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1.
isa Korkmaz 《美中教育评论》2011,(2):177-183
The Disabilities Education Act was introduced in June, 1997 in the Turkish Education System. The Act states that schools have a duty to educate children with disabilities in general education classrooms. All children with disabilities should be educated with non-disabled children at their own age and have access to the general education curriculum. The philosophy of inclusive education aims at helping all children learn in regular classrooms. Children learn at their own pace and style within a nurturing learning environment because schools are important places for children to develop friendships and learn social skills. Children with and without disabilities learn together and from each other in inclusive classes. On the other hand, when children attend classes that reflect the similarities and differences of people in the real world, they learn to appreciate diversity. The aim of this study is to examine the perceptions of teachers about implementation of inclusive education in elementary schools. In order to collect data for this study, a questionnaire which consisted of eight open-ended questions was developed and administered to 66 elementary school teachers. The teachers worked at primary schools and taught 1-5 grades. They were asked to write their opinions and experiences about the implementation of inclusive education in the elementary schools. Primary school teachers generally have a positive attitude about inclusive education and its philosophical and psychological foundation. However, they express that they encounter some difficulties in implementing inclusive classrooms. A crowded classroom is a main obstacle to obtain desired objectives in educational activities. The levels of students＇ disability are related to effectiveness of classroom management. The effectiveness of inclusive education depends on not only the teachers＇ quality but also the school administrators＇. Some superintendents assess the effectiveness of teachers in inclusive and regular classrooms in the same way. 相似文献
2.
Mustafa Yavuz GOkhan Bas 《美中教育评论》2010,7(4):83-93
In this research, elementary school principals＇ instructional leadership behavior was evaluated based on the perceptions of elementary school teachers. The research is believed to contribute to the development of instructional leadership behavior of elementary school principals for the development of school organization. A ＂semi-structured interview technique＂, one of the qualitative research methods in the literature was used in the research. The study group was made up of elementary school teachers working in Nigde, Turkey, during the 2008-2009 academic year. For the study sample, one teacher from each school was selected at random, resulting in group of twenty elementary school teachers. Based on the content analysis, five themes of instructional leadership behavior were found. These themes are： （1） determination of the school＇s purpose; （2） management of instruction; （3） evaluation of students; （4） support to teachers; and （5） creation of a regular learning-teaching environment. 相似文献
3.
4.
Marika Veisson 《美中教育评论》2009,6(5):67-75
R. Inglehart （1990, 2005） considers values to be one＇s reactions to changes in the environment. According to his approach values develop in the socialisation process. Values can be divided into traditional, modernist and postmodernist. According to Rokeach （1973）, values are an element of culture, an image of the desirable that might not be directly expressed in human behaviour. Kalmus and Vihalemm （2004） found, based on Rokeach＇s and Schwartz＇s （1992） questionnaires, that Estonians consider most important values to be health, strong family ties, peace in the world, clean environment, happiness and state security. Also, the results of the study “infants＇ and toddlers＇ intelligence and the impact of the growth environment” financed by Estonian Science Foundation, allow to conclude that parents consider most important that children are healthy, happy and smart （Veisson, 2001）. In the framework of the state financed project of Tallinn University “school as developmental environment and students＇ coping” （2003-2007） questionnaires were administered to 3838 students, 2048 parents, 620 teachers and 120 school directors. According to the mean value a hierarchy of 14 values was formed. It appeared that students and parents think that the most important is academic success, whereas teachers place academic success on the 3rd-4th place and school directors even on the 8th place. Teachers and school directors consider the most important is their school students＇ security and the second is honesty. Also students and parents think that honesty is the 3rd most important value at school. Students consider politeness and parents discipline worth giving the second place among school values. Students＇ health is relatively highly valued by teachers and school directors （in case of both groups the 3rd place）. Unfortunately, children themselves and their parents think that in their school health is not very highly valued （10th place）. Joy of school came on the last place in the values hierarchy. 相似文献
5.
In the United States, headmasters and teachers discipline studentsin several ways. The teacher often writes to or calls the students＇ parents. Some- times students have to stay at school for one hour. If a student behaves very badly, the headmaster can stop the student having classes. The student can＇t come to school for one, two or three days. MrLazares, the headmaster of a middle school in Ohio, did not like to dis- cipline his students in these ways. He thought if he didn＇t let the students come to school, they were happy. ＂A three-day holiday!＂ they thought. 相似文献
6.
