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1.
Felicity McArdle 《The Australian Educational Researcher》2012,39(1):91-106
It would be a rare thing to visit an early years setting or classroom in Australia that does not display examples of young
children’s artworks. This practice serves to give schools a particular ‘look’, but is no guarantee of quality art education.
The Australian National Review of Visual Arts Education (, 2009) has called for changes to visual art education in schools. The planned new National Curriculum includes the arts (music,
dance, drama, media and visual arts) as 1 of the 5 learning areas. Research shows that it is the classroom teacher that makes
the difference, and teacher education has a large part to play in reforms to art education. This paper provides an account
of one foundation unit of study (Unit 1) for first year university students enrolled in a 4-year Bachelor degree program who
are preparing to teach in the early years (0–8 years). To prepare pre-service teachers to meet the needs of children in the
twenty-first century, Unit 1 blends old and new ways of seeing art, child and pedagogy. Claims for the effectiveness of this
model are supported with evidence-based research, conducted over the 6 years of iterations and ongoing development of Unit
1. 相似文献
2.
Conclusion The most important finding from this study is that if one adheres to the guidelines from the literature on staff development
and educational change, teachers can and will change their teaching behaviors. It is very easy, however, to underestimate
the time and resources required to implement change in schools. Even a seemingly simple change such as increasing use of educational
computing, which teachers can implement in their individual classrooms without an overhaul of schools, is immensely complex
and difficult. Helping teachers and schools change requires a systematic effort, with intensive on-going support over a period
of three or more years. Science educators, school leaders, and the public must learn that school improvement is not an event
but a continual process of renewal and refinement.
This study demonstrates the importance of allocating resources to staff development and implementation along with those for
curriculum development. Fortunately, the National Science Foundation has recognized the importance of implementation in school
improvement by requiring that implementation be an integral part of all curriculum development projects it funds. As Hall
(1986) said, “It is not enough to build pretty boxes; what is important is to get the boxes used.”
This article is based on work supported by the National Science Foundation under Grant No. MDR-8470061. Any opionions, findings,
and conclusions or recommendations expressed in this publication are those of the authors and do not necessarily reflect the
views of the National Science Foundation. 相似文献
3.
This longitudinal case study describes the factors that affect an experienced teacher’s attempt to shift her pedagogical practices
in order to implement embedded elements of argument into her science classroom. Research data was accumulated over 2 years
through video recordings of science classes. The Reformed Teacher Observation Protocol (RTOP) is an instrument designed to
quantify changes in classroom environments as related to reform as defined by the National Research Council (National science education standards. Washington, DC: National Academy Press, 1996b) and the National Research Council (Fulfilling the promise: Biology education in the nation’s schools, Washington, DC: National Academy Press, 1990) and was used to analyze videotaped science lessons. Analysis of the data shows
that there was a significant shift in the areas of teacher questioning, and student voice. Several levels of subsequent analysis
were completed related to teacher questioning and student voice. The data suggests a relationship between these areas and
the implementation of scientific argument. Results indicate that the teacher moved from a traditional, teacher-centered, didactic
teaching style to instructional practices that allowed the focus and direction of the lesson to be affected by student voice.
This was accomplished by a change in teacher questioning that included a shift from factual recall to more divergent questioning
patterns allowing for increased student voice. As student voice increased, students began to investigate ideas, make statements
or claims and to support these claims with strong evidence. Finally, students were observed refuting claims in the form of
rebuttals. This study informs professional development related to experienced teachers in that it highlights pedagogical issues
involved in implementing embedded elements of argument in the elementary classroom. 相似文献
4.
