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Sacha Pfeiffer Boston Globe 《海外英语》2007,(1):29
"The Harvard Law School faculty has voted unanimously(全体一致地) to overhaul(检查) its first-year curriculum by focusing more on complex problem-solving,international law, and modem law-making by government bodies and administrative agencies, marking a significant departure from more than a century of traditional legal education. 相似文献
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Tamara Clegg Carol Boston Jennifer Preece Elizabeth Warrick Daniel Pauw Jacqueline Cameron 《The Journal of environmental education》2020,51(1):55-71
AbstractThis article examines community-driven adult environmental learning in a volunteer watershed stewards program. We look for evidence of elements that portray steps toward “concientización”—the process of individuals and communities directing their own learning in nonhierarchical ways. Leveraging two theories from the learning sciences and community development research, affinity spaces and the Asset-Based Community Development model, we trace participants’ development toward concientización. Data collected through interviews with watershed stewards speaks to parts of these theories that in turn signal elements of concientización. Our findings point to the importance of providing communities with support that is flexible and easy to use for identifying and leveraging the resources in their community. We call for a new framework to understand how to help learners access community-driven environmental learning experiences and supporting resources at opportune times. 相似文献
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美国博士教育的现状与问题 总被引:19,自引:0,他引:19
美国的博士教育规模庞大,修业年限在3~9年之间。博士教育模式主要由课程学习、资格考试以及学位论文工作等三部分构成。论文是博士教育计划的核心要素,博士论文要求进行创造性研究,对相应的学科有独特的贡献。博士教育评估由研究型博士学位教育研究委员会组织,由全国研究委员会管理。博士教育资助的渠道包括各州政府、联邦政府、学生学费、大学的捐赠基金、慈善基金会和产业界。美国博士教育的国际化程度很高,国际生是博士生队伍的重要组成部分。尽管美国博士教育是成功的且富有创造力,但也面临艰巨的挑战,主要表现为研究资助越来越影响到博士教育,专业化教育导致博士素质的偏狭与局限,博士教育脱离了变化不定的工作市场的要求,完成学业时间的延长致使博士生求学的积极性降低,以及精英人才短缺等。 相似文献
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Betsy Page Sigman Brian J. Boston 《Decision Sciences Journal of Innovative Education》2013,11(1):29-46
Students entering the business workforce today may well share some responsibility for developing, revising, or evaluating their company's Web site. They may lack the experience, however, to critique their employer's Web presence effectively. The purpose of developing Digital Discernment, an e‐commerce Web site evaluation tool, was to prepare students for this work. The tool provides them with a listing of criteria with which to assess e‐commerce sites, lets them evaluate pre‐selected sites qualitatively and quantitatively, and allows them to compare their evaluations with their peers. In this article, we discuss and examine the effectiveness of this tool and consider the ways in which it can help students in their future business careers. 相似文献
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Lindsay Clare Matsumura Helen E. Garnier Sharon Cadman Slater Melissa D. Boston 《Educational Assessment》2013,18(4):267-300
This study explores two approaches to directly measuring the quality of instruction: teachers' assignments with student work and focused lesson observations. The technical quality and potential feasibility of these approaches for measuring instruction in large numbers of classrooms are compared within two different content areas (reading comprehension and mathematics). Generalizability and decision studies determined the optimal number of observations and assignments needed to obtain a reliable measure of a teacher's practice, and the association of these direct measures of instructional quality with student achievement was estimated. For both content areas, four assignments assessed by two raters yielded a reliable estimate of quality and as few as two observations yielded a reliable estimate of quality when teachers complied with the requirements of the research. The quality of observed instruction and teachers' assignments differentially predicted gains in students' achievement on the Stanford Achievement Test within each content area. The implications for measuring instruction “at-scale” in different content areas are discussed. 相似文献
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Melissa D. Boston 《Journal of Mathematics Teacher Education》2013,16(1):7-31
This investigation describes secondary mathematics teachers’ learning and instructional change following their participation in a professional development workshop, the Enhancing Secondary Mathematics Teacher Preparation Project (ESP) (2004–2005), specifically focused on the selection and implementation of cognitively challenging mathematical tasks. Data consist of a pre/post-assessment of teachers’ knowledge of the cognitive demands of mathematical tasks and videotaped discussions and written artifacts from the professional development sessions. A mixed methods approach was used to identify connections between teachers’ learning and their experiences in the ESP workshop. Results indicate that ESP teachers developed new ideas about the influence of mathematical tasks on students’ learning. Increases in teachers’ knowledge of the cognitive demands of mathematical tasks were closely linked to ideas represented in frameworks and discussions from the ESP workshop and to teachers’ experiences in solving challenging mathematical tasks as learners. 相似文献
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