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This paper reports on teaching assistants' perceptions of the Phase 1 Higher Level Teaching Assistant (HLTA) training programme and the match to their changing role in classroom support, and suggests resulting issues for the design and delivery of HLTA training programmes. It explores what impact undertaking the training and gaining HLTA professional status has had upon the school activities undertaken by the teaching assistants and their relationships with other members of staff within the school. Finally, it suggests emerging issues for the involvement of staff with HLTA professional status in classrooms in the context of the Schools' Workforce Reform in England. 相似文献
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Conceptualising the role of information and communication technologies in the design of higher education teaching models used in the UK 
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下载免费PDF全文 Sally Caird Andy Lane 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(1):58-70
Despite the widespread availability of information and communication technologies (ICTs) and some research into specific pedagogical practices using them, there has been little research on the role of these technologies in shaping broader pedagogical approaches in higher education (HE). Increased experimentation in using ICTs raises questions about their pedagogical role in teaching, learning and assessment provision, and in creating innovative pedagogies. An accepted approach is needed to compare the different ways ICTs and rich media are used in HE teaching models. Within the SusTEACH HE sustainability research project this was needed to support the carbon‐based environmental assessment of HE courses using ICTs. Building on a review of learning design theories and models, and ICTs used for pedagogical purposes, this paper considers several approaches to conceptualising the role of ICTs in HE courses, leading to the development of the Teaching Models Rating Tool designed to examine the role of ICTs in course provision. This tool characterises courses as using Face‐to‐Face Teaching Models, Distance Teaching Models, ICT‐Enhanced Blended Teaching Models or Online Teaching Models. Whilst this tool was designed to support research on sustainable HE teaching models in the UK, it has wider applications to support comparative assessments of pedagogical and economic impacts. Further developments will be informed by the complex and evolving role of ICTs in HE teaching models. 相似文献
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Stress in academe: What bothers professors? 总被引：1，自引：0，他引：1
Elizabeth J. Thorsen 《Higher Education》1996,31(4):471-489
Traditionally, the professoriate has not been viewed as a stressful occupation. Academic freedom and tenure seemed to provide work conditions which were free of common stress producing pressures. Situations recognized as stressful in other occupations have now become common in academe. The study sought, inter alia, to identify the nature and extent of occupational stress in the professoriate. Data were collected by means of a questionnaire mailed to faculty in four Ontario universities. The respondents were from the professorial ranks in four areas of study. The research questions and hypotheses sought to test relationships between personal and occupational variables and perceived stress. It was found that quantity rather than the nature of the academic work was stressful. Teaching was the least stressful of the work functions and research the most, particularly among professors in the humanities. The hours spent on the job and tasks which had a time constraint were significant sources of stress for this sample. Rank rather than tenure status appeared to be more significantly related to perceived stress. 相似文献
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龙玉其 《自贡师范高等专科学校学报》2007,22(5):70-74
根据当前贫困地区农村劳务输出的现状,本研究采用问卷调查、个案访谈、实地观察等方法,对湘西南一个贫困村庄进行了深入调查研究。劳务输出对当地农村反贫困起到了关键作用,促进了农村经济的整体发展,促进了家庭经济状况的改善,有利于个人经济发展。 相似文献
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教研机构自成立以来在基础教育事业发展中发挥了不可估量的作用。改革开放30年,中小学教学研究经历着一个从逐步规范到开拓创新的发展历程。教研事业的可持续发展必须准确定位,把握方向;必须坚持以教师为本;必须拓宽教研内容,创新教研方式;必须加强教研队伍建设,创新工作机制。只有这样,才能促进基础教育质量和水平的提高。 相似文献
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A study of the interrelationship between the behaviour and social status of a class of Year 2 pupils
MELANIE SLADE 《Support for Learning》2008,23(2):63-70
