Science curriculum development and evaluation in Papua New Guinea—The evolution of a curriculum development model     

Max N. Maddock  Wilson K. Kirina 《Research in Science Education》1974,4(1):23-33

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The Effect of an Analysis-of-Practice,Videocase-Based,Teacher Professional Development Program on Elementary Students' Science Achievement     

Joseph A. Taylor  Kathleen Roth  Christopher D. Wilson  Molly A. M. Stuhlsatz  Elizabeth Tipton 《Journal of research on educational effectiveness》2017,10(2):241-271

This article describes the effects of an analysis-of-practice professional development (PD) program on elementary school students' (Grades 4–6) science outcomes. The study design was a cluster-randomized trial with an analysis sample of 77 schools, 144 teachers and 2,823 students. Forty-two schools were randomly assigned to treatment, (88.5 hours) of integrated analysis-of-practice and content deepening PD (over the course of one year) while 35 schools were randomly assigned to receive an equal number of PD hours in science content deepening alone. Students' content knowledge, as measured by a project-specific test, was compared across treatment groups. The effect size for this comparison was 0.52 standard deviations in favor of students whose teachers participated in the PD that included analysis-of-practice. This effect compares favorably to that of other elementary school interventions whose effectiveness was studied with a narrowly focused outcome measure. Analysis of the demographics of the study schools suggests that the treatment effect could be relevant outside the local study context. Implications for future research include tests of mediation for teacher-level outcomes and efficacy tests of specific teaching strategies (intervention subcomponents).  相似文献   

Faculty Liaisons: an embedded approach for enriching teaching and learning in higher education     

Afsaneh Sharif  Ashley Welsh  Jason Myers  Brian Wilson  Judy Chan  Sunah Cho 《International Journal for Academic Development》2019,24(3):260-271

This paper explores the experiences of a group of academic developers who support educational development work as Faculty Liaisons at a large, research-intensive university. These academic developers inhabit complex ‘third spaces’, providing support through an embedded partnership relationship that requires lateral movement across functional and organizational boundaries to create new professional spaces, knowledge, and relationships. The authors utilize narrative inquiry and auto-ethnographic approaches to present an interpretive qualitative analysis of their experiences supporting Faculty and University projects across complex and evolving organizational boundaries. From this analysis, they highlight key roles and responsibilities associated with their blended context and identify challenges that academic developers who occupy third spaces within academic organizations face as they negotiate competing interests, identities, and requirements associated with the diverse range of their projects and the blended experience of working in scholarly and administrative, central- and Faculty-based roles. The lessons they have learned from these experiences will be of particular interest to academic developers who are experiencing the flux of change within higher education settings that are impacting teaching and learning practices both for faculty in the classroom and for those across the institution who support them.  相似文献   

Emergent themes from recent research syntheses in science education and their implications for research design,replication, and reporting practices     

Joseph Taylor  Erin Furtak  Susan Kowalski  Alina Martinez  Robert Slavin  Molly Stuhlsatz  Christopher Wilson 《科学教学研究杂志》2016,53(8):1216-1231

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At the early childhood level     

Ruth A. Wilson Ph. D. 《Early Childhood Education Journal》1994,22(2):23-25

Conclusion Environmental education at the early childhood level is about fostering a sense of appreciation and caring. The adult's role in the process is primarily that of sharing versus instructing: “sharing enthusiasm, curiosity, and wonder” (Dighe, 1993. p. 59). Helping young children grow in their understanding and appreciation of the natural world can greatly benefit the development of the child and has the potential for enhancing the humanearth relationship.  相似文献   

What is a real story? Investigating the perceptions of Key Stage One children   总被引：1，自引：0，他引：1  

Jacqueline Harrett Corresponding author Senior Lecturer Primary English  Theresa Benjamin 《Early Years: An International Journal of Research and Development》2005,25(1):31-42

This small‐scale piece of research stemmed from a larger study on oral storytelling and the responses of children to stories told and read to them. In the larger study several children expressed preferences for stories from picture books, as told stories were not real stories. This concept of real stories and what constitutes a real story in the eyes of an infant child, aged between five and seven years, is what led to the basis of the research. One hundred and thirty‐five children between the ages of five and seven years old were involved in the research. The investigation was conducted in three different schools in South Wales, UK. It was hoped that the research would give some insights into the literacy habits of children today. The children were asked some basic questions about home practices relating to storytelling and story‐reading and about preferences in relation to oral stories and picture books. Finally they were asked if they thought oral tales were real stories. This essay gives an overview of some of the literacy practices of the children and deliberates on their comments as they wrestle with the concept of a real story.  相似文献   

Interest,not Preference: Dewey and Reframing the Conceptual Vocabulary of School Choice     

Terri S. Wilson 《Educational theory》2016,66(1-2):147-163

School choice positions parents as consumers who select schools that maximize their preferences. This account has been shaped by rational choice theory. In this essay, Terri Wilson contrasts a rational choice framework of preferences with John Dewey's understanding of interest. To illustrate this contrast, she draws on an example of one parent's school decision‐making process. Dewey's concept of interest offers an alternative conceptual vocabulary attentive to the complex, value‐laden, and evolving process of choosing a school. Her analysis considers how schools might not just appeal to the preexisting preferences of families, but might instead actively shape those interests to democratic ends.  相似文献   

Child abuse in institutions: the case of day-care centers in Nigeria     

E B Wilson  G C Afamefuna 《Child abuse & neglect》1986,10(1):93-98

The authors examine the day-care center in Nigeria as a potential locus for child abuse and neglect by reanalyzing the data from available studies which were originally designed to assess quality of care in centers and not child abuse or neglect. A slightly modified version of the categories of abuse and neglect, delineated by Giovannoni and Becerra, is employed. Preliminary results suggest that substance abuse, verbal abuse and aspects of physical neglect related to housing and cleanliness of the facility may be the categories where research should be focused. The authors note the lack of normative data with reference to determining abuse and neglect in the Nigerian context.  相似文献   

Advancing virtual patient simulations through design research and interPLAY: part I: design and development     

Atsusi Hirumi  Andrea Kleinsmith  Kyle Johnsen  Stacey Kubovec  Michael Eakins  Kenneth Bogert  Diego J. Rivera-Gutierrez  Ramsamooj Javier Reyes  Benjamin Lok  Juan Cendan 《Educational technology research and development : ETR & D》2016,64(4):763-785

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Inhibition of delay of the two-way avoidance response and warning-signal salience     

Kazimierz ZieliŃski  Tomasz Werka  W. Jeffrey Wilson  Eugeniusz Nikolaev 《Learning & behavior》1995,23(4):438-446

Effects of extended training (nine sessions, 50 trials each) on two-way avoidance response latencies were studied. For each rat, auditory and visual warning signals (CS) were presented on separate trials, either according to a Gellermann series or in 25-trial blocks. Intermittent presentation of the two kinds of trials yielded shorter latencies and higher levels of avoidance performance in response to the noise CS than in response to the darkness CS. Presentation of trials in blocks revealed stronger response-eliciting properties of stimuli presented during the second half of the session than of those presented during the first half. A significant decrease of avoidance performance in the early portions of the delay period, an index of inhibition of delay, was obtained on auditory trials presented in the second half of the sessions. Results indicate that strong fear of the warning signal is required for inhibition of delay of avoidance responses.  相似文献