Syed Zubair Haider Athar Hussain 《美中教育评论》2014,(7):465-480
Teachers always played a significant role in the intellectual and moral development of students by using various techniques, assessments, and methods to improve student achievement in school＇s subjects. This study therefore focuses on the effect of teacher factors, such as assessment interval, communication language, the distance of residence, and the teacher＇s personal characteristics （gender, age, academic and professional qualification, designation, experience, and in-service training） on the 9th grade students＇ achievement in three subjects （English, Chemistry, and Mathematics at secondary level）. The population of the study is comprised of all ＂public sector＂ secondary schools, male and female teachers, and boy and girl students. A total number of 16 secondary schools （eight for boys and eight for girls）, 114 secondary school teachers （66 males and 48 females）, and 2,404 students （1,400 boys and 1,004 girls） were selected through purposive sampling techniques. Multiple statistical procedures, Spearman and Pearson correlation, mean, and standard deviation were employed to obtain stronger validity to the study. The results of the study identify weak and negative weak relationship between most of the teacher factors and student achievement in three subjects but the relationship between students＇ background and learning achievement in all three subjects were found positively correlated. 相似文献
7.
This paper presents an example of how usability design strategies for children can be designed into educational material using CD-ROM based multimedia application for assisting parents and teachers to develop children＇s learning and knowledge in decreasing as well as motivate children aged 7-9 years old to reduce their anxious feelings towards dental treatment. In this paper, the authors provide usability design strategies for children in designing the information interfaces and presentation of a PMLE （persuasive multimedia learning environment）. PMLE is designed based on the six design categories of guidelines for children which have been applied to this study： general interaction, text, multimedia, navigation and search, graphical user interface and content. The results authors were able to on presenting this PMLE to 240 primary school children selected at random show how the decrease children＇s dental anxiety and motivate the children to get ready for dental visit. 相似文献
8.
Kathe Callahan Leila Sadeghi 《美中教育评论》2014,(10):728-736
In July 2009, the Obama administration lauched its $4.35 billion Race to the Top （RTT） Fund, providing states with competitive grants in an effort to reform education. One of the main conditions of this program was to award educational innovation. With this in mind, states enacted new legislation in the hopes of attracting more funding for their proposed programs. Although there were many levels of reform targeted by the RTT, of significance to this research is the emphasis placed on improving teacher effectiveness and measuring teacher performance via evaluation systems. The Teacher Effectiveness and Accountability for the Children of New Jersey （TEACHNJ） Act was adopted by the New Jersey legislature in August 2012 with the intent to raise student achievement by improving the quality of instruction. This research explores the impact the TEACHNJ Act has on teacher evaluations and professional development. A survey was administered to 1,235 public school teachers in New Jersey to ascertain teacher perceptions of the： （a） evaluation system in their school; （b） level of communication between teachers and administrators; and （c） availability, frequency, and effectiveness of professional development opportunities. The response rate was 21%. We found that formal evaluations are conducted infrequently with a varying degree of accuracy and impact. Nearly half of the teachers indicated that formal evaluations did not lead to improvements in their classroom. A majority of teachers questioned the administrative value of formal teacher evaluations, in particular the rewards and sanctions associated with the outcome of evaluations and a concem that poor performers were not sanctioned nor were effective teachers rewarded. We found that teachers perceive the greatest value to professional development, which is derived from peer mentoring and observations. We also found that professional development is the most effective when it is offered onsite, embedded in the classroom, continuous, and sustained over ti 相似文献
9.
Juana Silvia Espinosa-Bueno Diana Veronica Labastida-Pina Kira Padilla-Martinez Andoni Garritz 《美中教育评论》2011,(5):599-614
It is argued that the lack of consensus on what constitutes an inquiry-based approach makes the generalization about it difficult, because the concept is relatively unspecific and vague. This problem can partially be solved by constructing a set of activities promoted by inquiry, thus defining the inquiry objectives for classroom and laboratory teaching. Five high school and college Mexican teachers＇ PICK （pedagogical inquiry/content knowledge） was documented and assessed by means of Loughran, Mulhall and Berry＇s （2004） l-CoRe （inquiry content representation） developed by the authors through a proposal of a set of seven inquiry activities. They were also interviewed to construct the professional and pedagogical experience repertoires, a second tool by Loughran et al. （2004） to document PICK. It was observed that all teachers interviewed have used inquiry to modify their students＇ way of thinking, mainly through question posing. Some of them employed research as their main tool to promote scientific inquiry but others mentioned the lack of time to do it. It is interesting to notice that in spite of the fact that inquiry is out of the curriculum in M6xico, the teachers make use of it to improve their teaching practice. According to their answers, their actions in the classroom or the lab were classified within the three general approaches expressed by Lederman （2004）： implicit, historical and explicit. It is concluded that a given teacher cannot be classified exclusively in one of them, because in his/her activities one general approach overlaps the others. The authors conclude that Lederman＇s classification has to be taken into account as an orientation to characterize a given activity of one teacher, even though the same teacher may use another activity characterized by other general approach. That is, Lederman＇s classification applies to characterize activities, not persons 相似文献
10.