Adam Scrupski 《Academic Questions》1999,12(3):36-49
Summary A movement among universities noted for research and for rigorous scholarship that would have insured a significantly improved
education for prospective teachers was transformed in a short time, about ten years, into another agency of centrally inspired
“school refrom,”
The Holmes Group’s initial program called for prospective teachers to undergo five years of general education and teacher
education, devoting the undergraduate years largely to arts and sciences. It also called for a closer collaboration between
teacher educators and arts and science faculty in order to prepare preservice teachers to teach more rigorous pedagogically
organized subject matter. Included in the early Holmes agenda was the concept of a professional development school as a public
school site for pedagogical application, under the direction of veteran teacher cadres. However, as a consequence of an increasingly
liberal academic ideology, informing a persistent criticism of Holmes’s original proposals as elitist and insufficiently activist,
the Holmes group came in a short time to underplay its call for a five-year program, to back off from a closer collaboration
between teacher educators and arts and sciences faculty, and to transform its concept of an affiliated public school from
a site for pre-service pedagogical classroom practice into an exemplary school-to-be.
Some hope may remain: the Holmes staff recently distributed the “Conference Proceedings” of the January 1998 annual convention
held in Orlando. On page 42 of those proceedings, Arthur Wise, the peripatetic head of NCATE (National Council for Accreditation
of Teacher Education—now a Holmes “partner” at the national level) found Holmes neglectful of an appropriate concern for arts
and sciences education for prospective teachers. Wise was a “ranconteur” in Orlando; as such he was expected to provide a
“reflective response” to the conference. He said, apologetically, I might offer my one sound of criticism ... I just worry
when I see that ... we may be paying too much attention to the external aspects of school and maybe not enough to the guts
of the matter which is, after all, content and how to teach it. 相似文献
5.
Teaching students how to conduct authentic scientific inquiry is an essential aspect of recent science education reform efforts.
Our National Science Foundation-funded GK-12 program paired science graduate students—fellows—with secondary science teachers
in order to enhance inquiry-based instruction. This research examined the roles of the fellows, teachers, and school culture
in the implementation of inquiry and the fellows’ conceptions of classroom inquiry versus that in their own research. Qualitative
data were collected for two academic years. Overall, the classrooms shifted toward a more inquiry-oriented approach over the
academic year. Several aspects of school culture influenced inquiry implementation. Fellows described their research as similar
in overall structure but less constrained by known concepts, less guided by mentors, and more in-depth than that of secondary
school students. The teacher-fellow scientist partnership is a potentially effective professional development model to create
positive and lasting change within the science classroom. 相似文献
6.
Educational Research for Policy and Practice in Japan – With Particular Reference to Youth Education
Taro Numano Yoshiyuki Nagata Mariko Ichimi Abumiya 《Educational Research for Policy and Practice》2002,1(1-2):35-50
Based upon the Fundamental Law of Education, Japanese school education system has long been a source of pride for the country
as a result of the high school participation rate, the homogeneity of compulsory education throughout the country. However,
the confidence of the people in its schools is now showing severe signs of strain and fatigue. In recent years, there have
been many reports about the growing seriousness of a number of educational problems having to do with young people in their
childhood and adolescence. Since the mid-1970s, a number of problems have been highlighted. They include violent behavior,
juvenile crimes, bullying, refusal to attend school, dropping out at secondary level of education, and corporal punishment.
Against the above background, based on recommendations from such advisory bodies as the Central Council for Education and
the National Commission on Education Reform, the Ministry of Education, Culture, Sports, Science, and Technology (MEXT) has
adopted a range of policies and launched a series of educational reform programmes. For instance, what is called “Rainbow
Plan”, based on the final report submitted by the National Commission on Education Reform, provides the country with basic
guidelines for the educational reform in the near future. Roles of educational research for making policies have been of significance.
Research initiated by the National Institute for Educational Policy Research (NIER) and the National Federation of Educational
Policy Research Institutes (NFERI) is an example of contributions to the development of educational qualities in the country.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
7.
Teaching Preschool Children About Nature: A Project to Provide Soil Education for Children in Turkey
Hülya Gülay Ogelman 《Early Childhood Education Journal》2012,40(3):177-185
In terms of gaining environmental awareness and sensitivity, preschool is the most important period in an individual’s life.
