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1.
Marina Papastergiou 《Education and Information Technologies》2011,16(3):281-299
The increasing importance that Information and Communication Technologies (ICT) have been gaining for Physical Education (PE)
and sports pedagogy has generated the need to prepare ICT-proficient prospective PE teachers within PE and sport science university
departments. This study was aimed at: (a) the design and implementation of two project-based elective courses on ICT in education
(entitled ‘Informatics in Education’ and ‘Computers in Physical Education Teaching’) for the undergraduate students of a PE
and sport science department, and (b) the investigation of students’ responses to the courses and instructor’s experiences
from organizing and imparting the courses. The courses were focused on educational multimedia and web development for PE.
Twenty-three students that had attended ‘Informatics in Education’ and 13 students that had attended ‘Computers in Physical
Education Teaching’ participated in the study. Research data were collected through student questionnaires and instructor’s
notes. It was found that students were helped to acquire basic multimedia and web development skills for educational purposes,
and that their responses to the courses were positive overall. The courses fulfilled students’ expectations and were successful
in equipping students with self-confidence in their ability to make use of ICT in PE courses and to construct multimedia and
web-based learning materials. Furthermore, students were provided with opportunities to express their creativity and improve
their future instructional practices. However, the study also brought to light the various difficulties and challenges of
training prospective PE teachers in the didactical utilization of ICT at undergraduate level. 相似文献
2.
Dr Tim Hardy Ms Margaret Bearlin Dr Valda Kirkwood 《Research in Science Education》1990,20(1):142-151
The aim of the Primary and Early Childhood Science and Technology Education Project (PECSTEP) is to improve teaching and learning
in science and technology of by increasing the number of early childhood and primary teachers who are effective educators.
PECSTEP is based on an interactive model of teaching and systematically links work on gender with the learning and teaching
of science and technology. The project involves: a year-long inservice program which includes the development of a science
curriculum unit by teachers in their schools; linking of the preservice and inservice programs; and the development of support
networks for teachers. Each phase of PECSTEP has been researched by means of surveys, interviews and the use of diaries. Research
questions have focussed particularly on changes in: teachers’ and student teachers’ attitudes to teaching science and technology;
their perceptions of science and technology; their perceptions of their students’ responses and their understandings of how
gender relates to these areas.
Specializations: primary science curriculum, science teacher education, sociology of science, technology and education.
Specializations: gender and science/science teacher education, feminist theory, curriculum theory.
Specializations: Science education research, curriculum development. 相似文献
3.
This research effort reports the findings of an empirical study focusing on the ways in which technological tools are implemented specifically in mathematics education in a Title I school. The purpose was to identify the perspectives and actions of the school’s mathematics specialist and the multi-graded (grades 2–3) classroom teacher as they attempted to deliver instruction with technology for both English Language Learners1 (ELL) and non-ELL students. Findings showed that a critical factor in access to mathematics education and technology for ELL students in a multi-graded 2–3 classroom in a Title I (K-5) school setting was language. Although potentially powerful technologies—analog (concrete objects) and digital (software) were used, many ELL students could not access the content solely because of language difficulties. Teachers used the concrete objects as modeling tools, to reveal students’ thinking, and for communication of foundational mathematics. Conversely, the software used served none of these functions because the available software did not do the kinds of things the manipulatives did, teachers’ knowledge of exemplary software was insufficient, the school used an impoverished model of technology integration, and teachers were constrained by the school district’s policies of English immersion for ELL students.This paper was presented at the American Educational Research Association Annual Meeting, 2005, Montreal, Canada, on Tuesday, April 12, 2005, 4:05–5:35 pm, in Le Centre Sheraton Montreal/Salon 7, in a session titled, “Science and Mathematics Teaching for Linguistically and Culturally Diverse Students” sponsored by Division K-Teaching and Teacher