This paper reports on the instructional practice of teachers who have similar language and culture as their students in a bilingual cluster （Cluster A） involving three schools and seven teachers in delivering the curriculum to year 0 （5-year-old） to year 8 （12/13-year-old） students. The 30-40 minutes baseline observations conducted on teachers＇ instruction during a reading session were part of a Ministry of Education＇s （MOE） professional learning and development project （in progress） to increase student achievement in English literacy in these classrooms through evidence-based in-class facilitation. We hypothesized that teachers in these bilingual classes were perhaps not making optimal use of children＇s prior knowledge, particularly their linguistic and cultural strengths, to increase robust and in-depth oral discussions for understanding the texts during the reading lessons. The baseline observations were coded under exchanges known to enhance reading comprehension and specifically related to vocabulary, checking, incorporation, extended talk, awareness, and feedback, and were analyzed for the purposes of： （a） feeding back to teachers what their instruction looked like; （b） creating discussions around teachers＇ strengths and weaknesses that had arisen out of the instructional and student achievement data; and （c） identifying professional development needs for teachers and their students. It was found that teachers and students＇ discussions around a concept or word were limited and that students＇ oral strengths were not fully optimized for understanding. We report here the first phase involving Samoan teachers teaching Samoan students in Samoan bilingual classrooms. The second phase is in progress with the last phase starting midyear. The findings from these two phases will enable some discussions to be made around shifts in instructional practice, if any, their impact on student achievement and how these might be sustained. 相似文献
11.
In the process of classroom education, setting questions in class is an important teaching method, which is used in the whole teaching activity and acts as the link between the thoughts of teachers and students. Hence, creating a wisdom class and using according questions to aid the class are of great significance to both students and teachers. In this paper, 40 elementary students from the 9th grade and 10 of their teachers were studied and the result showed that learning requirements facing to the whole class and students＇ learning beliefs are essential principles, and questions should be set by having an exhaustive understanding of the textbook, giving previous homework, creating a thinking atmosphere, and setting a proper difficulty for the students. The proper time to set questions is when the old knowledge and new knowledge of the student conflict in the awareness of the student, when the teacher wants to spread thought, and when the teacher wants to make a conclusion. 相似文献
12.
CHEN Yan-qing 《时代教育》2006,(12):1-4
Teachers＇ beliefs greatly influence the way that the teachers function in the classroom. Teacher as an important medium for student＇ language learning, the study of teachers and their beliefs in Western countries and in China is a worthwhile topic. This paper offers a selective review and rethinking about what has been done and being done in relation to the understanding of teacher＇s belief, and their belief about language teaching and learning, students learning, themselves as both teachers and individuals; identify some sources of teachers＇ belief and address the needs for change. Understanding teachers＇ conceptualizations of teaching, their beliefs, thinking, and decision making can help us better understand the nature of language teacher education and hence better prepare us for our roles as teacher and teacher educators. 相似文献
13.
Motivational methods of teaching are topical subjects and much discussed issues regarding schools and education. The first question of our study covers student motivation and students＇ perception of their own schools＇ teaching methods. The second question reflects on how upper secondary school teachers perceive their roles as teachers, their thoughts on acquirement of knowledge and how learning takes place. The third question treats the subject of how school and education is organized. The upper secondary school the authors chose for the case study is a school that recruits students on a national basis and is directed towards the education of fire and rescue service personnel. The programme follows the national science curriculum and gives qualification for further studies at most universities. The school started in the autumn of 1998 and is known for being successful at working with student involvement, responsibility and subject integration. The study which was conducted during the autumn of 2007 included 32 students from two of the learning groups from the same year and started on the day of introduction of a new theme and finished with their presentation of results. The authors made observations, interviewed and through questionnaires studied how students comprehended the schools＇ working methods. We also interviewed their teachers and headmaster. The theoretic standpoint is Activity Theory （Chaiklin, S. ＆ Lave, J. 1996; Knutagard, H., 2002; Vygotsky, L. S., 1986）. The conclusions are that the students are encuitured into a school＇s activities that are similar to what students perceive as that of real life. It gives meaning and motivation to learning and makes it meaningful. They identify their own responsibility and cooperative learning as the most important parts. The teachers＇ own learning process and planning work is parallel to the work forms applicable to the students. They are all interdependent of each other since all the work areas are thematic. The school can be seen as an activity system where members interplay and communication develops a common culture. 相似文献
14.
