-
(a) Cooperation among faculty members in university or college teacher education programmes to ensure consistency, continuity and a common set of goals for pre‐service teacher education. Some programmes have begun to emphasise the acquisition of competence in the use of cooperative learning methods.
-
(b) Cooperation between universities and schools to enable novice and experienced teachers to practise cooperative learning in the classroom.
-
(c) Cooperation among teachers in given schools to provide mutual support and assistance to maintain the long‐term use of cooperative learning.
Various programmes and projects reported in the relevant literature that have implemented these ideas are surveyed and discussed in this paper. 相似文献
-
definition of distant studies
-
the social image of the distant student (society's appreciation, acceptance etc.)
-
the reasons behind the introduction of distant study
-
students’ situation in this form of study
-
planning and organization, of distant study courses
-
functions of distant study courses
-
interaction between tutors and students;
-
construction of study materials for distant study;
-
methods and media;
-
research on and development of distant study.
-
the future programme of the Committee.
-
creation of one system of higher education with no distinction between university and higher vocational training;
-
introduction of as large a range of courses as possible;
-
inclusion of student research only where the study programme requires it;
-
introduction of a more general type of higher education in addition, to courses providing students with specific professional qualifications.
The main points raised in discussions were as follows:
-
the current situation and trends in tertiary education;
-
the recognition of degrees and diplomas;
-
the future existence of the Committee for Higher Education and Research;
-
the current situation and trends in university research;
-
the teaching of human rights;
-
mobility of higher education staff and students;
-
the future programme of the Committee.
The information presented below concentrates on some of the above points. 相似文献
The main points raised in discussions were as follows:
-
the current situation and trends in tertiary education;
-
the recognition of degrees and diplomas;
-
the future existence of the Committee for Higher Education and Research;
-
the current situation and trends in university research;
-
the teaching of human rights;
-
mobility of higher education staff and students;
-
the future programme of the Committee.
The information presented below concentrates on some of the above points. 相似文献
The meeting mainly concentrated on the following issues:
-
participation of the AUCC in public policy on higher education and research;
-
problems facing the research community in Canada;
-
the status of women in universities;
An important part of the conference was carried out in the form of workshops which had the following themes: ‐ the problems of changing growth rates;
-
the nature and level of university research;
-
international aspects of university operations;
-
graduate education;
-
the future of the community of scholars;
-
the evaluation of performance in the university;
-
continuing education.
The below article is based on papers presented at the meeting devoted to the international aspects of university operations in Canada. 相似文献
-
(1) an “active” role for television in the acquisition of teaching skills, e.g. in microteaching and other simulation exercises;
-
(2) a more passive role in terms of television as a recorder of events, e.g. in interaction analysis and self‐evaluation;
-
(3) collaborative ventures between media service units and other members of staff, e.g. in the production of programmes on learning packages
-
Subject choice at Advanced level is largely felt to be freely made rather than enforced.
-
Attitudes to wider courses are adverse rather than favourable.
-
High ability pupils are relatively concentrated in specialist courses, particularly the Sciences.
-
Many specialist pupils have a very wide range of achievement at Ordinary level.
-
The more able pupils make earlier subject choice decisions than the weaker: Science specialists show earliest decision times.
-
Subject choice is seen as easy rather than difficult by three‐fifths of the sample pupils, and by three‐quarters of Science specialists.
-
Science subjects are perceived, by either sex, as more closely interrelated than Arts subjects.
-
Mathematics is unusual in that it consistently attracts higher rates of dislike than other subjects, though four‐fifths of those taking it would still select it if a choice had to be made again.
-
Definitions of ‘specialization’ need reconsideration.
The meeting mainly concentrated on the following issues:
-
participation of the AUCC in public policy on higher education and research
-
problems facing the research community in Canada
-
the status of women in universities
An important part of the conference was cax'ried out in the form of workshops which had the following themes:
-
the problems of ahanging growth rates
-
the nature and level of university research
-
international aspects of university operations
-
graduate education
-
the future of the community of scholars
-
the evaluation of performance in the university
-
continuing education
The below article is based on papers presented at the meeting devoted to the international aspects of university operations in Canada.
The traditional role of universities throughout the world has always been to:
-
safeguard and preserve knowledge
-
impart and disseminate knowledge
-
expand the frontiers of knowledge
To this list was recently added a fourth dimension, which, implicitely, has always existed, namely:
-
to contribute to the cultural, social and economic development of society
-
intelligence is the major determinant of school achievement;
-
bright children tend to come from smaller families than dull children;
-
relatively unstable children have a better level of school achievement than stable children;
-
extraversion‐introversion had no effect on school achievement.
-
general information on the education system in Rumania
-
teacher training in the utilization of educational media
-
teacher training with a view to the improvement of teaching‐learning systems
-
teacher training in the new information and communication technologies
-
(a) both the mother and child were able to maintain a continuous communication sequence;
-
(b) the mother structured both tasks, but structured the new task more, and allowed some flexibility in the old task;
-
(c) the language used by the mother was ‘restricted';
-
(d) in responding to her child's behaviour, the mother made more use of verbal cues and used fewer non‐verbal cues
-
the importance of the mother’s role in organizing the home space, the child’s time and his or her access to materials;
-
gendered responses to an environment in which the mother is a constant presence in comparison with the limited presence of the father.
-
Four hundred and thirty districts (two‐thirds rural) across an area 160 miles wide and 330 miles long.
-
Fifty thousand educators, very few of whom have had course work in meeting the needs of the gifted.
-
A state Jaw requiring that the gifted (intellectually, academically, creatively, artistically, and in leadership) be identified and served appropriately.
