Extreme science     

Vertinsky  Patricia 《Metascience》2020,29(3):429-432

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Michael Faraday, media man     

Fara P 《Endeavour》2006,30(1):10-12

Michael Faraday was an enthusiastic portrait collector, and he welcomed the invention of photography not only as a possible means of recording observations accurately, but also as a method for advertising science and its practitioners. This article (which is part of the Science in the Industrial Revolution series) shows that like many eminent scientists, Faraday took advantage of the burgeoning Victorian media industry by posing in various roles.  相似文献   

Group portraits IV – the Seventh Solvay Conference     

Patricia Fara 《Endeavour》2001,25(4)

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Two portraits of Edmond Halley     

Fara P 《Endeavour》2004,28(2):57-58

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Effects of a rubric for mathematical reasoning on teaching and learning in primary school     

Robbert Smit  Patricia Bachmann  Verena Blum  Thomas Birri  Kurt Hess 《Instructional Science》2017,45(5):603-622

Rubrics are assessment tools that help students gain complex competencies. Our quasi-experimental study aimed to evaluate whether rubrics help teachers teach and assess mathematical reasoning in primary school and whether such an instrument might support student learning. In two Swiss cantons, 762 students in 44 5th- and 6th-grade primary classes worked on their reasoning competencies, and half of them additionally employed our standards-based rubric. All of the teachers received a 1-day training and participated in the final project evaluation. To standardise and support the teachers during the implementation phase, they received a detailed curriculum. An achievement test and questionnaires for students and teachers were administered before and at the end of the intervention. The results of our quantitative longitudinal analyses indicate that the rubric fosters the teachers’ perceived diagnostic skills but only indirectly impacts their use of formative feedback. Based on the students’ perceptions, however, we observed a direct effect of the rubric on formative feedback and student self-assessment. Effects on students’ outcomes could not be observed, but there are indications of effects mediated by self-regulation and self-efficacy.  相似文献   

The effect on student achievement of increasing kinetic structure of teachers' lectures     

William G. Lamb  Patricia Davis  Robert Leflore  Cicero Hall  J. Griffin  Rudolph Holmes 《科学教学研究杂志》1979,16(3):223-227

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Tests, Tiers and Achievement: gender and performance at 16 and 14 in England   总被引：3，自引：0，他引：3  

Jannette Elwood  & Patricia Murphy 《European Journal of Education》2002,37(4):395-416

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Demographic Change and the New (and Not So New) Challenges for Latino Education     

Patricia Gándara  Kfir Mordechay 《The Educational forum》2017,81(2):148-159

Abstract

Latino students now make up 1 in 4 public school students in the United States and are a rapidly growing population in nontraditional settlement areas. Yet -persistent racial and ethnic disparities in educational achievement and attainment are cause for grave concern, as high school graduation and postsecondary -education are increasingly necessary for success in a 21st-century knowledge economy. This essay discusses a major shift in demographics across the nation and the resulting urgent educational challenges.  相似文献   

The Coached Client as a Research and Training Resource in Counseling     

John M. Whiteley  Patricia A. Jakubowski 《Counselor Education & Supervision》1969,9(1):19-29

Coached client methodology can be an important resource in the education of student counselors by simulating a counseling experience with a standard client stimulus before actual counseling is begun. The authors carried out the following procedures for establishing and maintaining standard client consistency: (a) development of a general concept of the content of the client's role; (b) incorporation of specific information about the coached client in a cumulative folder to be used by the counselor; (c) development of specific client statements as essential aspects of the client's role; (d) training the coached client to incorporate all essential statements into his role; (e) assessment of client consistency across interviews with different counselors. Research applications of coached client methodology were discussed as well as its use by schools in the hiring of counselors. Editor Abstract  相似文献   

Interest Assessment and the Content Area Literacy Environment: Challenges for Research and Practice   总被引：3，自引：0，他引：3  

Tamara L. Jetton  Patricia A. Alexander 《Educational Psychology Review》2001,13(3):303-318

Through our exploration of the assessment of interest, we highlight 5 issues that emerge in the effort to assess interest in content area literacy environments. First, we compare how interest is defined and generally how it has been assessed. Second, we focus more specifically on the assessment of text-based interest, and consider its assessment in less explored realms of the content area classroom that include hypertext and discussions. Third, we investigate how interest develops as students progress through their educational careers and how it is maintained over time. Fourth, we explore how assessing interest involves examining other student factors that are closely related to interest such as knowledge, importance, and strategic processing. Finally, we offer thoughts regarding directions educators can take in assessing interest within the complex literacy environment of today's content area classroom.  相似文献