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Mara Zapata 《Cultural Studies of Science Education》2013,8(4):777-801
This qualitative, sociocultural study examines how teacher preparation programs may have deliberate impact on science reform by unearthing the complex layers of diversity inherent in the contextual reality of education. This study was conducted in one of the largest school districts in the Southeastern United States, serving a predominately Hispanic population comprising 65 % of its student body, followed by African Americans at 24 %. The representative subjects utilized for this study were elementary education undergraduate students and later a percentage of the same subjects, as practicing teachers in the field. All subjects were exposed to inquiry based methodology in science teaching as part of their undergraduate studies with emphasis on the learning cycle, facilitation of student voice and exposure to the nature of science. The goal of science education was emphasized to students as purposeful in promoting scientific literacy. This study is framed by sociocultural theory grounded in a social constructivist paradigm with the understanding that science learning takes place within social and collaborative processes leading to internalization and greater sense of self-efficacy. The study examines the perception of education students’ beliefs about scientists as well as reflections on their own learning of science as elementary students themselves. As present practicing teachers, perspectives from their position in the field were obtained via interviews. Interviews served to elicit reflections on present practice as related to previous perceptions, in order to analyze whether these were pervasive in framing practice as well as self-perceptions related to science. A lack of change of these perceptions may underscore the importance of an emphasis on issues of gender, culture and social factors within teacher preparation, specific to science teaching and learning. Cognizance of such factors are believed to support internalization and hence greater understanding of the complexities framing science teaching and learning, leading to an actual paradigm shift in our elementary science classrooms. 相似文献
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中国远程教育创办30年来成就功不可没,为中国经济和社会进步做出了突出贡献。随着时代的发展,中国远程教育又有新的使命摆在面前：提升公民的科学素质。为此,中国远程教育应采取四项措施来完成这一使命,即利用远程教学手段,开展科学技术的传播;利用远程教学方式,开展科学课教师的培训;利用远程教育特点,开展科学课教材的编写工作;利用远程教育影响,开展与其他组织机构的合作。 相似文献
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Mary Ann Forgey Hilda Loughran Johna Hansen 《Journal of Teaching in Social Work》2013,33(4-5):449-466
Video conferencing has much potential to enrich international social work education. In this educational initiative, video conferencing was used to deliver a joint foundation social work practice class to students attending an MSW degree program both in the United States and in Ireland. Student feedback indicated that they gained an appreciation of the global nature of social work practice. They reported a deeper understanding of shared theoretical perspectives in relation to client engagement, and of the differences in many fields of practice. Students recommended additional opportunities for international discourse using both synchronous and asynchronous distance education methods. 相似文献
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An approach to research on distance learning 总被引：2，自引：0，他引：2
Perc Marland 《British journal of educational technology : journal of the Council for Educational Technology》1989,20(3):173-182
Distance education literature contains little discussion of paradigms suitable to researching learning at a distance. This is a pity, since the existence of clearly defined paradigms can offer considerable benefits to researchers in the field. In this article, the author discusses the meaning of the term 'paradigm' and advances the value of having clearly defined paradigms, as well as outlining a hybrid paradigm for research on student learning. This builds on a socio-anthropological paradigm used in research on student learning at the tertiary level and incorporates the mediating process paradigm for teaching effectiveness research. Although the paradigm could be used to study learning in a variety of contexts, here the author explores its application in distance learning research, and, in particular, in the investigation of how distance students learn from textual material. 相似文献
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我国远程教育实践研究现状分析与对策建议——基于《中国远程教育》(资讯版)的内容分析 总被引：2，自引：0，他引：2
《中国远程教育》(资讯版)作为中国远程教育实践发展的窗口,能比较客观地反映实践中关注的热点与发展动态。本文选取该杂志2003-2006四年期刊共1062篇文章作为研究对象,采用内容分析的方法,分析了我国远程教育实践领域中所关注的问题,同时也指出了一些理论领域亟需关注和进一步研究的课题。本文还立足于高校网络教育学院,针对如何使远程教育理论研究者与实践者结合成一种互补、对话的研究共同体提出了建议和对策。 相似文献
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Marina Stock McIsaac 《Performance Improvement Quarterly》1999,12(2):21-35
