada T. Cenkci 《Mentoring & Tutoring: Partnership in Learning》2019,27(2):164-189

  相似文献   

Under the hood and in the ‘hood: exploring significant academic development relationships     

Suzanne Le-May Sheffield  Tansy Jessop 《International Journal for Academic Development》2019,24(3):215-217

  相似文献   

STRUCTURAL CHANGE: THE NEXT STEP IN JUSTICE EDUCATION     

Suzanne Toton 《Religious education (Chicago, Ill.)》2013,108(3):447-459

  相似文献   

An analysis of verbal language in Saturday morning children's programs     

Suzanne McCorkle 《Communication quarterly》2013,61(3):210-216

Content analyses of program variables and verbal content features were conducted on Saturday morning children's programming. Three tools were developed for the study which assessed general context features, supportive and defensive language, and other verbal language features. The results describe the verbal climate of Saturday morning programs.  相似文献   

Validity of High‐Stakes Assessment: Are Students Engaged in Complex Thinking?     

Suzanne Lane 《Educational Measurement》2004,23(3):6-14

The validity of high-stakes assessments and accountability systems is discussed in relation to the requirements of No Child Left Behind (NCLB). The extent to which content standards and assessments are cognitively rich, the challenges in setting performance standards, and the impact of high-stakes assessments on instruction and student learning are addressed. The article argues for quality content standards, cognitively rich assessments, and a cohesive, balanced assessment system.  相似文献   

Supervision and evaluation: The Wyoming perspective     

Bret G. Range  Susan Scherz  Carleton R. Holt  Suzanne Young 《Educational Assessment, Evaluation and Accountability》2011,23(3):243-265

The intent of this study was to assess the perceptions and actions of Wyoming principals concerning their role in supervising and evaluating teachers. A survey was sent to all 286 principals in the state of Wyoming, of which, 143 returned surveys, a response rate of 50%. Findings suggested that principals utilized supervisory behaviors more often than evaluative behaviors. Elementary principals perceived their evaluative practices as significantly more prevalent than secondary principals. Furthermore, principals indicated that their greatest frustrations in supervising teachers were time, the evaluation instrument, and teachers’ unwillingness to change. Additionally, findings suggested that Wyoming principals utilized classroom walkthroughs because they provided a snapshot of teaching and provided a medium for providing feedback. In regards to developmental supervision, principals indicated that novice teachers received much more supervision than veteran teachers. However, their reported use of differentiated supervision only applied to teacher autonomy concerning professional development goals. Principals reported that teachers had little input concerning the methods by which they were supervised. Finally, a majority of the Wyoming principals felt that improvement plans were effective at changing mediocre teaching behaviors, but 40% were speculative that such plans truly remediated poor teachers.  相似文献   

What are they asking? An analysis of the questions planned by prospective teachers when integrating literature in mathematics     

Barbara Purdum-Cassidy  Suzanne Nesmith  Rachelle D. Meyer  Sandi Cooper 《Journal of Mathematics Teacher Education》2015,18(1):79-99

  相似文献