The influence of social status on child development has been the subject of research for several decades, with children who are not accepted by their peers being shown to be at risk of a range of difficulties both at the time and in later life. Strong links have also been established between behaviour and social status. A small‐scale action research project considered the social structure of a Year 2 class and used data gathered through sociometric interviews and observations to identify some factors which may have influenced the social status of individuals within that group. From this data, three children considered at risk of peer rejection or isolation were identified and an intervention programme was implemented. At the end of the year sociometric interviews and observations were repeated and it was found that one child's social behaviours and status among his peers had increased significantly over the course of the project. 相似文献
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Mark Byra 《Quest (Human Kinetics)》2013,65(3):229-245
Research on Mosston's (1966, 1981) and subsequently Mosston and Ashworth's (1986, 1994) Spectrum of Teaching Styles has been conducted for more than three decades. The Spectrum has provided PETE researchers with a framework to systematically study teaching and learning in physical education. In this paper, Spectrum research completed over the past 30 years is reviewed in light of the development and refinement of the Spectrum of Teaching Styles. The review of literature is organized around two time periods, the 1970s to the early 80s, and the mid 1980s to the present, to exemplify the link between the development of Spectrum research and the evolution of the Spectrum of Teaching Styles. What we have learned about the reproductive and productive clusters of Spectrum teaching styles based on research is discussed as well as future directions for Spectrum research 相似文献
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学生用户的使用意愿是衡量网络教学资源库建设成败的重要标准。然而国内对其的关注却很有限。文章以技术接受模型为分析依据,选择档案学教学资源库作为具体研究对象,在假设感知有用性、感知易用性、感知成本、创新性、社会影响、态度六种因素共同影响用户对档案学教学资源库使用意愿的基础上,提出了档案学教学资源库实施的用户接受模型,并通过问卷调查和结构方程模型(SEM)进行实证研究,以验证模型和假设的科学性与合理性,从而为推动网络教学资源库的建设和发展提供启示与思路。 相似文献
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卡内基教学促进基金会：美国大学教学学术运动的推动者 总被引：4，自引：0，他引：4
王玉衡 《大学.研究与评价》2008,(5):57-62
在美国,基金会对高等教育政策的制定、改革与发展发挥着重要作用,卡内基教学促进基金会就是其中最重要的一个。通过对卡内基教学促进基金会推动、促进美国近二十年来最重要的高等教育改革——大学教学学术运动的具体措施进行述评,发现教育中介机构,即第三方在当代大学建设中具有不可替代的重要作用,它们可以为我国大学改革与发展提供有益的借鉴。 相似文献
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为了促进课程与教学论学科发展,进一步提高课程与教学论专业博士生的培养质量,中国教育学会教育学分会教学论专业委员会主办了"当代教学论的理论基础与时代课题暨首届全国课程与教学论专业博士生论坛"专题研讨会。与会博士生代表围绕着"走进课堂、研究课堂、反思课堂"这一主题,就教学论研究与课堂教学的关系、课堂研究的主要内容、教学论研究的现状与存在的问题等展开了激烈的讨论。并在"走进课堂、研究课堂、反思课堂"的必要性,课堂研究的主要内容以及当前教学论研究的现状与问题等方面达成了初步的共识。 相似文献
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Despite the importance of both research and teaching, doctoral and postdoctoral programs tend to focus on research. One approach to address the lack of teaching development for early career researchers (ECRs) is to train them on instruction. The purpose of this two-year study was to examine the effects of a Teaching Development Institute (TDI) on ECRs’ intended teaching strategies, course planning, beliefs about instructors’ and students’ knowledge, and instructional self-efficacy. We used the Approaches to Teaching (ATI) and the College Teaching Self-Efficacy (CTSE) instruments in a one-group pretest-posttest design. The sample was 109 and 140 ECRs who participated at the Teaching Institute at Johns Hopkins University in 2018 and 2019, respectively. The results of the Wilcoxon signed-ranks test indicated that the TDI intervention was effective. The theoretical implications of the paper include (a) reinterpreting the ATI according to the interactive, constructive, active, and passive (ICAP) cognitive engagement framework, and (b) proposing the professional development to student achievement (PDSA) model. 相似文献
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This research was conducted in Ankara province for the purpose of examining the status of planning in preparation for retirement as an individual and as a family of individuals who show differences in educational level. Individuals who lived in Ankara province, who were 3 years from retirement according to age limit, and who had social security from one of the three official government plans (The Pensions Fund For Civil Servants of The Republic of Turkey, Social Insurance Institution, or Social Security Organization of Artisans, and Craftsmen and other Self-Employed People) were the research population from which 393 individuals were chosen using the Stratified Random Sampling Method. There was a higher percentage of individuals who stated that they had not planned for retirement than those who had. Of the individuals who stated that they had made plans, 80.7% had made those plans about their financial status. Individuals who thought that it was necessary to have an educational program for preparing for retirement also wanted “financial status” topics at the head of the list of topics for such a program. 相似文献