Distance learning in higher education has developed differently in the United States from the way it developed many other countries. Driven by the developments in technology and fueled by partnerships with industry, distance education in the U.S. is charting unmapped waters. For over a century, universities have relied on students coming to them. Now they find that they must go to the students. This article examines some of the history, technology, research, and trends in distance education and raises key questions. What part does the profit motive play in the corporatization of education? How can traditional universities adjust to meet the needs of a changing population, and who will be the gatekeepers? The opportunity is here to improve on existing educational institutions and add flexibility to the monolithic institutions of traditional universities. Distance educators will need to be vigilant to ensure that the strengths of sound pedagogy are not lost in the race to embrace new technologies. 相似文献
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法学教育在现代社会中愈发凸显其职业化特点,因而提高学生的实践能力远胜于法律规范的介绍。法律诊所是法学学生实践教学的一个较好模式,它起源于美国,并在很多国家得到广泛认同。我国法律诊所虽然起步较晚,但因其注重实践教学的理念而在我国教育体制改革中备受关注。现代远程教育具有其自身特点,但对于法学专业的学生而言,理论知识与实践能力的综合学习同样也是至关重要的。 相似文献
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Jocelyn Calvert 《Distance Education》2005,26(2):227-238
A number of issues in contemporary distance education are reviewed from the perspectives of distance education as practice and as a field of study. In the practice of distance education, government agendas are supplanted by institutional agendas, the clientele shifts from undergraduate second‐chance learners to fee‐paying postgraduates, and the models and methods are under challenge by the online revolution. As a soft–applied field of study, distance education research is susceptible to externally set agendas and prone to external criticism. Distance educators need to address these externally defined issues in terms that speak to its critics. 相似文献
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Devising inequality: a Bernsteinian analysis of high‐stakes testing and social reproduction in education 总被引：1，自引：1，他引：0
Wayne W. Au 《British Journal of Sociology of Education》2008,29(6):639-651
High‐stakes, standardized testing has become the central tool for educational reform and regulation in many industrialized nations in the world, and it has been implemented with particular intensity in the United States and the United Kingdom. Drawing on research on high‐stakes testing and its effect on classroom practice and pedagogic discourse in the United States, the present paper applies Bernstein’s concept of the pedagogic device to explain how high‐stakes tests operate as a relay in the reproduction of dominant social relations in education. This analysis finds that high‐stakes tests, through the structuring of knowledge, actively select and regulate student identities, and thus contribute to the selection and regulation of students’ educational success. 相似文献
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国际远程开放教育协会（ICDE）自1938年成立以来，已经跨过了75年的历史进程。作为世界远程教育领域最具影响的国际组织，ICDE伴随着远程教育的发展，引领各国研究者努力地探究远程教育的过去、现在与未来；在学术交流中展示远程教育学界在不同发展阶段涌现的观点和论争；为远程教育研究者和实践者荻取经验、智慧和战略思维提供了一个窗口。75年来，ICDE以国际组织特有的方式促进着世界远程教育的均衡发展和不同文化的理解与沟通，促进着教育民主思想的传播和教育领域的改革与创新。期待ICDE这一国际学术组织在世界远程开放教育领域，在数字化新时代发挥更为重要的作用。 相似文献
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思考现代远程教育考试的价值,就是在终身教育的语境下分析现代远程教育考试机制的构建对学习者、对远程教育自身和对社会的功效问题。现代远程教育以其开放性、交互性和普适性引发了教育的彻底变革,但其考试机制却依然是借助现代教育技术的传统复制。由此,削弱了远程教育考试的功能,阻碍了教与学模式的变革,引发了对远程教育质量的非议。任何一种考试机制的构建,都是以其蕴含的内在价值为依据的。远程教育考试价值的定位,是发挥远程教育考试功能,构建远程教育考试机制,进而保障远程教育质量的前提和基础。 相似文献
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Filomena Critelli Laura Lewis Adalberto Méndez-López 《Journal of Teaching in Social Work》2017,37(2):121-137
This article examines an innovative model of online international education regarding disability through a human rights perspective piloted through a collaboration between Universidad LaSalle, Mexico, and University at Buffalo, United States. The course is organized around a pressing global human rights and development issue. Its objective is to promote effective practice with persons with disabilities through cross-national, cross-disciplinary, human-rights based education; strengthen students’ sense of global engagement; and foster cross-cultural expertise and competence with diversity. The implications for effective professional education in law and social work are discussed. The article also examines pedagogical strategies and presents case study materials, identifies key disability rights themes common to both nations and cultures, and explores how distance learning technology is implemented in the course. A preliminary assessment of this newly piloted approach is also presented, based on data from students, as well as the implications for teaching and practice. 相似文献
