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排序方式： 共有76条查询结果，搜索用时 31 毫秒
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PETER LEWIS 《Philosophical Books》1992,33(4):215-216
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DEBORAH M. OH SIMEON SLOVACEK SUSAN TUCKER ANN HAFNER 《Assessment & Evaluation in Higher Education》2003,28(3):279-295
As a response to the shortage of credentialed teachers in California, a four-year major called Urban Learning (ULRN), combining both the undergraduate and a teaching credential program was developed by professors at the Charter College of Education at California State University, Los Angeles. The assessment results of the program after its first two-year pilot period showed that ULRN students (N=153) exhibited higher motivation to learn and tended to take fuller course loads as compared to other undergraduate students at the university. This was attributed to faculty collaboration and cohort modeling of the program. Compared to students in the regular credential programs, ULRN students were more likely to remain enrolled in their program and more likely to complete the program and graduate sooner. This blended program as a whole including the assessment course appeared to have help pre-service teachers become competent as teachers. This blended program with its structure emphasizing efficiency and effectiveness was comparatively successful. 相似文献
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ANN CLARK 《Gender and education》1995,7(3):315-326
It is widely acknowledged that girls outperform boys across the curriculum in the GCSE examinations which are taken at the end of five years' compulsory secondary education. However, the gap in performance between boys and girls in modern languages is very marked and may suggest a need to reassess patterns of teaching and learning. This paper examines the differences in attitudes between boys and girls in modern languages after five years' study in an attempt to give some explanation for the considerable discrepancy in performance. Although previous research findings relating to boys' and girls' attitudes to their studies were confirmed, the significance of teacher personality and classroom practices emerged clearly from pupil interviews with both sexes. The article recognises the changes in the nature of the modern languages curriculum brought about by the introduction of GCSE and the on-going implementation of the National Curriculum, but points to the limitations and frustrations posed by these new agendas. Drawing extensively on pupil interviews, factors are highlighted which significantly affect pupils' perspectives and attitudes towards modern languages, and tentative suggestions are made which could help to improve the performance of both boys and girls in this traditionally 'female' subject. 相似文献
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LEWIS E. PATTERSON 《Counselor Education & Supervision》1988,27(3):195-202
Counseling becomes increasingly effective as trainees accumulate automatic facilitative behaviors and thereby free attentional capacities to understand the uniqueness of the individual client. 相似文献
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ANN MARIE C. LENHARDT 《Counselor Education & Supervision》1994,34(2):102-113
A school-based substance abuse training model for counselors was sponsored by a federal grant and designed by a counselor education department. The program was successful in training counselors to design and implement prevention and intervention programs in the school setting. 相似文献