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1.
Elizabeth Bettini Sungur Gurel Yujeong Park Walter Leite James McLeskey 《Exceptionality》2019,27(1):18-31
To effectively teach reading to students with and at risk for disabilities, special and general education teachers depend on principals who support effective specialized reading instruction. Yet, extant research indicates that principals have inadequate preparation for supporting specialized instruction. To address this issue, scholars have recommended that leader preparation programs should provide prospective leaders with more preparation in special education. However, research to date provides limited indications of whether more preparation would in fact support more effective leadership for special education. Therefore, we examined data from the Early Childhood Longitudinal Study to determine whether principals’ qualifications in special education and in reading predicted struggling readers’ and students with disabilities’ reading achievement growth in kindergarten. We found no effects; principals’ coursework in special education, coursework in reading, prior experiences as a special education teacher, and experience in school leadership did not predict reading achievement growth among students with or at-risk for disabilities. 相似文献
2.
María Pilar Jiménez-Aleixandre 《Science & Education》2014,23(2):465-484
In the last two decades science studies and science education research have shifted from an interest in products (of science or of learning), to an interest in processes and practices. The focus of this paper is on students’ engagement in epistemic practices (Kelly in Teaching scientific inquiry: Recommendations for research and implementation. Sense Publishers, Rotterdam, pp 99–117, 2008), or on their practical epistemologies (Wickman in Sci Educ 88(3):325–344, 2004). In order to support these practices in genetics classrooms we need to take into account domain-specific features of the epistemology of genetics, in particular issues about determinism and underdetermination. I suggest that certain difficulties may be related to the specific nature of causality in genetics, and in particular to the correspondence between a given set of factors and a range of potential effects, rather than a single one. The paper seeks to bring together recent developments in the epistemology of biology and of genetics, on the one hand, with science education approaches about epistemic practices, on the other. The implications of these perspectives for current challenges in learning genetics are examined, focusing on students’ engagement in epistemic practices, as argumentation, understood as using evidence to evaluate knowledge claims. Engaging in argumentation in genetics classrooms is intertwined with practices such as using genetics models to build explanations, or framing genetics issues in their social context. These challenges are illustrated with studies making part of our research program in the USC. 相似文献
3.
With a view to keeping up with the new developments of the reform of college English teaching at present,college English teaching for students majored in arts and sports is also appealing to be improved further.And to deepen the teaching reform,teachers,who are the mobile one of the most important factors in English teaching,should follow the principles of providing different guidance for students majored in arts and sports and instructing them in accordance with their aptitude to meet the specific needs of individualized teaching.Thus they have to change their roles and can gain the inspiration from the following contents. 相似文献
4.
Pedro Freitas Luís Catela Nunes Carmo Seabra Adriana Ferro 《Assessment in Education: Principles, Policy & Practice》2016,23(4):456-472
The results of large-scale international assessments such as Programme for International Student Assessment (PISA) have attracted a considerable attention worldwide and are often used by policy-makers to support educational policies. To ensure that the published results represent the actual population, these surveys go through a thorough scrutiny to ensure their validity. One important issue that may affect the results is the occurrence of different participation rates across groups with heterogeneous average student scores. In this study, we illustrate how problems of representativeness of the samples may be corrected by the use of post-stratified weights. We use the case of Portugal, a country where we uncover a meaningful difference between the actual population and the PISA samples in terms of the distribution of students per grade and track of studies. We show that after post-stratification, the temporal evolution of the PISA scores is quite different from the one reported. 相似文献
5.
Despina Potari Haralambos Sakonidis Roula Chatzigoula Alexandros Manaridis 《Journal of Mathematics Teacher Education》2010,13(6):473-485
The study reported here concerns 4 years of collaboration between secondary school teachers and academic researchers, constituting
an emerging community of inquiry into mathematics teaching. In the article, the process of the forming of this community is
discussed, focusing on the reflective activity developed by its members as well as the tensions and conflicts that emerged
in the shaping of an inquiry identity by them. Furthermore, shifts in the mode of participation in the community and thus
learning gains of all members are identified, with the teachers gradually developing an awareness of teaching practice in
general, and the researchers becoming progressively acquainted with the reflexive relationship between inquiring into teaching
practice and teachers’ professional development. 相似文献
6.