Preschool education enables lasting steps to be taken towards sustainable development, which has become widespread issue of
increasing importance in recent years, and whose importance continues to increase. There is a need for studies that establish
environmental awareness and support sustainable development throughout the world, especially in developing countries, such
as Turkey. Taking this need into consideration, the purpose of this study is to introduce the results of the “Learning about
soil with Tipitop and his friends” project, a project organized within the scope of the project group activities of the Scientific
and Technological Research Council of Turkey (TUBITAK) Schools of Nature and Science (4004). The aim of the project was to
introduce soil and concepts related to soil conservation to preschool children between 5 and 6 years of age. The sample group
of the project was comprised of 180 children (90 experimental, 90 control) between the ages of 5 and 6, attending the kindergarten
of primary schools, affiliated to the National Ministry of Education, located in the province of Denizli. Research findings
demonstrated that the soil-related knowledge scores of children in the experimental group of the project increased in a statistically
significant way, in comparison to those of children in the control group. 相似文献
8.
Norman A. Buktenica Ph.D. 《Annals of dyslexia》1970,20(1):72-80
Conclusions There is some evidence that optimal perceptual development occurs by the time a child is eight years of age; and similarly,
evidence that remediation of maladaptation and reading difficulties is far more difficult to achieve after eight or nine years
of age. There is also theoretical and empirical evidence suggesting that there are optimal periods to intervene in order to
influence development of all human characteristics (Bloom, 1964). Since perception seems to be maximally developed by eight
years of age, it seems quite clear that intervention to improve on the developmental progression of perception should occur
before that age. However, one thing that is not clear from previous studies, is whether instruction directed toward a child’s
weak perceptual area is more beneficial than instruction directed toward the child’s strong perceptual area. Perhaps, through
early group screening and empirically testing the modality concept, important data can be gathered regarding the efficacy
of teaching toward a strong learning characteristic or propensity, or teaching toward a weak area in order to develop that
area to an adequate level and to maximize the ability to learn beginning reading.
Preparation of paper was partially supported by funds from HEW, National Advisory Committee on Dyslexia and Related Reading
Disorders. An earlier version of paper was submitted by invitation to that committee. 相似文献
9.
Trina L. Spencer 《Journal of Personnel Evaluation in Education》2007,20(3-4):211-226
This study examined cooperating teachers’ perceptions of how student teacher supervision is aligned with the standards of
the National Staff Development Council (NSDC). The conceptual framework of this research advanced that serving as a cooperating
teacher is equivalent to a professional development activity. The researcher adapted an instrument from the NSDC to measure
cooperating teachers’ perceptions in grades K-12. The survey was completed by 181 out of the 287 sample population. Cooperating
teachers moderately agreed that student teacher supervision aligned with the standards of the NSDC. This role used the three
categories needed for effective professional development: context, process, and content. 相似文献
10.
Kathy Jordan 《The Australian Educational Researcher》2011,38(4):417-431
It is well over 20 years since information and communication technologies (ICT) was first included as part of a future vision
for Australia’s schools. Since this time numerous national policies have been developed, which collectively articulate an
official discourse in support of a vision for ICT to be embedded in our schools, and routinely used by ‘digital’ learners
and ‘competent’ teachers alike. The purpose of this paper is to critique how ICT, teachers and learners are positioned in
this vision by an analysis of national school-education ICT policies from 1989 to the present day, including the National
Goals of Schooling policies, the Learning in an Online World suite of policies, several Ministerial Statements relating to
ICT and the recent A Digital Education Revolution policy. This paper suggests that determinist views of technology and a utopian
vision underpin these representations, which creates a flawed, future vision for ICT in school education and its use by teachers
and learners. 相似文献
11.