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Distance education has historically had lower completion rates. Several models of persistence, for on-campus students, indicate that students’ financial status affects their decision to persist. This study involved providing distance education students’ financial aid in the form of institutional scholarships (N = 545) at Penn State University in the United States. The recipients were students who were not overachievers and not at-risk of failing, but somewhere in the middle. The purpose of the study was to test if receiving financial aid was related to students’ persistence. Using logistic regression and Chi-square analysis, this study found that scholarship-receiving students with higher financial need were two times more likely to persist in their studies than those with lower financial need. Results suggest that there is a positive relationship between providing even small financial aid to students with high-financial need and their persistence in their studies. 相似文献
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刘美荣 《延安教育学院学报》2010,24(2):38-39
网络远程教育加入高职教育是当前高职教育的趋势,网络远程教育办学效果突出,在高职教育中开展远程教育可以较好地解决学校学习资源与社会需求之间的矛盾,又能培养学生的职业技能,增加就业的竞争力,为地方经济和社会发展服务。 相似文献
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Science, technology, engineering and mathematics (STEM) is a form of education seen by many governments and educators as a preparation of the types of students needed for the future. STEM education is being developed in many countries without the support of official policy, such as is the case in Canada. In the United States, the National Science Foundation (NSF), and a private non-profit organisation, Achieve Inc.?, have been enlisted to develop policy to guide the development on STEM nationally. Due to its influence in global politics and economy, many countries, including Canada, are interested in how the United States is preparing its citizens for the future through STEM education. In this paper we present a critical discourse analysis on STEM policy from the United States as a basis to discuss: biopolitics in science education; notions of citizenship in contemporary school education and science education; and citizenship and STEM education. 相似文献
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Michael H. Eversman 《Journal of Teaching in Social Work》2013,33(4):392-405
Professional social work largely has endorsed the empirically supported paradigm of harm reduction in relation to substance abuse issues. Despite literature detailing similarities between social work and harm reduction, little is known about its presence in MSW substance abuse coursework. A purposive sample of 133 social work faculty from accredited MSW programs in the United States provided an exploratory, qualitative web-based survey. Findings indicate harm reduction varies in scope and nature and that faculty relate it to quality of life yet differ on its goals. Some faculty and students hold predisposed negative views toward harm reduction; students' views are influenced by professional and personal experiences yet also become more accepting with exposure. Implications for social work education and subsequent research are discussed. 相似文献
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Glenn R. Jones 《Higher Education in Europe》2001,26(1):107-116
Between 1985 and 1996, the world population of kindergarten through to higher education students grew from 919 million to 1.13 billion. There are at least three typical global higher education student profiles. Distance education - the delivery of education courses from one location to students at another location - is an alternative way to reach many students within these profiles. Distance education has a different set of characteristics from that typical of place-bound education, and transnational education brings yet more features. Regardless of the ways in which education is delivered, its quality assurance and maintenance of standards is of paramount concern among many national and international institutions, organizations and private sector companies, and students. Organizations such as the Global Alliance for Transnational Education (GATE) provide a prototype for achieving such standards. 相似文献
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This paper considers how online, distance students enact the space of ‘the university’, in the context of the rise of distance education within a traditional, ‘elite’ institution. Aiming to provide insight into how students translate into distance the space of a university which has traditionally had its basis in conventional on-campus education, it locates itself within the ‘new mobilities’ paradigm (Urry in Mobilities. Polity Press, Cambridge, 2007), drawing on four different kinds of social space delineated by Mol and Law (Soc Stud Sci 24(4):641–741, 1994) and Law and Mol (Environ Plan D 19:609–621, 2001) in order to analyse narrative and visual data generated with distance students at the University of Edinburgh. The paper shows that the material campus continues to be symbolically and materially significant for a group of students who may never physically attend that campus. Distance students, we find, need their own version of the ‘spatial certainties’ of bounded, campus space. Yet, in exploring the ‘new proximities’ of online distance education, we also argue that to define institutional and academic authenticity solely in terms of this bounded, ‘regional’ space is inadequate in the face of the other topologies which also come into play throughout distance students’ accounts of what it means to be ‘at’ university. 相似文献