7.
Peggy A. Ertmer Timothy J. Newby Wei Liu Annette Tomory Ji Hyun Yu Young Mi Lee 《Educational technology research and development : ETR & D》2011,59(2):213-228
An international wiki-based collaboration was integrated into a large introductory educational technology course enrolling
346 students, divided into 43 teams. Student teams participated in a 5-week project in which they created wiki chapters about
the educational uses of specific Web 2.0 tools. Two to four international students, located in their home countries, participated
on each team, collaborating via the evolving wiki, as well as other Web 2.0 tools. Using expectancy-value as our motivational
framework, we gathered pre- and post-survey data, triangulated with focus group interview data, to examine changes in students’
confidence and perceived value for using these tools to facilitate international collaborations. Survey results showed significant
changes in confidence and perceived value, while qualitative results provided insights into students’ perceptions of critical
project components. We discuss students’ perceptions of project barriers as well as the strategies they implemented to achieve
success. 相似文献
8.
Mairéad Foody Helena Murphy Paul Downes James O’Higgins Norman 《Pastoral Care in Education》2018,36(2):126-140
The role of the principal is imperative in creating a school climate that nurtures differences and equality at the same time. Policy and legislation in Ireland dictates the responsibility of school principals in preventing and intervening in issues relating to bullying. The current research investigates the extent to which principals consider the impact of bullying on their students and the strategies they take to combat it in their schools. We consider how principals respond to bullying and what supports they feel are missing for them to adhere to relevant policy. A sample of 918 principals from a range of schools across Ireland completed an online survey. The results demonstrated some positive actions by principals such as the provision of anti-bullying policies. However, they also document areas that need more action such as increased access to counsellors and appointing a specific staff member to deal with and tackle bullying in each school. Guidance from the Department of Education and Skills in Ireland on the development and provision of an anti-bullying programme is called for. Results are discussed in light of the current Anti-Bullying Procedures established by the Department of Education and Skills and the Action Plan for Bullying 2013. 相似文献
9.
Laura L. Sagan 《Clearing house (Menasha, Wis.)》2013,86(6):217-222
This study investigated 134 middle school students’ suggestions concerning environmental and instructional changes based on their individual learning-style Inventories. The results of the study determined that students could suggest environmental and instructional changes that differed from the accustomed traditional environments and instruction encountered on a daily basis. 相似文献
10.
Amber Simpson S. Megan Che William C. BridgesJr. 《International Journal of Science and Mathematics Education》2016,14(8):1407-1418
Recently, single-sex classes within public coeducational schools have proliferated across the USA; yet, we still know little about whether and how single-sex science classes influence adolescents’ attitude and affect toward science. This exploratory study expands upon our current understanding by investigating the extent in which female and male students’ enrollment in either single-sex or coeducational science classrooms may influence their academic self-concept in science. Utilizing a quasi-experimental research design, findings suggest that being enrolled in single-sex science classrooms influence how students in this study perceive their abilities to perform and learn in science, particularly for females in single-sex science classrooms. 相似文献
11.
Michelle Rowbotham Monica Cuskelly 《International Journal of Disability, Development & Education》2011,58(3):223-240
To date, there have been few studies of mothers’ and fathers’ roles in caring for their adult children with intellectual disabilities. The present study investigated the care-giving roles of mother and father couples caring for their adult offspring with an intellectual disability, their psychological health, and the demands and satisfaction of their care-giving roles. Twelve Anglo-Australian middle-aged mother and father couples with an adult child with intellectual disability (mean age?=?24 years) participated in semi-structured interviews about their care-giving roles and completed a series of questionnaires pertaining to care-giving difficulties and satisfaction, hassles and uplifts, and general health. Findings indicated that an extremely high proportion of both mothers and fathers were in the clinical range for social dysfunction, anxiety/insomnia, and somatic complaints, although levels of depression were relatively low. The present study found that mothers undertake more daily care-giving tasks than fathers, but that the range of tasks is similar. Mothers also reported significantly more care-giving difficulties and satisfaction than fathers. Associations between measures differed somewhat for the two parent groups, indicating the need for further exploration of both mothers’ and fathers’ experiences. 相似文献
12.
