Zobrazeno 1 - 6
of 6
pro vyhledávání: '"Elizabeth M. Vesilind"'
Publikováno v:
The Journal of Educational Research. 95:75-83
The views of university faculty and public school personnel toward collaborative research in the second year of a professional development schools (PDS) partnership were compared by means of a survey and a structured interview. Although participants
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::dbb4447c7c83502358d129bb921da4b4
https://doi.org/10.1080/00220670109596575
https://doi.org/10.1080/00220670109596575
Autor:
John P. Galassi, Jean Parrish, Melissa Richer, Dorothy J. Mebane, Priscilla Dennison, M. Gail Jones, Elizabeth M. Vesilind, Laura Brader-Araje, Kinnard White, Linda Brooks
Publikováno v:
Peabody Journal of Education. 74:236-253
Although the Professional Development School (PDS) movement has been an active one since this public school and teacher education reform initiative was first proposed (Holmes Group, 1986, 1990), to date it has generated only limited research (see Abd
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::2b7c18cfb12557ef3bf5e2204bfcd87b
https://doi.org/10.1207/s15327930pje7403&4_17
https://doi.org/10.1207/s15327930pje7403&4_17
Autor:
Elizabeth M. Vesilind, M. Gail Jones
Publikováno v:
Journal of Research in Science Teaching. 35:757-775
This case study describes what happened when two lead teachers in a statewide reform project tried to change science teaching in their schools. Instead of using traditional criteria for leadership, we view their work in the context of their schools'
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2450d49925ad342ea8d6ee6cb5712d04
https://doi.org/10.1002/(sici)1098-2736(199809)35:7<757::aid-tea6>3.0.co
https://doi.org/10.1002/(sici)1098-2736(199809)35:7<757::aid-tea6>3.0.co
Autor:
Elizabeth M. Vesilind, M. Gail Jones
Publikováno v:
Journal of Teacher Education. 47:375-385
Dans la majorite des ecoles primaires, les sciences sont enseignees sans enthousiasme, sans reelle preparation de la part des enseignants. Cet article decrit une tentative de reforme de l'enseignement des sciences menee dans deux ecoles primaires en
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e63b5bb60ded2178c404917692b04d52
https://doi.org/10.1177/0022487196047005007
https://doi.org/10.1177/0022487196047005007
Autor:
Elizabeth M. Vesilind, M. Gail Jones
Publikováno v:
American Educational Research Journal. 33:91-117
This study investigated changes in the organization of preservice teachers’ knowledge about teaching. The research questions included: (a) How do student teachers’ concepts of effective teaching change through time? (b) What experiences and facto
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::403ea720b31325a6cb5e215f99097175
https://doi.org/10.3102/00028312033001091
https://doi.org/10.3102/00028312033001091
Autor:
Elizabeth M. Vesilind, M. Gail Jones
Publikováno v:
Teaching and Teacher Education. 11:313-330
This study examines changes in middle school student teachers' knowledge structures and beliefs related to class management during the final semester of their teacher education program. Twenty-three preservice teachers drew concept maps and participa
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1bcfae9bd2288f9afbf342f1ef2b2731
https://doi.org/10.1016/0742-051x(94)00036-6
https://doi.org/10.1016/0742-051x(94)00036-6