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1.
本文主要针对什么是数学建模 ,为什么要在中学数学教学中引入数学建模以及怎样将数学建模掺合到中学数学教学中去这三个问题进行了讨论 ,详尽地阐述了数学建模进入中学课堂的紧迫性 ,必要性和重要性。  相似文献   

2.
In the United States, controversy persists regarding what it means for heterosexuality to be the norm, or more pointedly, what it means for those not strictly heterosexual to be outside the norm. It is important that consultants in schools be aware of the current state of research bearing on homosexuality. Consultation provides a viable approach to assist educators with the questions that students, parents, teachers, and administrators themselves may be asking: What is homosexuality? Is heterosexuality the only natural sexual orientation? Can lesbian, gay, and bisexual people be psychologically healthy? Are the children of lesbian and gay parents “at risk”? Can one become ungay? What about a gay or lesbian teacher? This article explores these questions with particular attention to how consultation may be used to promote educational practices that foster positive school environments for all students.  相似文献   

3.
The Journal of Educational and Psychological Consultation (JEPC) is beginning its second quarter century of publication. Given the challenges education faced in 1990, when the journal began publishing, and the evolving challenges of 2015, it became important to answer two questions: (1) Has JEPC successfully contributed to the facilitation of service delivery leading to improved outcomes? (2) What major challenges should JEPC consider—in an era of diminishing school budgets, professional autonomy, and social safety nets—to ensure that it can help to meet the needs of struggling learners, their fellow students, and the people and organizations who work on their behalf? To help answer these questions, this article discusses JEPC's contributions to consultation, current and future challenges, and possible directions for meeting the current and future needs of struggling learners, their peers, and all other stakeholders to which JEPC has dedicated itself.  相似文献   

4.
This article uses the author's 30 years of teaching consultation as a basis for developing suggestions for those providing training in this field. The article addresses questions about what the content of training should be, how consultation training can link theory to practice and how to respond to persistent challenges to training (e.g., freedom versus constraint, multicultural consultation, and when consultation training should be offered within a preservice curriculum for developing school-based consultants). The training suggestions derive from a model of consultation and consultation training that is based in constructivism and seeks to enhance feelings of empowerment and long term implementation of consultation on the part of the trainee. The article proposes a practitioner-researcher model in which practicing consultants view themselves as researchers who collect data and share information about their practice with other school-based consultants. These shared practices are used to inform the knowledge base and are used as a basis for contributing to the scholarly literature. Finally, this article proposes directions for researching the process and outcome of consultation training that cut across all of the issues raised in this article.  相似文献   

5.
Quality in primary education is currently high on the education agenda in developing countries. What is quality? How can we effectively measure it? How can we achieve it? How can we improve it? The author considers two suggestions to be critical to answering these above questions and engages with them in this article:
  • •place what is happening in the school and classroom, specifically teaching and learning processes, at the top of the quality agenda; and
  • •use lesson observation to answer the questions.
The engagement in the article with the term “quality” highlights that six conceptualisations are used in the literature. However, the author argues that only two subsections of one of the conceptualisations are influencing policy, i.e. the input and output definitions of quality. An exploration of the common indicators of quality supports this and the author uses a political economy perspective to consider the reasons for it. This leads to the main section of the paper which seeks to explore the two suggestions bulleted above.  相似文献   

6.
Project-based teaching is nothing new; it originates from the work of authors like Dewey and Kilpatrick. Recent decades have seen renewed interest in this approach. In many countries, it is currently considered to be an innovative approach to science and technology (S&;T) teaching. In this article, we present a systematic review of what recent scientific publications teach us about this approach: How is this approach identified in these publications? How is the use of this approach in school S&;T justified? What are the main research questions covered by studies in the field? What do these studies on this approach teach us? To answer these questions, we have selected and analysed articles published, between 2000 and 2014, in journals that are specialised in school science and technology education and that are indexed in ERIC database. In the synthesis based on this analysis, we present: (a) the theoretical constructs used by the authors to refer to this approach and the features identified to define it; (b) the justifications for this approach; (c) the research questions covered by studies in the field; (d) the data collection and analysis methods used in these studies; and (e) the main findings. In addition to presenting a synthesis of current research in this field, we offer a critical discussion thereof with a focus on two aspects, namely the way PBSTL is conceptualised and the rigour of the research methods used to ensure the validity of findings.  相似文献   