Anita Iaquinta 《Early Childhood Education Journal》2006,33(6):413-418
The purpose of this article was to illuminate for early childhood teacher practitioners how guided reading, as a research-based approach to reading instruction, could address the challenges of early reading instruction. The early years are the focus for the prevention of reading difficulties and research conducted over the past two decades has produced extensive results demonstrating that children who get off to a poor start in reading rarely catch up (Lentz, 1988; Neuman & Dickinson, 2001; Snow, Burns, & Griffin, 1998; Torgesen, 1998; Whitehurst & Lonigan, 2001). One particular research-based strategy, guided reading, is an important “best practice” associated with today’s balanced literacy instruction. The National Reading Panel (2000) argued that balanced approaches are preferable when teaching children to read, based on their review of scientific research-based reading instructional practices used by teachers in classrooms across the country. Additionally, guided reading practices as part of a balanced literacy program conforms to the recommendations on literacy as suggested in position statements by the International Reading Association/The National Association for the Education of Young Children (1998), and the National Council of Teachers of English (2002). 相似文献
12.
Raymond Lallez 《Prospects》1970,1(1):5-17
Elementary education is an ideal field for educational research, not only because of the special difficulties that are inherent
in it—such as the problem of communication with the children and resistance to change on the part of the teachers—but also
because the advance of knowledge is bound up with the revision of its foundations and because a child's early training has
a vital influence on the subsequent development of his mental powers and particular talents. Research into elementary education
is rendered still more valuable and urgent by two additional factors: changes in the child's family and social status, and
advances in the sciences which shed light on the various aspects of those changes.
Research at this educational level—important, urgent, but also difficult—promises to be rewarding and the results should lead
to considerable changes in teacher training. However, the author is not concerned with this aspect; he is trying to examine
to what extent an introduction to educational research and participation in it should be included in teacher training, and
how this can be done. Nevertheless, the close relationship thus established between such research and training also implies
that we are concerned with training as a subject of research.
Raymond Lallez, Director of the Centre for Research and Training at the école Normale Supérieure in Saint-Cloud and a member
of the French National Commission for Unesco, worked in child psychology at the University of Montpellier before becoming
an adviser to the Minister of National Education of Cambodia. He has taught at several universities in the United States and
is currentlyrapporteur for the National Centre of Scientific Research, in addition to his other functions in French national educational planning. 相似文献
13.
The whole Marxist theory centers on the emancipation and freedom of human beings, the naming of his highest ideal as ‘association
of free individuals’ being the clear proof. However, it would be superficial to announce Marxism as humanism of individualism
according to Marx’s pursuit of ‘free development of each’. The ‘free development of each’ put forward by Marx when describing
the ‘association of free individuals’ refers to individuals’ re-subjecting their social relations that have been changed into
material powers owing to private ownership and alienation. In this sense, the free development of each is the condition for
the free development of all. In this very sense, too, the foundation of the real community is required as the presupposition
so as to relate his theory of freedom to the theory on the elimination of private ownership and the alienation and elimination
of class and state finally.
Project supported by National Social Science Foundation of China(No. 00BZZ001) and the Excellent Young Teachers Program of
Ministry of Education, China. 相似文献
14.
This study investigates the effective research-based characteristics of professional development (ERBCPD) of the National
Science Foundation’s GK-12 Program—a program which partners institutions of higher education with local school districts and
places science, technology, engineering, and mathematics graduates in the K-12 classroom with teachers. Final evaluations
of 26 GK-12 sites were analyzed with a priori and emergent content analyses, which included rigorous inter- and intra-reliability
testing. The results of the a priori analysis demonstrated that the GK-12 program incorporates all ERBCPD, but to drastically
varying degrees (76–5%). The a priori characteristics that appeared most often were “Treats Fellows as professionals,” and
“Professional development is on-going.” The two emergent characteristics included “Improves communication skills” and “Has
real world application.” 相似文献
15.
National and international reform documents have forged blueprints for advancing science education. Coursework for preservice
teachers needs to correspond to these documents by providing learning experiences that develop preservice teachers’ capabilities
to plan and implement reform measures. Using a pretest–posttest design, responses from 59 2nd-year preservice teachers from
the same university were compared after involvement in an elementary science pedagogy coursework. The survey, which was linked
to the course outcomes (constructs) and multiple indicators, measured the preservice teachers’ perceptions of their development
towards becoming elementary science teachers. A pretest–posttest survey linked to course outcomes can be employed to assess
perceived pedagogical development of preservice teachers, which can inform further teaching practices for implementing science
education reform agendas. 相似文献
16.
