Message to the Association     

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

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Forgotten resources: Line managers as assets to training     

Paula Grace  Carolyn M. Straub 《Performance Improvement》1990,29(6):14-20

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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   

Book reviews     

Darrell W. Gunter 《Learned Publishing》2014,27(2):155-156

The Metadata Handbook: A Book Publisher's Guide to Creating and Distributing Metadata for Print and Ebooks Renée Register and Thad McIlroy Columbus, OH, DATACurate, 2012, 133pp. ISBN: 978‐0‐9858288‐1‐3 (PDF), 978‐0‐9858288‐5‐1 (Kindle), 978‐0‐9858288‐2‐0 (epub), 978‐0‐9858288‐0‐6 (pbk), $125.00 (pbk) $95.00 (e‐book) http://themetadatahandbook.com/  相似文献   

Sport in der Gesellschaft des Spektakels     

Gunter Gebauer  Sigmund Loland 《Sportwissenschaft》2003,33(4):484-487

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„Leistung“ als Aktion und Präsentation     

Gunter Gebauer 《Sportwissenschaft》1972,2(2):182-203

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Teacher job satisfaction: lessons from the TSW Pathfinder Project     

Graham Butt  Ann Lance  Antony Fielding  Helen Gunter  Steve Rayner  Hywel Thomas 《School Leadership & Management》2013,33(5):455-471

Government policy assumes that modernization and remodelling will be effective as external intervention mechanisms to improve job satisfaction. Based on data collected as part of the evaluation of the ‘Transforming the School Workforce Pathfinder Project’, an argument is presented here which suggests that internal management models may be more effective in improving teacher job satisfaction. By comparing the responses of teachers within primary and special schools with those from secondary schools, internal factors are identified which may be more relevant than externally imposed measures.  相似文献   

BROADCAST TELEVISION AS A CAUSE OF AGGRESSION? RECENT FINDINGS FROM A NATURALISTIC STUDY     

Tony Charlton  Barrie Gunter  David Coles 《Emotional and Behavioural Difficulties》2013,18(2):5-13

This sub‐study is part of a longitudinal naturalistic investigation monitoring the social behaviour of young children (3‐8‐year‐olds) before and after the arrival of broadcast television in St Helena, South Atlantic.

Children's free‐play behaviour in first school playgrounds was videotaped in 1994 (pre‐tv), and in 1995 and 1996 (post‐tv), and then coded and analysed by trained observers. Findings showed no significant differences in children's behaviour either across the availability of broadcast television (i.e. CNN) or with the addition of further channels (CNN plus others).  相似文献   

Taking educational games seriously: using the RETAIN model to design endogenous fantasy into standalone educational games     

Glenda A. Gunter  Robert F. Kenny  Erik H. Vick 《Educational technology research and development : ETR & D》2008,56(5-6):511-537

We are witnessing a mad rush to pour educational content into games in an ad hoc manner in hopes that player/learners are motivated simply because the content is housed inside a game. A failure to base educational game design on well-established learning and instructional theories increases the risk of the game failing to meet its intended educational goals, and yielding students who are entertained but who have not acquired any academic skills or knowledge. Our review of standalone educational games has shown that they are not always based on sound educational principles and theories. We contend that, if academic learning is to take place, a new design paradigm must be developed. This article discusses the RETAIN design and evaluation model for educational games that was developed to aide in the evaluation of how well academic content is endogenously immersed and embedded within the game’s fantasy and story context, promoters transfer of knowledge, and encourages repetitive usage to that content becomes available for use in an automatic way.  相似文献   

Gender,Identity and Working Lives     

Helen Gunter 《Gender and education》2001,13(4):451-455

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