Aysen Bakioglu Cigdem Geyin 《美中教育评论》2009,6(10):1-8
The purpose of this study is to find out how teachers, principals, vice principals and students perceive school safety and how that differs related to school size. 194 educators and 1420 students＇ views were elicited by two self-deviced school safety inventories conducted in 10 state high schools in Istanbul in 2008. Cronbach alpha value for educators＇ safety perception inventory Cronbach was found to be 0.941 and 0.902 for Student School Safety Perception Inventory. Frequency, percentage, t-test, Kruskall Wallis H-analysis and Man Whitney U-techniques were used as statistical analysis. After analysis, it appeared that perceived safety problems in school as disciplines, interpersonal relations, school building, school counseling differ related to school size. When the school size increases, teachers reported that safety problems increase as well. Schools with 500-1000 students were perceived less problematic in discipline and interpersonal relations. Violence, drug dealing, carrying gun, stealing, appeared as common safety problems at schools. Principals and vice principals appeared as more optimistic than teachers in safety problems at schools. Female teachers and principals perceived building related problems, counseling problems more serious then male colleagues. School principals should scrutinize school safety problems, should develop school safety plans comprehensively and should update it regularly. Standards related to school size should be developed and number of students in a particular school should be determined according to those criteria. Social and cultural facilities should be built in connection with the number of students studying at school. Arrangements related to school size should take into account students grade, sex, duty of educators. School environment＇s safety should be paid more attention. 相似文献
15.
The aims of the study were to census and compare the technological pedagogical and content knowledge （TPACK） of secondary science teachers and their most used information and communication technology （ICT） in two contexts, Taiwan and Shaanxi Province in China. A questionnaire was employed to examine secondary school science teachers＇ most used ICT and their TPACK in science teaching. Eight hundred and six secondary science teachers from Taiwan and 164 teachers from Shaanxi participated in the study. The analytical results showed that multimedia was the most used ICT in Taiwan, followed by PowerPoint （PPT）, Internet platforms, and interactive whiteboards （IWBs）. In Shaanxi, PPT was the most used ICT reported by science teachers, followed by multimedia, IWBs, and Intemet platforms. The findings indicated that in Taiwan, science teachers＇ TPACK was statistically significant in relation to different types of ICT, whereas in Shaanxi, science teachers＇ TPACK did not demonstrate significant difference. In Taiwan, science teachers who reported their most used ICT to be multimedia were found to show significant differences in TPACK according to gender and teaching experience. In Shaanxi, science teachers who reported their most used ICT to be PPT did not show any significant difference on TPACK by gender; however, they showed significant differences on TPACK in regard to teaching experience. The research implications of this study are provided below along with suggestions for future research. 相似文献
16.
The rapid development of ICT （information technology and communication） in the last two decades has changed society substantially as a whole. For higher education institutions, the external environment pressure to incorporate ICT in their educational and administrative processes has forced them to invest in resources for infrastructure and training. In addition, teachers have found that they can use technology in their teaching, but lack of full knowledge of how to use it effectively from a pedagogical point of view. The incorporation of new education modalities depends largely on the contextual variables prevailing in the institution and teachers. In UABC （Autonomous University of Baja California）, the early days of online education go hack to 1996, so the study period was from 1996 to 2009. An online survey was designed to fmd out the teachers＇ backgrounds and involvement in online education, their experience as online teachers, and the tools and practices used. Of 97 teachers who were identified with some experience in online teaching, 70% responded to the Survey （68）. It was found that the highest percentage （33%） of teachers who responded the survey started teaching online between 2003 and 2006. 56% of teachers have been teaching between one and five online courses. On the other hand, most teachers recognized that 30%-79% of the content of their courses were online based. The most popular learning management system used is moodle followed by blackboard in teachers＇ preference. In general, teachers expressed using the three main communication tools of online education： forums, chat and e-mail, favoring the use of e-mail. The communication slrategies teachers often use in their courses promoted student-student and student-teacher interaction. In their evaluation strategies, most said that they used self-assessment, rubrics and to a lesser extent online exams and co-evaluation. The results show that most teachers who have been involved in online education in UABC campus have expressed havi 相似文献
17.