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Pat Bazeley 《高等教育研究与发展》1994,13(2):121-132
Prompted by the provision of special funding for research development from the Department of Employment, Education and Training, an analysis of the research status and development needs of staff one network member of a newly amalgamated University was undertaken. It was found that many staff were without research‐based qualifications and had limited research experience. Teaching and curriculum development were dominant activities, the latter being particularly so in some of the newer disciplines. It was felt by many that there was a lack of institutional support for research by senior management in general and in some faculties in particular, as people in those positions took time to adjust to the changing climate of expectations in the transition from College to University. Specific research skills needing development were identified, including submission writing, statistical data analysis and reporting research. The availability of time and money for research were, predictably, seen as critical. In a conclusion unanticipated at the commencement of the study, the emergence of a widely recognised and supported research ethos was perceived as perhaps the most significant element to contribute to the development of research in a new university. 相似文献
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《Teaching and Teacher Education》2006,22(4):437-450
Models play an important role in science education. However, previous research has revealed that science teachers’ content knowledge, curricular knowledge, and pedagogical content knowledge on models and modelling are often incomplete or inadequate. From this perspective, a research project was designed which aimed at the development of beginning science teachers’ knowledge in this domain. In this project, the Interconnected Model of Teacher Professional Growth [Clarke, D., & Hollingsworth, H. (2002). Teaching and Teacher Education, 18(8), 947–967] was used as the basic framework for the establishment of the relationships between the different data gathered in characterising teachers’ knowledge on models and modelling. In this paper, the whole framework of the research is presented, as is some evidence of how powerful this framework was in helping us to understand the development of the teachers’ knowledge. 相似文献
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教学是一个以教材为主线、教师为主导、学生为主体的有目标有计划的动态发展的过程.传统教学过分注重教师的主导作用,导致教学效果不佳.以任务分担为内容的新的教学方法,重视学生的主体地位,强调主体参与,使学生由被动接受知识变为对知识的主动探索. 相似文献
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Svenja Buttner Sip Jan Pijl Jan Bijstra Els Van den Bosch 《International Journal of Inclusive Education》2016,20(6):569-587
Teaching students with emotional and behavioural difficulties (EBD) is a challenge for many teachers in inclusive education. Much research has been done to find out what differentiates expert teachers from their less skilled colleagues. Recent evidence points to personality as an underlying core factor influencing teacher performance. In this study, the predictive value of teacher personality for teacher quality in teaching students with EBD was examined among a sample of Dutch primary school teachers. Personality was measured using a self-report questionnaire based on the personality dimensions of the Five Factor Model of personality: Extraversion; Agreeableness; Conscientiousness; Neuroticism; and Openness to Experience. Different dimensions of teacher quality in teaching students with EBD were measured using an observation instrument, a self-efficacy questionnaire, and a nomination procedure. The dimensions of Agreeableness, Conscientiousness, and Openness to Experience were found to predict teacher quality in teaching students with EBD measured by the self-efficacy questionnaire. Altogether, personality explained 35% of the variance in teacher quality in teaching students with EBD measured by the self-efficacy questionnaire. The results relate to issues about teacher education and employment. Directions for future research are discussed. 相似文献
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“教学学术”是大学教学质量得以保证和提升的黄金法则。了解大学教学的学术水平现状是使法则成功运作的前提。基于大学教学学术“四维度”理论的调查可以发现,我国大学教学尚未达到教学学术水平,大学教学的学术性彰显程度不高：教师的教学知识结构失衡,知行脱节;无意识研究居主导,教学知识生成率普遍偏低;教学趋于保守,教学交流频度普遍不高;教师的教学自主权普遍缺失。 相似文献