Book Review     

Louise Gagnon-Arguin  Carol Couture  Agnes E. M. Jonker  Fernanda Ribeiro 《Archival Science》2001,1(1):107-116

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Spread or Sacrifice: Dilemma for Lighting Policies     

Agnes Brokerhof  Pieter Kuiper  Steph Scholten 《文物保护研究》2018,63(5):28-34

ABSTRACT

Light sensitive objects will fade on display. Collection managers and curators face the dilemma whether to spread fading over several similar objects or sacrifice one. This paper describes an experiment in which participants were asked how they would want to pass on a collection of seventeenth century hand-coloured maps to coming generations. Results show that while colour changes are hardly visible, both public and professionals do not perceive them as damage and prefer to spread fading. Once fading becomes clearly visible in all maps, the preference shifts to sacrificing one map. The tipping point lies around five just noticeable changes. This information can be used when selecting objects for exhibition. The outcome also implies it would be prudent to assess the degree of fading of much exhibited objects and consider whether and when to choose for a sacrifice strategy.  相似文献   

Assessment,Grade Level and Learning     

Agnes Chang Shook Cheong 《Asia Pacific Journal of Education》1992,12(2):35-47

Researchers have identified assessment as a very crucial influence on the learning strategies adopted by students. The present study carried out on Secondary 2, Secondary 4, and Junior College 2/Pre-University 3 students shows that the Singapore students did not favour the Surface Approach in their learning of English and Mathematics. The nature of the discipline and the cognitive demands of the examinations carried considerable importance for students in their choice of learning strategies. Despite the heavy emphasis on excelling in examinations, students did not rely solely on surface and achieving strategies to attain their goals.  相似文献   

Reading Comprehension of Dutch Deaf Children     

Loes N. Wauters  Wim H. J. Van Bon  Agnes E. J. M. Tellings 《Reading and writing》2006,19(1):49-76

In this study, the reading comprehension of deaf children and adolescents in the Netherlands is examined along with their word identification. The reading comprehension of 464 deaf students and the word identification of 504 deaf students between 6 and 20 years of age was examined. The results show the reading comprehension scores of deaf children to be far below the scores of hearing children. On average, the deaf subjects scored at a level equivalent to a hearing child in the first grade. The word identification scores of the deaf children, however, were almost equivalent to the scores of hearing children. Although reading comprehension and word identification appear to be related, this relation does not completely explain the comprehension difficulties encountered by deaf children. Additional factors are required to explain deaf children’s difficulties with reading comprehension.  相似文献   

The Importance of Teaching and Learning Nature of Science in the Early Childhood Years   总被引：1，自引：0，他引：1  

Valarie L. Akerson  Gayle A. Buck  Lisa A. Donnelly  Vanashri Nargund-Joshi  Ingrid S. Weiland 《Journal of Science Education and Technology》2011,20(5):537-549

Though research has shown that students do not have adequate understandings of nature of science (NOS) by the time they exit high school, there is also evidence that they have not received NOS instruction that would enable them to develop such understandings. How early is “too early” to teach and learn NOS? Are students, particularly young students, not capable of learning NOS due to developmental unreadiness? Or would young children be capable of learning about NOS through appropriate instruction? Young children (Kindergarten through third grade) were interviewed and taught about NOS in a variety of contexts (informal, suburban, and urban) using similar teaching strategies that have been found effective at teaching about NOS with older students. These teaching strategies included explicit decontextualized and contextualized NOS instruction, through the use of children’s literature, debriefings of science lessons, embedded written NOS assessments, and guided inquiries. In each context the researchers interviewed students prior to and after instruction, videotaped science instruction and maintained researcher logs and field notes, collected lesson plans, and copies of student work. The researchers found that in each setting young children did improve their understandings of NOS. Across contexts there were similar understandings of NOS aspects prior to instruction, as well as after instruction. There were also several differences evident across contexts, and across grade levels. However, it is clear that students as young as kindergarten are developmentally capable of conceptualizing NOS when it is taught to them. The authors make recommendations for teaching NOS to young children, and for future studies that explore learning progressions of NOS aspects as students proceed through school.  相似文献   

Global Social Responsibility: Developing a Scale for Senior High School Students in Japan     

Megumi Nakamura  Agnes M. Watanabe-Muraoka 《International journal for the advancement of counseling》2006,28(3):213-226

