Zobrazeno 1 - 9
of 9
pro vyhledávání: '"Stuart O. Yager"'
Publikováno v:
Journal of School Leadership. 27:119-142
In response to an increasing emphasis on instructional leadership and school achievement, the School Administration Manager (SAM) model was introduced as a change strategy to release principals from managerial responsibilities so that more time can b
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::173805f851a471ef6b84701535f2e5a6
https://doi.org/10.1177/105268461702700105
https://doi.org/10.1177/105268461702700105
Publikováno v:
Journal of Science Education and Technology. 22:974-983
Science/Technology/Society (STS) as a reform effort has been active in Iowa for three decades. A program called Iowa Chautauqua has evolved over the four decades to promote K-12 STS teaching in Iowa’s 300 school districts. This is a study of how te
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ed594c12e8797f0b7535ef535e496fef
https://doi.org/10.1007/s10956-013-9443-y
https://doi.org/10.1007/s10956-013-9443-y
Publikováno v:
Journal of Elementary Science Education. 21:15-24
Fifteen 4th-, 5th-, and 6th-grade teachers from five school districts each taught two sections of science —one with a Science-Technology-Society (STS) approach and the other with a more traditional textbook approach in which basic science concepts
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::563ebe4b07e8eb15ba256f4e7e3aeb13
https://doi.org/10.1007/bf03173681
https://doi.org/10.1007/bf03173681
Publikováno v:
Journal of Science Teacher Education. 17:309-322
Lead teachers were a major part of a staff-development program first offered in 1983 for science teachers in Iowa. Later, the National Science Teachers Association (NSTA) reform project called Scope, Sequence, and Coordination (SS&C) involved 20 scho
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::af61957a5e211f1a88dbb42f3c10350c
https://doi.org/10.1007/s10972-006-9022-7
https://doi.org/10.1007/s10972-006-9022-7
Publikováno v:
School Science and Mathematics. 106:248-260
Two sections of middle school science were taught by two longtime teachers where one used an STS approach and the other followed the more typical textbook approach closely. Pre- and post assessments were administered to one section of students for ea
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4b1a4b71487d93340e1211830f064cd0
https://doi.org/10.1111/j.1949-8594.2006.tb18083.x
https://doi.org/10.1111/j.1949-8594.2006.tb18083.x
Autor:
Robert E. Yager, Stuart O. Yager
Publikováno v:
Journal of Research in Science Teaching. 22:347-358
Similar results from four studies dealing with third, seventh, and eleventh grade students and their views of science teachers, science classes, usefulness of science study, and what it is like to be a scientist are reviewed and analyzed. The studies
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e05bd002f74eec8f5984eb1b04432893
https://doi.org/10.1002/tea.3660220405
https://doi.org/10.1002/tea.3660220405
Publikováno v:
Journal of Educational Psychology. 77:60-66
The effects of cooperative learning in which oral discussion was structured (to ensure oral summarization and the monitoring of others' summaries), cooperative learning in which oral discussion was unstructured, and individualistic learning were comp
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::435fc5120e0a53bde72884855b90f172
https://doi.org/10.1037/0022-0663.77.1.60
https://doi.org/10.1037/0022-0663.77.1.60
Publikováno v:
Contemporary Educational Psychology. 10:127-138
The effects of cooperative and individualistic learning contingencies on interpersonal attraction, social acceptability, and self-esteem between handicapped and nonhandicapped fourth-grade students were tracked and compared. Sixty-nine students were
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c7a25ec9194d4287d81f03fadde57abc
https://doi.org/10.1016/0361-476x(85)90013-x
https://doi.org/10.1016/0361-476x(85)90013-x
Publikováno v:
The Journal of Social Psychology. 126:389-397
The impact on achievement of (a) cooperative learning, in which members discussed how well their group was functioning and how they could improve its effectiveness, (b) cooperative learning without any group processing, and (c) individualistic learni
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1e15df74237ae9aa788f06eae0cec710
https://doi.org/10.1080/00224545.1986.9713601
https://doi.org/10.1080/00224545.1986.9713601