Education Commons^™

Friday Report - Vol. 03, No. 27 - December 16, 1994, University Of Massachusetts Boston

1991-1996, Friday Report

No abstract provided.

Friday Report - Vol. 03, No. 26 - December 2, 1994, University Of Massachusetts Boston

1991-1996, Friday Report

No abstract provided.

Using Science Misconceptions For Developing Critical Thinking In Learners And Teachers, Neuza M. Defigueredo

Critical and Creative Thinking Capstones Collection

Students' poor interest and academic achievement in science as well as their inability to master situations in their everyday life seem to be related to their lack of skills in critical and creative thinking. However, teaching such skills within both primary and secondary curricula is not mandatory. The consensus is much more toward teaching thinking skills through content than as a separate course. In this thesis the conflict between students' prior conceptions about the natural world and scientific concepts is viewed as a resource for teaching thinking skills. A review of the literature on science misconceptions in mechanics suggests that …

Teaching Thinking Skills In The Content Area: A Workshop For Secondary School Teachers, Evelyn Ryan

Critical and Creative Thinking Capstones Collection

This thesis presents a curriculum for a workshop on teaching thinking skills in the content area designed for secondary school teachers. In-service time for the workshop is twenty hours. The first fifteen hours are scheduled for one week in the summer. Two follow-up sessions, each two and a half hours in length, are scheduled during the school year. The purpose of this curriculum is to establish a foundation for skillful thinking-purposeful thought that is aware not only of its objective but of its own processes. In order to accomplish this purpose the workshop has two goals. The first goal is …

Friday Report - Vol. 03, No. 25 - November 11, 1994, University Of Massachusetts Boston

1991-1996, Friday Report

No abstract provided.

Friday Report - Vol. 03, No. 24 - October 21, 1994, University Of Massachusetts Boston

1991-1996, Friday Report

No abstract provided.

Friday Report - Vol. 03, No. 23 - September 30, 1994, University Of Massachusetts Boston

1991-1996, Friday Report

No abstract provided.

Friday Report - Vol. 03, No. 22 - September 9, 1994, University Of Massachusetts Boston

1991-1996, Friday Report

No abstract provided.

Friday Report - Vol. 03, No. 21 - August 12, 1994, University Of Massachusetts Boston

1991-1996, Friday Report

No abstract provided.

Friday Report - Vol. 03, No. 20 - July 15, 1994, University Of Massachusetts Boston

1991-1996, Friday Report

No abstract provided.

Friday Report - Vol. 03, No. 19 - June 24, 1994, University Of Massachusetts Boston

1991-1996, Friday Report

No abstract provided.

Friday Report - Vol. 03, No. 18 - May 20, 1994, University Of Massachusetts Boston

1991-1996, Friday Report

No abstract provided.

Children's Safety Zone And Gateways To Life-Long Learing, Anne J. Mcdonough

Critical and Creative Thinking Capstones Collection

The major purpose of this thesis is to examine the relationship between a psychologically safe environment, which the author has termed Children's Safety Zone, and positive learning structures. Together they can of a practical new model for decentralized teaching. Educators create the conditions in which learning discoveries can be made; therefore, an exploration into children's motivations, achievements, learning abilities, intelligences, and values can affect how to effectively approach their learning discoveries. It is the assumption of this thesis that education needs to produce learners who have encountered and acquired a sense of responsibility and control of their own learning. Motivating …

Critical Thinking In Elementary Science Instruction Using Portfolios And Cooperative Learning, Lisa A. Hayes

Critical and Creative Thinking Capstones Collection

Elementary science education often does not reflect the processes used n professional science. Students are instructed in a recipe-oriented way to follow predetermine procedures in order to come to predetermined results. The embedding of critical thinking skills instruction into science curriculum makes it possible for science instruction to more closely resemble professional science. This curriculum development thesis utilizes critical thinking skills and instructional strategies as a basis for embedding critical thinking skills instruction into a series of lessons on the topic of sound. Each lesson includes objectives for science content and thinking skills, a motivational activity, use of portfolios for …

Friday Report - Vol. 03, No. 17 - April 22, 1994, University Of Massachusetts Boston

1991-1996, Friday Report

No abstract provided.

Friday Report - Vol. 03, No. 16 - April 8, 1994, University Of Massachusetts Boston

1991-1996, Friday Report

No abstract provided.

“Knowledge Utilization” Universities: A Paradigm For Applying Academic Expertise To Social And Environmental Problems, Abraham B. Bernstein

New England Resource Center for Higher Education Publications

Promoting the utilization of knowledge is an important mission for institutions of higher education. The "knowledge utilization" university should stand alongside the research university, the professional school, the liberal arts college, and the community college as one of the five archetypes of higher education institutions.

Environmental problems typify a class of social problems that require the utilization of existing knowledge in a trans-disciplinary manner just as much as they require the creation of new knowledge through research. These problems are characterized by their multiple dimensions-- they have scientific, technical, social, political, economic, and ethical aspects, all of which must be …

The Academic Workplace (Spring/Summer 1994): Reduce Student Costs And Enhancing Student Learning: The Challenge Of The 1990'S, New England Resource Center For Higher Education At The University Of Massachusetts Boston, Zelda F. Gamson, Alan Guskin

The Academic Workplace

No abstract provided.

Friday Report - Vol. 03, No. 15 - March 18, 1994, University Of Massachusetts Boston

1991-1996, Friday Report

No abstract provided.

Friday Report - Vol. 03, No. 14 - March 4, 1994, University Of Massachusetts Boston

1991-1996, Friday Report

No abstract provided.

"Education For Service": Gender, Class, & Professionalism At The Boston Normal School, 1870-1920, Ann Froines

Women’s and Gender Studies Faculty Publication Series

"Education for Service," and “The Truth Shall Make You Free,” are two aphorisms engraved in granite over doorways of the Boston Normal School (BNS) buildings on Huntington Avenue in Boston. One can argue that the history of women in the teaching profession, its paradoxical and conflicted reality, are reflected in the complex and contradictory meanings of these two aphorisms. Young women students at BNS were moving toward greater freedom or autonomy by taking advantage of the educational opportunity available to them in this city-supported, tuition-free teacher training institution. At the same time, they were providing a crucial social service sanctioned …