Zai-ming ZHANG 《浙江大学学报(A卷英文版)》2011,12(2):87-102
As an industry and a discipline, geotechnical investigation in China differs from that in the USA and European countries in
its course of emergence and evolution. For over half a century, Chinese geotechnical investigation professionals witnessed
continuous technical advances as they undertook independently almost all of China’s large-scale construction projects. Based
on projects that won the “National Outstanding Engineering Investigation” Gold Medal Awards since the year 2000, this paper
discusses the achievements of geotechnical investigation in the context of comprehensive technical ability, project evaluation
and analysis, hi-tech applications and engineering monitoring, and analyzes several factors that have hindered the industry’s
further development and alignment with international practice. Finally, some suggestions are given for future improvement. 相似文献
17.
冯媛媛 《黄石理工学院学报(人文社科版)》2014,(2):35-40
近年来,随着中国经济的发展和社会的进步,休闲逐渐成为国民的重要生活方式和学术界特别关注的话题。此外,《国民旅游休闲纲要》的提出,不仅标志着我国即将步入国民休闲时代,更意味着社会文明的进步与提升。梳理近十年有关国民休闲的研究文献发现,当前学术界对国民休闲的研究主要集中在可行性问题、价值问题和路径选择问题以及其他问题。这些研究一方面推动了国民休闲的发展,另一方面也存在着一些问题,亟需得到学术界足够的重视。 相似文献
18.
Towards an indigenous science curriculum 总被引：1，自引：0，他引：1
Elizabeth McKinley 《Research in Science Education》1996,26(2):155-167
The recent development of a national science curriculum in Māori opened up space to contest whose knowledge and whose ways
of knowing are included. This paper outlines the background to the curriculum development work in Aotearoa New Zealand with
respect to the indigenous Māori people and science education. Concern is expressed about the fitting of one cultural framework
into another and questions are raised about the approach used in the development of the science curriculum. Further research
in the area of language, culture and science education is discussed along with how Māori might move forward in the endeavour
of developing a curriculum that reflects Māori culture and language.
This paper forms part of an MEd thesis. For a fuller analysis of the development of “Te Tauākī Marautanga Pūtaiao: He Tauira”
(Draft National Science Curriculum in Māori) see McKinley (1995) in the references. See alsoSAMEpapers 1995 (Hamilton, New Zealand: Centre for Science, Mathematics and Technology Education, University of Waikato). 相似文献
19.
National standards for teaching mathematics in primary schools in the Netherlands leave little room for formal fractions.
However,a newly developed programme in fractions aims at learning formal fractions. The starting point in the development
of this curriculum is the students’ acquisition of `numeracy infractions’. In this case study we describe the growth in reasoning
ability with fractions of one student in this newly developed programme of 30 lessons during one whole school year. In the
study we found indications that the programme and its teaching stimulated the progress of an average performer in mathematics.
Moreover we found arguments as to what extent formal operations with fractions suits as an educational goal.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
20.
Brian D. Denman Singye Namgyel 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2008,10(1):475-491
In the 1960s, the Royal Government of Bhutan began developing its modern educational system. Over time, a strategic plan was
formulated to meet Education for All and Millennium Development Goals. In 2003, the Royal University of Bhutan, the country’s
first university, opened its doors. This paper uses comparative analysis to describe and explore the impact on the development
of The Royal University of Bhutan of the national consciousness termed ‹Gross National Happiness’. It is proposed that the
university is likely to become a catalyst for development, and an influential representative of and for a cultural identity.
Will it become an elite institution? Will the institution offer formal degrees for all who qualify? It is suggested that the
issues considered in Bhutan may be of significance for other new universities attempting to establish themselves in the developing
world. 相似文献