DEVELOPING TRAITS OF CHARACTER IN LIFE SITUATIONS     

W. W. Charters∗ 《Religious education (Chicago, Ill.)》2013,108(7):753-757

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Message to the Association     

Neil C. Gunter 《Counselor Education & Supervision》1975,15(2):82-83

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Models in Physics: Some Pedagogical Reflections based on The History of Science     

Gunter Lind 《International Journal of Science Education》2013,35(1):15-23

This study aimed to assess the influence of a philosophy of science (POS) course on science teachers’ views of nature of science (NOS), perceptions of teaching about NOS, and instructional planning related to NOS. Participants were 56 undergraduate and graduate preservice secondary science teachers enrolled in a two science‐methods course sequence, in which participants received explicit, reflective NOS instruction. Ten of these participants were also enrolled in a graduate survey POS course. The Views of Nature of Science Questionnaire — Form C coupled with individual interviews was used to assess participants’ NOS views at the beginning and conclusion of the study. Participants’ lesson plans and NOS‐specific reflection papers were analysed to assess the impact of the POS course on their instructional planning related to, and perceptions of teaching about, NOS. Results indicated that, compared with participants enrolled in the methods courses, the POS course participants developed deeper, more coherent understandings of NOS. Substantially more of these latter participants planned explicit instructional sequences to teach about NOS. Additionally, the POS course participants’ discourse regarding NOS progressed from a preoccupation with the technical, to a concern with the practical, and, finally, to a focus on the emancipatory. Their views of teaching about NOS in their future classrooms went beyond the customary discourse of whether pre‐college students should or could be taught about NOS, to contemplating changes they needed to bring about in their own teaching behaviour and language to achieve consistency with their newly acquired NOS understandings.  相似文献   

The Function of the Association in Relation to Religious Education in the Community     

J. M. Artman∗ M. A. 《Religious education (Chicago, Ill.)》2013,108(5):322-328

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III. The Movement Toward the Coordination of Agencies During the Past Year     

Jay S. Stowell∗ 《Religious education (Chicago, Ill.)》2013,108(3):203-207

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The Religious Function of the College     

Charles F. Thwing∗ LL.D.  Litt. D. 《Religious education (Chicago, Ill.)》2013,108(4):253-256

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THE JEWISH CENTER AND GROUP WORK     

Edwin D. Starbuck∗  J. M. Artman∗ 《Religious education (Chicago, Ill.)》2013,108(2):72-83

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Pupils at Risk: A Framework for Action     

Barrie Irving 《Pastoral Care in Education》2013,31(3):8-11

Gerard Egan describes the shadow side of management as all the important activities and arrangements that do not get identified, discussed and managed. John Sullivan argues that the image of ‘shadows’ is relevant to understanding some features of schools. The leadership role of heads is related to gaps between mission and practice and the ‘shadow’ side of organizations. Emphasis on mission could lead to the imposition of ethos. If heads are to avoid slipping into manipulation, it is suggested that they might usefully retrieve some insights from Aristotle, especially with regard to the art of rhetoric.  相似文献   

PROMOTING THE PRINCIPLES OF UNIVERSAL BROTHERHOOD IN THE FAMILY     

Henry F. Cope∗ D.D. 《Religious education (Chicago, Ill.)》2013,108(3):228-232

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IV HOW TO USE FILMS AND SLIDES     

William L. Hockman∗ 《Religious education (Chicago, Ill.)》2013,108(6):336-346

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