Education/Section 1—Research on Teaching Practices, Teacher Knowledge, and Teacher Education in Math and Science.Tirupalavanam G. Ganesh is a December 2003 graduate of the Interdisciplinary Ph.D. program in Educational Media and Computers, Division of Curriculum and Instruction, at the College of Education, Arizona State University. He also holds a Master of Computer Science degree from Arizona State University. His teaching interests include graduate and undergraduate courses for in-service and pre-service teachers in the use of learning technologies for Science, Technology, Engineering, and Mathematics (STEM) education and technology integration. His research interests include studying the impact of informal learning experiences in settings such as museums and after-school programs, technology integration, and teacher’s practices in elementary/middle schools. Address correspondence to Tirupalavanam G. Ganesh, Assistant Professor, Instructional Technology, College of Education, Curriculum and Instruction, University of Houston, 256 Farish Hall, Houston, TX 77204-5027. Tel.: +1-713-743-0574; e-mail: tganesh@uh.edu.James A. Middleton is Division Director of Curriculum and Instruction at the College of Education, Arizona State University, Tempe, AZ. He obtained his Ph.D. in 1992, in Educational Psychology from the University of Wisconsin, Madison. His teaching interests include mathematics methods for secondary teachers and graduate courses in children’s mathematical thinking and technological innovation. His research interests include motivational processes in education, children’s mathematical thinking especially in the area of rational number and geometry, and technological innovation in mathematics instruction and assessment. James A. Middleton, Director, Division of Curriculum and Instruction, College of Education, Arizona State University, Box 871011, Tempe, AZ 85287-1011. Tel.: +1-480-965-9644; e-mail: james.middleton@asu.edu. 相似文献
4.
Conclusion The AECT Project builds on ISTE’s groundbreaking work in the development of technology standards for teachers. The Project
adds specificity and has developed a comprehensive set of tools for pre-service teacher education. Teacher educators can use
these tools to ensure that their graduates leave with the technology skills needed for their selected teaching specialty.
The commitment and leadership demonstrated by the U.S. Department of Education in offering the Preparing Tomorrow’s Teachers
for Technology program has earned their leaders our respect. Through this program the AECT Project has been able to develop
tools and can now offer them at no cost to institutions of higher education. The PT3 Program has galvanized educators across
America, has helped to create important, ongoing collaborations, and has helped to instill an unprecedented mass consciousness
valuing educational change. The partners in the AECT Project are proud to have this opportunity to contribute, in important
ways, to technology integration in teacher education. We are honored to join with all of the other PT3 Projects from across
the Nation in creating teaching and learning opportunities that will shape our educational systems in the 21st century. We
welcome other teacher education institutions and professional associations as partners as we move ahead. For more information,
please contact us through our Website athttp://aect.org/pt3, or send email to us ataect@psu.edu 相似文献
5.
Teacher education programs help teachers gain knowledge and skills, develop ‘new’ attitudes, and impact their beliefs about
teaching, thereby favorably affecting teaching outcomes. In the absence of national standards and formal studies in Lebanon
of existing teacher preparation programs, findings of this study could greatly contribute to needed research in the field
and inform policy makers. This study examines a pre-service education program at a private university in Lebanon for the purpose
of assessing the program’s learning outcomes. Qualitative data were collected from questionnaires, pre and post surveys, and
reflective journals focusing on perceptions of an effective teacher before and after training to detect any development from
50 student–teachers enrolled in the senior practicum classes during the scholastic year when the study was conducted. Fifteen
student journals were examined for their reflections on principles, facts and techniques acquired, changes in behavior after
training, and the relation of learned theory to work field in light of what they had experienced during their 180 h of fieldwork
and seminars at the university. Results were then compared to the program’s stated learning outcomes to assess whether they
were achieved. Findings indicated that training positively affects student–teachers, but still more rigorous steps should
be taken to ensure that all learning outcomes are met. Implications for program training improvement and recommendations for
future research are made. 相似文献
6.