7.
The Leadership for Organisational Learning and Student Outcomes (LOLSO) Research Project addresses the need to extend present understandings of school reform initiatives that aim to change school practices with the intention of supporting enhanced student learning. In this article results from LOLSO's teacher surveys ('teacher voice') and student surveys ('pupil voice') are organised around six of the project's major research questions: how is the concept of organisational learning (OL) defined in Australian secondary schools (teacher voice)? What leadership practices promote OL in schools (teacher voice)? What are some outcomes of schooling other than academic achievement (pupil voice)? What are the relationships between the non-academic and academic outcomes of schooling? Do school leadership and/or organisational learning contribute to student outcomes? What other factors contribute to student outcomes? The answers to these questions lead to four clear implications relating to distributive leadership, development, context, and a broader understanding of student outcomes. The answers also raise concerns about the current emphasis on transactional leadership, that is school leadership that overemphasises the managerial or strategic.  相似文献   

8.
Ranjit Konkar 《Resonance》2012,17(8):779-790
What is the real behaviour of the spherically concave mirror which, we were taught in school, focuses a parallel beam to a point? What is the accuracy and range of its focussing behaviour and what happens outside that range? How do we relate this behaviour to the measurable dimensions of the mirror? This article presents answers to these questions using simple geometry and algebra.  相似文献   

9.
The use of ICT (information and communication technology) in homes is growing faster than its use in schools and colleges—and there are already more systems in homes than in educational settings. This article argues that we should attempt to enter the area which most research on ICT in education tends to ignore: the secret garden of the learner at home. It is based partly on two pilot case-studies of secondary schools and a small sample of their students. Given the paucity of research in this area the article poses more questions than it answers. What are the implications of ICT use at home for teachers in schools? Do home systems interfere with school education or can they be used to enhance it? How should teachers respond to, and assess, work done using home ICT? Is the home situation widening the gap between one set of pupils (the "haves" of ICT) and another? Suggestions for school policies and action research for the future are put forward.  相似文献   

10.
This article proposes expanding four existing criteria for imaginative play in view of recent advances in sociocultural perspectives on the study of human development. Imaginative play is commonly defined as intrinsically motivated, open ended, pleasure seeking, and an escape from reality. Grounded in sociocultural research, and, as such, in the relation between individual and social and cultural environment, we argue that these four criteria should shift from assumptions to research questions: What are the motives for imaginative play? What are the goals for imaginative play? What affective dimensions emerge in imaginative play? What, how, and why do features of reality and imagination emerge through play? Expanding definitional criteria in this fashion enables researchers to remain open to variations in an individual’s experience over time, across participants, and cultural variations rather than imposing dominant cultural assumptions as explanatory heuristics. Implications for research and education are discussed.  相似文献   

11.
Two questions are considered in this article: (a) What should professionals in school psychology do in an effort to stay current with developments in applied statistics? (b) What should they do with their existing knowledge to move from surface understanding of statistics to deep understanding? Written for school psychologists who have completed their formal education, this article examines the way in which four kinds of relatively new technological tools—Java applets, electronic discussion groups, blogs, and online books, tutors, and courses—can help professionals increase their knowledge and understanding of statistical concepts and procedures. Because new statistical procedures, over time, enter the arsenal of applied researchers, and given that the National Association of School Psychologists explicitly states that continuing professional development in research is an expectation, the information presented here shows school psychologists that there are useful and efficient ways for them to “keep current” with advances in applied statistics. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 527–533, 2007.  相似文献   

12.
This systematic review of the qualitative research on the formal school education of children with dyslexia addresses three main questions: 1) What is known about the educational experiences of children with dyslexia? 2) What is known about the role that parents/guardians play in their child's schooling? 3) What is known about the role of teachers and administrators in supporting children with Dyslexia? Student and parent-focused studies indicate little awareness of and support for dyslexia in schools, and a strong reliance on parental support. Limited understanding of dyslexia, lack of training, and communication issues were identified as key themes in the small number of teacher-focused studies. The analysis points to a majority of studies not having a firm theoretical grounding and the neglect of teachers and school administrator's perspectives as central issues in the reviewed research. Based on these findings, it is argued that to further understandings of the systematic effects of schools' responses to dyslexic students, research should draw more heavily on socio-cultural models of disability.  相似文献   