Nouri Noushin McComas William F. Aponte-Martinez Gerardo J. 《Science & Education》2019,28(3-5):367-389
Science & Education - This multiple-case study examined the rationales and instructional strategies for teaching history of science (HOS) of 16 instructors of a history of science course for... 相似文献
13.
Maarit Arvaja 《Teaching in Higher Education》2018,23(3):291-306
The emergence of ‘new managerialism’ in academic institutions and professions has given rise to tensions between one’s professional self and work context. Such tensions often originate from a misalignment between institutional and personal values. This study builds on a dialogical approach to identity and discusses the role of inner tensions and conflicts in terms of making sense of one’s professional identity. These aspects are explored and exemplified by introducing a sample case of one individual student and university researcher/teacher, Anna, who participated in one-year Pedagogical Studies for Adult Educators. Leaning on the narratives of Anna’s learning diaries and a later interview, the article describes tensions and critical conflicts in her professional I-positioning. The study shows how tensions and their resolutions, at their best, can lead to constructive identity work, thereby finding a new personal sense resulting in a more integrated professional identity. 相似文献
14.
The main goal of the study reported in our paper is to characterize teachers’ choice of examples in and for the mathematics
classroom. Our data is based on 54 lesson observations of five different teachers. Altogether 15 groups of students were observed,
three seventh grade, six eighth grade, and six ninth grade classes. The classes varied according to their level—seven classes
of top level students and six classes of mixed—average and low level students. In addition, pre and post lesson interviews
with the teachers were conducted, and their lesson plans were examined. Data analysis was done in an iterative way, and the
categories we explored emerged accordingly. We distinguish between pre-planned and spontaneous examples, and examine their
manifestations, as well as the different kinds of underlying considerations teachers employ in making their choices, and the
kinds of knowledge they need to draw on. We conclude with a dynamic framework accounting for teachers’ choices and generation
of examples in the course of teaching mathematics.
相似文献
| Orit ZaslavskyEmail: |
15.
Process mining techniques for analysing patterns and strategies in students’ self-regulated learning
Referring to current research on self-regulated learning, we analyse individual regulation in terms of a set of specific sequences of regulatory activities. Successful students perform regulatory activities such as analysing, planning, monitoring and evaluating cognitive and motivational aspects during learning not only with a higher frequency than less successful learners, but also in a different order—or so we hypothesize. Whereas most research has concentrated on frequency analysis, so far, little is known about how students’ regulatory activities unfold over time. Thus, the aim of our approach is to also analyse the temporal order of spontaneous individual regulation activities. In this paper, we demonstrate how various methods developed in process mining research can be applied to identify process patterns in self-regulated learning events as captured in verbal protocols. We also show how theoretical SRL process models can be tested with process mining methods. Thinking aloud data from a study with 38 participants learning in a self-regulated manner from a hypermedia are used to illustrate the methodological points. 相似文献
16.
Efforts to prepare teachers and other professionals for inclusive education in the Central and Eastern Europe and the Commonwealth
of Independent States (CIS/CEE) region are heavily influenced by the legacy of Soviet defectology (the study of children with
disabilities) and Soviet traditions of teacher education. The authors identify some challenges facing those concerned with
preparing teachers for inclusive education and provide examples of current projects in the region that address the complex
problems associated with providing inclusive education for children identified as having disabilities. The changing role of
defectologists in inclusion policy and practice is also discussed. Case examples from Armenia, Latvia, the Czech Republic,
Azerbaijan, and Serbia reflect current innovations in teacher education and professional development in the region. 相似文献
17.
Robert A. Cannon 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1991,37(4):453-472
Structured group interviews with Thai and Indonesian educators indicate that expatriate experts require a wide range of personal and professional qualities to be effective: they must have expertise, be able to establish and maintain good relationships with people, be well organised and effective teachers, and transfer information and skills that are applicable and of benefit to the nation. None of these qualities is simple or uni-dimensional. The study shows, for example, that expertise has several elements including technical expertise, cultural knowledge, language ability and expertise in education. Practical implications of the findings are in overseas project design, management and placement of personnel, professional development of experts, and in the design, implementation and evaluation of teaching and training.