-
1. Visual Organiser/Cooperative Learning
-
2. Cooperative Learning only
-
3. Visual Organiser only
-
4. Teacher‐Directed
Students were taught how to use mole maps to assist them in solving single‐quantity and multiple‐quantity mole problems. A mole problem involves converting quantities of chemicals to moles, a unit of measurement used in Chemistry. Students took tests immediately after instruction and then took mid‐term examinations that included mole problems. Repeated measures analyses with post‐instruction test scores and the mid‐term scores for single and multiple‐quantity mole problems showed that student performance was significantly better immediately after instruction for both kinds of problems. Students who used visual organisers and cooperative learning outperformed students who experienced teacher‐directed instruction on single‐quantity mole problems and also on the immediate post‐instruction test of multiple‐quantity mole problems. Cooperative learning resulted in less decay in performance over time. 相似文献
-
— The need for an Automated Instructional Design
-
— The integration of learning theory, instructional design and technology
-
— Some approaches for automating instructional design
-
— An exploration of ID Expert, ? an intelligent computer‐based multimedia instructional development system (beta version 1.0).
-
Professor György Adam (Hungary), Rector of Budapest University;
-
Professor Gunnar Adler‐Karlsson (Sweden), Roskilde University;
-
Professor Hélène Ahrweiler (France), President of the University of Paris I;
-
Professor Johan Galtung (Norway), Director General of the Inter‐University Centre of Post‐Graduate Studies in Dubrovnik;
-
Dr. Stefan Kwiatkowski (Poland), Deputy Director of the Institute of Science Policy and Higher Education in Warsaw;
-
Professor Mircea Malita (Romania), Bucharest University,’ Counsellor to the President of the Socialist Republic of Romania;
-
Professor Manfred Nast (GDR), Secretary to the Council of Higher Education Institutions of the German Democratic Republic;
-
Professor James A. Perkins (USA), Chairman of the International Council for Educational Development (ICED);
-
Professor Branko Pribicevic (Yugoslavia), Belgrade University;
-
Professor Ludwig Raiser (FRG), President of the Standing Conference of Rectors and Vice‐chancellors of the European Universities (CRE);
Professor Yuri Zhdanov (USSR), Rector of Rostov University.
Also at the meeting were observers and representatives from the United Nations Development Programme (UNDP), Council of Europe, International Association of Universities (IAU), the European Cultural Foundation and Association des Universités Partiellement ou Entièrement de Langue Frangaise (AUPELF).
The meeting was opened by the Representative of the Director General of UNESCO, Mr. René Ochs, Director of the Division of Higher Education and of Training of Education Personnel.
H.E. Mrs. Suzana Gddea, Minister of Education and Learning of the Socialist Republic of Romania, addressed the meeting during the inaugural session on behalf of the Romanian Government.
We give below a summary of the discussions. This is not an official report of the meeting. (For further information on this meeting and its follow‐up see page 32 in this issue.) 相似文献
-
(i)Adequate budget to allow for expenditure on models, visual materials, acquisition of background information, etc.
-
(ii)Secretarial staff for typing and administration
-
(iii)Laboratory technicians
-
(iv)Visual aid staff
-
(v)All resources available to the industrialist viz: information library, telephone, typing, stationery, workspace, storage, etc.
-
(vi)The active cooperation of academic and technical staff
-
(vii)Flexibility in timetabling and room allocations
-
(viii)Seminar members who will command the respect of the students and will readily adapt to role playing where necessary
-
(ix)Studio masters who are totally committed to the group analysis method of teaching and are, therefore, willing to allot substantial proportions of their time to student consultation
-
(x)A cooperative administrative staff.
A consecutive approach to training implies that a student spends a part of the training period in an educational institution and a part in a practical situation (i.e. on teaching practice). However, the consecutive system presents considerable problems in respect both of organisation and of the psychology of learning. Organisationally, there is the question of sequence to be faced, if the elements of theory and practice are to be brought together.
On the basis of a study of the literature of other forms of professional training, the following suggestions are made:
-
students’ activities in the school must re‐inforce their learning and be integrated with their work in the training institution;
-
their educational studies must support the acquisition of the competences needed by the teacher at the outset of his/her professional career;
-
attention must be paid to the learning needs and the potential of each student.
The article describes how a teacher training programme may follow these guidelines, leading to a ‘concurrent’ set of cycles bringing together elements of theory, practice and reflection upon practice, and in which a student may alternate between the academic institution and school practice.
After giving an overview of possible models of training the author focuses upon a specific example and provides a model of the institution‐practice link. What is important is that the learning style of the student be taken into account. Each student selects from four alternative programmes, namely: instructional variants, reflection variants, selfstudy variants, and practice variants. The contents of these four programmes are explained, and the learning outcomes of students from these differentiated programmes compared with those of students from undifferentiated, ‘normal’ programs. In summary, it is claimed that in the research project described there are positive indications for a theory‐practice link which gives students a choice of approaches and a better integration of their learning into the practical classroom situation. 相似文献
-
its beginnings in broadcasting in the fifties and sixties;
-
its development through the video age in the seventies and eighties, with widening scope and opportunity as a result of developments in production and reception/recording equipment and an expansion of communication channels;
-
its present potential, at the dawn of the interactive age, as a result of the influences of new technology.
The article then examines the problems of integrating new television‐related technologies into the educational system and draws attention to:
-
the frequent past failures of the educational system to fully exploit new technologies, resulting in superficial integration and ineffectual use;
-
the current tensions between the traditional educational technology approach and the drives behind much new technology;
-
the need for appropriate systems and structures to ensure that the evaluation of such new technologies is properly resourced and effectively carried out.