13.
Creativity:What Is It? Can You Assess It? Can It Be Taught?   总被引：1，自引：0，他引：1  
This article takes the subject of visual arts in Sweden as the point of departure in a discussion of how, with the help of portfolios, assessments may extend to include both the unpredictable and the ambiguous. The notion that assessments of learning outcomes must be either limited to superficial knowledge or completely arbitrary is shown to be a misconception. The author has made a study of the progression of young people's creativity in the visual arts from preschool to upper secondary school. The assessment was based on both product criteria and process criteria (investigative work, inventiveness, ability to use models, capacity for self‐assessment). The materials assessed were portfolios of work containing sketches, drafts and finished works, log books, sources of inspiration and videotaped interviews with the students. Is there any progression in students' visual design, in their ability to work independently and assess their work? What is the degree of correlation in the assessments of different judges of student portfolios? These are some of the questions that this article attempts to answer, which concludes with a discussion of how schools can build a culture of learning that fosters the creative powers of young people.  相似文献   

14.
The goal of this case study was to describe the cross-cultural consultation experiences of school psychology graduate students as they progressed through a semester-long school-based consultation course. Graduate students enrolled in a consultation course completed both quantitative and qualitative assessment measures. The course instructor used these tools to adapt course components to students' expressed cross-cultural needs. Highlighted themes from the data included the importance of continual cross-cultural competency development in school psychology training programs. Other questions raised from the case study included how to extend a practitioner's cross-cultural development beyond formal training.  相似文献   

15.
文化在社会交际中的作用正在变得越来越重要。英语作为中国学生的外语，除了传统意义上的词汇与语法的学习外，更重要的是通过对英语的学习，获得一种跨文化的知识，避免在将来由于缺乏文化意识而在工作中受挫。面对文化间的差异，在写作过程中，我们应注意什么?高低语境对文章的影响是什么?全文在E．T．Hall(霍尔)的高低语境理论的基础上，试解决这两个问题。  相似文献   

16.
In this article it is argued that reading skills in the teaching of a foreign language are much neglected in the first phase of secondary education. In order to show (I) why reading is of great importance for language acquisition in general and (2) how to utilise reading in the initial stages of language learning, the following questions are dealt with: (1) What is the status of reading in the different approaches to foreign language learning? (2) Why not focus on listening in terms of the receptive skills? (3) Which different types of texts (books) can be used? (4) How should these texts be used in order to maximise the contribution to language acquisition?  相似文献   

17.

This article first examines didactics from an epistemological perspective.

Didactic analysis grasps knowledge as something circulated and/or transmitted. It is distinguished from sociological and psychological approaches to the learning act that legitimize the sociology of education, and from cognitive approaches.

Modifying the learner's individual knowledge so that it conforms to institutional knowledge is a scholastic goal that, in our view, defines the field of didactic research.

The second part of the article proposes answers to these questions: What is the status of the notions taught by the discipline? How are these notions constituted? What is the role of values and knowledge in school exercises and school goals? And what is to be understood by literary culture?

  相似文献   

18.
The European e-Learning Forum for Education (ELFE) is a project initiated by the ETUCE (European Trade Union Committee on Education). An important objective of the project has been to study good experiences with implementing the use of ICT in schools. This objective has been broken down in seven operational research questions. Three of these questions will be discussed in this article: (1) What difference does the use of ICT make in schools where ICT is intensively used for instructional/pedagogical purposes? (2) How are the students influenced by this different way of teaching as compared to the traditional classroom education, both individually and as a collective? 3) What factors influence the intensive pedagogical use of ICT? The ELFE study applied a case study approach. Three innovative schools in each of five European countries (Denmark, England, Germany, Norway and Portugal) were purposively selected. Data were collected via questionnaires, interviews, observations and school documents. The findings resulting from the ELFE schools case studies illustrate that the implementation of ICT for teaching and learning may influence the functioning of schools in a number of ways. One can also conclude that students like working with computers and that they have no ‘instrumental’ problems. A number of factors seem to influence the successful implementation of ICT at school level such as a good infrastructure, a clear vision, policy and strategy. A crucial factor is support from national, regional and local authorities, as well as from the school leadership and parents.  相似文献   

19.
本文探讨了技术进步及其对护理教育的影响,试图回答以下问题:当前在技术上已经出现了哪些变化?我们如何看待未来采用的技术?最后,提出了进一步革新护理教育的四个设想。  相似文献   

20.
This article explores what motivates junior researchers to engage in academic work and what questions are central for their academic identities. The context of the study is the entrepreneurial orientation of today’s university, which according to many leaves little space for the academic calling. The main argument is that the identity work of the junior researchers interviewed revolves around four key questions: What kind of research should I do? What kind of tasks should I prioritize? Am I good enough at what I am doing? What would be the right place for me in the future? Their answers to these questions show that while some elements of the traditional academic identity continue to appeal to the junior researchers, they also search for new interpretations and sources of meaning.  相似文献   

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