This research was conducted with the aim of clarifying a concept of “global social responsibility.” A total sample of 395 senior high school students in Japan responded to a pool of items mostly adapted from a scale developed by Starrett (1996) and provided additional data concerning their social experiences. The data were used in the development of a Japanese version of the Global Social Responsibility (GSR) scale. It was found that “global altruism,” “active involvement with society,” and “understanding of interdependence” constituted a construct of global social responsibility. It was also found that females, those who discussed social problems with their family, those who revealed a high awareness of responsibility and those who had multiple experiences of volunteer activities for community service showed high GSR scores. The scale provides both an awareness of the concept and a measure for determining levels of global social responsibility. Counseling professionals are encouraged to consider their roles from a global and social perspective, with the notion of responsibility being seen as central to the concepts of freedom and personal development.  相似文献   

Trials to criteria for hydrostatic weighing at residual volume   总被引：1，自引：0，他引：1  

D Bonge  J E Donnelly 《Research quarterly for exercise and sport》1989,60(2):176-179

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How can science connect with and contribute to conservation? Recommendations and reflections     

Agnes W. Brokerhof 《文物保护研究》2015,60(6):7-13

This paper reports the conclusions and recommendations of the working group that synthesized the discussions on ‘How can science connect with and be of greater benefit to conservation practice?’ during the ICCROM Forum on Conservation Science. The author reflects on these findings from her own perspective and experiences, and places them in the context of two major shifts in heritage research: the first, a shift in focus from conserving materials to managing meaning. The second, a shift in organizational structures from single, centrally funded heritage institutions towards diffuse networks which include new players who have no direct responsibility towards heritage. Both shifts are taking place in an environment of decreased funding and increased accountability to society. Science and conservation connect and contribute to each other most effectively if they together contribute to the societal benefits of heritage. In this regard, heritage science strategies can stimulate collaboration, and direct science and conservation towards innovative, applicable outcomes. Moreover, they can promote a transdisciplinary approach which connects social, economic and business sciences and stakeholders. They should also ensure the creation of sustainable nodes for consolidating knowledge within these dynamic networks.  相似文献   

Early childhood teachers' views of nature of science: The influence of intellectual levels,cultural values,and explicit reflective teaching     

Valarie L. Akerson  Cary A. Buzzelli  Lisa A. Donnelly 《科学教学研究杂志》2008,45(6):748-770

This study tracked the influence of explicit reflective instructional methods on cultural values, ethical and intellectual development, and the relationship of these with preservice teachers' views of nature of science (NOS). The researchers used the Views of Nature of Science Form B (VNOS B) to describe NOS views, the Learning Context Questionnaire (LCQ) to classify preservice teachers' ethical and intellectual positions using Perry's scheme, and the Schwartz Values Inventory (SVI) to measure preservice teachers' cultural values. The interventions took place in two concurrent courses: a science methods course, and a foundations of early childhood course. The science methods course explicitly emphasized NOS throughout the semester, and the foundations of early childhood course reinforced these ideas through cultural activities that stressed empirical evidence. Analysis of data showed relationships between preservice teachers' Perry positions and responses on the VNOS B with those at higher positions exhibiting more informed NOS views. Relationships between preservice teachers' NOS views and their cultural values were identified, such as those at the dualism position holding achievement more highly for scientists than those at other Perry positions. The values preservice teachers held personally were different from those they held as important for scientists. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 748–770, 2008  相似文献   

Teacher education for inclusion in Europe     

Verity Donnelly  Amanda Watkins 《Prospects》2011,41(3):341-353

Teacher education issues are high on the policy agenda across Europe. The United Nations Convention on the Rights of People with Disabilities (2006) is gaining momentum and providing a force for change, supported by many communications both internationally and at European level that recognize how central education is in efforts to develop a more equitable society. In moving towards a more inclusive education system, there is a need to train all teachers to meet the diverse needs of all learners in their classrooms and to work collaboratively with colleagues. Drawing on key documents, this article outlines the policy context and reviews the available evidence supporting the move towards teacher education for inclusion across Europe. It presents the work of the European Agency for Development in Special Needs Education, to highlight some of the opportunities and challenges within its member countries in addressing teacher education for inclusion.  相似文献