Zusammenfassung Strukturierte Gruppeninterviews mit thailändischen und indonesischen Erziehern zeigen, daß augebürgerte Experten weitreichende persönliche und berufliche Fähigkeiten benötigen, um wirksam arbeiten zu können: Sie müssen Fachwissen besitzen, gute Beziehungen zu Menschen knüpfen und aufrechterhalten, gut vorbereitete und effektive Lehrer sein und Informationen und Fähigkeiten vermitteln, die anwendbar und von Nutzen für die Nation sind. Keine dieser Qualitäten ist einfach oder einseitig. Die Studie zeigt zum Beispiel, daß Fachwissen mehrere Bereiche umfaßt, wie z.B. technisches Fachwissen, Kulturkenntnisse, Sprachfähigkeiten und Fachwissen auf dem Gebiet der Erziehung. Praktische Folgerungen aus diesen Feststellungen finden sich in Projektentwürfen in Übersee, Management und Personaleinsatz, beruflicher Entwicklung von Experten sowie Entwurf, Durchführung und Evaluierung von Lehren und Fortbildung.
Résumé Des interviews structurées de groupes avec des éducateurs thaïs et indonésiens indiquent que les experts expatriés nécessitent une large gamme de qualités personnelles et professionnelles pour être efficaces: ils doivent être expérimentés, être capables d'établir et de maintenir de bonnes relations avec les gens, être des enseignants bien organisés et efficaces, ils doivent transmettre des informations et des compétences qui sont applicables et profitables à la nation. Aucune de ces qualités n'est simple ou unidimensionnelle. Cette étude montre, par exemple, que la compétence englobe plusieurs éléments, tels que la compétence technique, la connaissance culturelle, l'aptitude linguistique et la compétence pédagogique. Les résultats obtenus ont des implications pratiques dans la conception des projets d'outre mer, l'administration et le recrutement du personnel, le développment professionnel des experts, au niveau de la conception, de la mise en oeuvre et de l'évaluation de l'enseignement et de la formation.相似文献
18.
Leonie J. Rennie 《Research in Science & Technological Education》2013,31(2):121-133
The recent explicit inclusion of technology into the science component of the school curriculum in Western Australia necessitates changes in both curriculum materials and the nature of classroom teaching. This paper reports an investigation of the perceptions of technology of senior teachers who are heads of the science department in their schools, and relates these perceptions with those of a sample of 13‐year‐old pupils in this state. The investigation reveals that many teachers have a restricted view of technology which may be interpreted as a view that technology is dependent upon science. Such a view may neglect the historical aspects and societal influences on science and technology. Further, the available evidence indicates that local pupils have a low level of awareness of technology. The paper discusses the implications of these findings for curriculum change and suggests a starting point for achieving a successful balance in the teaching of technology, science and society issues in the classroom. 相似文献
19.
All social phenomena are,to some extent,determined by economy,and language is also under the leverage of economic factor.With the development of society,economy,science and economy,human interpretation and consciousness of their language have been greatly enhanced.The exploration of catchword can be developed from its definition,its characteristics and reasons for its emergence. 相似文献
20.
Shu‐Ching Lee 《Gender and education》2011,23(1):47-58
The dramatic changes during the past 20 years in Taiwan offer a good example of how gender policy in education is facilitated by a combination of interrelated economic, political and social forces. Taiwan’s policy on gender education emerged from the interaction of state, education, academic and non‐academic feminist positions in reforms. This paper demonstrates – first, the importance of the socio‐political contexts in which reform was proposed, and second, the actions of feminists in making best use of the opportunities thrown up by a confluence of social factors. The social, economic and political transformations of the 1980s saw the rise of a ‘new’ state both supposedly and in reality more responsive to the needs of non‐profit organisations. In testing out relationships of partnership with the state, feminist activists saw the deregulation of education as an opportunity to get women’s issues on the agenda. These reforms were catalysed by a series of social events bringing together supporters in a mood of celebration, protest or mourning specifically in response to particular events. The struggles, contentions, and negotiations that underlay the eventual approval of gender reform in education are illustrated. 相似文献