The purpose of this study is to explore USA educators＇ resistance toward cultural awareness for Korean students and families in the New York metropolitan area. The authors aim to challenge teachers＇ color-blindness that is widely spread among USA educators. Guided by critical race theory, the authors show that the perceived fairness of color-blindness could cause struggles for Korean parents and students in American schools. The authors posit USA teachers need to thoroughly understand that if a teacher does not see color, then s/he does not really see children. This study, hopefully, will help educators recognize the necessity of understanding diverse ethnic parents＇ perspectives and needs. Also, this study will provide an opportunity for educators to rethink assumptions that are embedded in color-blindness, and advance muiticultural education that is more culturally relevant and responsive for different ethnic/racial groups＇ needs. 相似文献
18.
Yael Fisher 《美中教育评论》2009,6(11):33-45
During the past decade, Israeli parents declared their rights to be involved in their children＇s education. The term used is ＂parental involvement＂, but there is no real agreement on the definition of the term. This paper describes the different opinions and approaches of parents, teachers, students, principals and decision makers, as found and described by Israeli researchers. The development, definitions and boundaries of the term are introduced. Even though the research in Israel is on a Hebrew term and this discussion is in English, the processes involved translate well, as these processes are in a well developed country, based on democracy and Western culture and an education system established under the British Mandate with its historical traces. 相似文献
19.
Cristina Karmas 《美中教育评论》2011,(3):302-316
To succeed as tomorrow＇s workers in the knowledge society of the new century---a world characterized by ceaseless change, boundless knowledge and endless doubt, today＇s business writing students must develop the skills and traits needed to become creative problem-solvers, flexible team-players and risk-taking life-time learners （Bereiter, 2002a）. And teachers must play an important role in helping students transit successfuUy from school to work by finding ways to develop useful life skills and the flexibility that facilitates a willingness to work cooperatively and a readiness to learn continuously. Preparing today＇s students for tomorrow＇s work world challenges 21st century teachers to reinvent their professional personas by creating a fresh professionalism founded not on old, comfortable abilities and attitudes, but on new, unfamiliar skills and traits. For many teachers （most of whom teach exactly as they were taught--typically, following the talk-chalk model that fills a classroom with five or 10 rows of passive listeners in fixed seats, and fills a class period with 50 or 60 minutes of garbled monotones in lecture format）, learning to teach in ways they were not taught represents the greatest challenge of their careers （Silberman, 1996; Hargreaves, 2003）. Challenging students and teachers to rearrange the furniture and to reconfigure the lecture, a well-considered active learning model （Bonwell ＆ Eison, 1991） can be applied to the business writing classroom （an application unexplored in the literature） to help students develop the abilities and attitudes most required for success in the work world of the 21st century （an area explored in the ＂futuristic business literature＂）--to help students learn and transit. In fact, classes in business writing, professional writing and tecl＇mical writing can function, through the use of active learning strategies, as dynamic workshops in which students can prepare for the change and doubt of the knowledge society by becoming creat 相似文献
20.
Katerina Kedraka 《美中教育评论》2010,7(4):1-11,65
The purpose of the research is to find out which job skills Greek graduate students of high school and their parents consider as important qualifications for the youngsters＇ entry into the active working life with regard to their gender. The sample, consisting of 215 graduate students of high school and their parents （210）, evaluated the importance they think the examined job skills have for the students＇ future entry into the labor market and also the extend to which the youngsters possess these skills. Results have shown that there were significant differences between students＇ and their parents＇ opinions with regard to gender concerning job skills that are considered as important for finding a job. This was also confirmed by the factor analysis applied. Significant gender differences were also found concerning the degree to which teenagers possess the examined skills. In concluding, male young students and their fathers believe that skills related to self-management, self-discipline and the use of technological means are more important for finding a job, whilst female young students and their mothers outline a more positive and social profile, confirming typical and stereotypical attitudes and vocational choices. 相似文献