共查询到20条相似文献，搜索用时 187 毫秒
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教师节马上临近,贴心的同学们为辛勤耕耘着的老师们准备了哪些美好惊喜呢?一条温馨的短消息?一封真挚的 E-mail?还是用数码相机记录下老师上课时生动的精彩瞬间?抑或大家集体为老师送上一件礼物……那么,就赶快打开本期的麻辣 TEACHER 秘笈,快来学几招吧! 相似文献
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eacher training refers to the preparation of teachers for professionalpractice through formal courses, usually university or college based, and usually resulting in accreditation (BATEFL, PGCE, RSA Dip.TEFLA, etc.). Teacher development, on the other hand, is learning carried out by 相似文献
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《英语辅导》2004,(12)
he piano teacher, Erika Kohut, bursts like awhirlwind into the apartment she shares withher mother. Mama likes calling Erika her littlewhirlwind, for the child can be an absolute speeddemon. She is trying to escape her mother. Erikais in her late thirties. Her mother is old enough to be hergrandmother. The baby was born after long and difficult years 相似文献
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L. J. Westwood 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):122-134
This study constitutes an assessment of the relation between the number of students leaving school (dropouts) and the magnitude of teacher life changes in conjunction with selected teacher performance variables in terms of pair‐wise and multiple correlation procedures. Findings support the thesis that the selected teacher performance variables taken in conjunction with teacher life changes and the number of student dropouts are significantly associated. 相似文献
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K. M. Evans 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):72-77
A Review is given of previous investigations into visual perception as a basis for reading readiness and the differences generally shown between different social groups as to their language ability. The study reported here attempted to determine the extent to which visual perception skills are related to language and general ability in nursery school children. A number of perceptual and language tests were administered to a sample of 160 pre‐school children and the results analysed by a number of methods to test four hypotheses put forward. A large general ability factor was found to be present in pre‐school children but on language and perceptual tests it seems that a part of the children's attainment is determined simply by how they are to answer the test questions. An analysis of social group differences shows no significant difference in any visual perceptual tests only in language skills. The findings generally confirm that in pre‐school years competence in visual and perceptual skills is highly related to language ability. 相似文献
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《英语辅导》2004,(9)
TOOTHPICK-reminds us to look for the good qualities in our students. You may be the only teacherwho says something positive to them that day.RUBBER BAND-reminds the teacher that they have to be flexible. Things don't always go the waywe plan, but flexibility will help to work it out. 相似文献
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Mary A. Jensen 《Journal of Early Childhood Teacher Education》2013,34(2):181-184
Abstract With more children spending the greater part of their waking hours in preschool settings today than they did years ago, teachers play an even more critical role in providing daily literacy experiences that many children of earlier generations received at home. The article focuses on the critical role that preschool teachers play in supporting children's early literacy development and presents an instructional framework to help guide early literacy teaching. The framework is based on Vygotsky's learning theory, which emphasizes the nature and importance of social interactions in instruction, particularly between adult and child. We present activity‐embedded assessments that preschool teachers can use to observe and document children's emerging literacy concepts and skills, and describe key teaching actions that scaffold learning of new concepts. In closing, we offer five principles to guide preschool teachers in planning and implementing appropriate activities to promote young children's literacy development. Sample documentation forms are included in the appendices. 相似文献
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C. R. Lawton 《Studies in Continuing Education》2013,35(4):69-80
Ernest Gordon Biaggini, M.A., D.Litt., who died in December 1978 was in charge of the Department of Tutorial Classes at the University of Adelaide from 1930 to 1956. The author of this memoir was General Secretary of the Workers' Educational Association of South Australia from 1949 to 1957 and worked closely with Biaggini during that time, and in the later years – to 1967 – when Biaggini was a part-time tutor for the Department of Adult Education, now the Department of Continuing Education. 相似文献
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Of the many teachers you’ve had,there’s likelyone favorite who stands out in your memory overall the rest.Through caring,wisdom and discipline,such 相似文献
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Linda Hobbs 《International Journal of Science and Mathematics Education》2013,11(2):271-297
Teaching ‘out-of-field’ occurs when teachers teach a subject for which they are not qualified. The issues around this increasingly common practice are not widely researched and are under-theorised. A qualitative pilot study using teacher interviews in 3 rural schools examined meanings, support mechanisms and teacher identities associated with out-of-field teaching. A thematic analysis isolated factors influencing whether teachers self-assessed their practice and identities as out-of-field. The ‘boundary between fields’ model was developed to emphasise support mechanisms, contextual factors and personal resources that influenced the nature of teachers’ negotiation of subject boundaries and its impact on professional identity. These findings provide insight for policy makers, school leaders and teacher educators into the conditions required for such teaching to be considered learning opportunities. 相似文献
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J. D. Williams 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):128-133
The NFER research into comprehensive education reported that around one‐third of pupils in the schools studied took no part in extra‐curricular activities, and that level of involvement was lower among certain groups. This study examines whether the interests of these pupils were being met by their schools and finds that low participation cannot be explained‐‐directly at least‐‐by school failure in providing desired activities. Nearly two‐thirds of all non‐participant pupils indicated that there was no activity which they would like to see introduced. Detailed study in three schools suggests that the ‘traditional’ school activities, though gathering a large number of participants, may be poor integrators of pupils of different abilities and that smaller activities are more successful in this respect. 相似文献
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