Similar to other teacher education disciplines, Physical Education Teacher Education (PETE) must adjust to calls for clinically rich teacher preparation because knowledge learned in PETE does not easily transfer to cultures of schools, classrooms, and gymnasia. Opportunity exists to understand more about clinically rich PETE courses, particularly through lenses of those engaged in clinical practice. Framed by occupational socialization theory, this research examined perspectives of university faculty, 11 preservice teachers and two cooperating teachers during clinically rich methods courses in a PETE program. We analyzed data using inductive analysis and constant comparison. Preservice teachers reported enjoying more realistic experiences and enhanced confidence. Cooperating teachers appreciated staying in touch with best practices in the field, and the responsibility of preparing new teachers. The findings suggest the value of a practice-to-theory approach, and created professional learning opportunities for all stakeholders. 相似文献
7.
Panos Kokkotas Panagiotis Piliouras Katerina Malamitsa Efthymios Stamoulis 《Science & Education》2009,18(5):609-629
Our paper presents an in-service primary school teachers’ training program which is based on the idea that the history of
science can play a vital role in promoting the learning of physics. This training program has been developed in the context
of Comenius 2.1 which is a European Union program. This program that we have developed in the University of Athens is based
on socioconstructivist and sociocultural learning principles with the intention of helping teachers to appropriate the basic
knowledge on the issue of falling bodies. Moreover, it has the aim to make explicit through the exploitation of authentic
historical science events, on the above topic (Aristotle’s, Galileo’s and Newton’s theories on falling bodies) the Nature
of Science (NoS), the Nature of Learning (NoL) and the Nature of Teaching (NoT). During the implementation of the program
we have used a variety of teaching strategies (e.g. group work, making of posters, making of concept maps, simulations) that
utilize historical scientific materials on the issue of falling bodies.
Panos Kokkotas is professor at the Pedagogical Department of University of Athens. He teaches Science Education, Multimedia (audio, visual etc.) teaching tools and Museum Education to both initial and in-service teachers. He is also coordinator of the Comenius 2.1 projects entitled (i) “The MAP project” (two years duration—2004–2006) and (ii) “The STeT project (Science Teacher e-Training) (2006–2008). He has α degree in Physics from the University of Athens. His Ph.D. is on science education from the University of Wales. He has taught science in high school, he has been a school consultant for science teachers. He has mainly published in science education. His recent books include Science Education I (Athens, 2000), Science Education II—The constructivist approach to teaching and learning science (Athens, 2002). Additionally he has edited Teaching Approaches to Science Education (Athens, 2000); as wells as he has edited the Greek translations of the book: Words, Science and Learning by Clive Sutton, (Athens, 2002) and also of the book Making Sense of Secondary Science by Driver et al. (Athens, 2000). He is also writer of the following science textbooks: (1) Science textbook for 5th grade of primary school based on constructivism, (2) Science textbook for 6th grade of primary school based on constructivism, Physics Textbooks for students of Upper Secondary Schools as follows: (3) Physics textbook for 16 years old, (4) Physics textbook for 17 years old student, (5) Physics textbook for 18 years old student. He is the Foundation president of the “The Hellenic Union for Science Education (EDIFE)”. Till now the Union has organized two large Conferences with international participation and also many small conferences in Greece. The 2nd Conference of EDIFE organized together with the 2nd IOSTE Symposium in Southern Europe. He is Foundation Editor of the Greek journal: Science Education: Research & Practice. This year he is responsible for the organisation of the 7th International Conference on History of Science in Science Education (Workshop of Experts), having as theme “Adapting Historical Knowledge Production to the Classroom” from Monday July 7th to Friday July 11th, 2008 in Athens. Panagiotis Piliouras is a Ph.D. holder and in 1984 he got his degree in primary education and in 1993 he got his degree in Mathematics. He attended postgraduate studies (M.Sc.) in Science Education at the Pedagogical Department of Primary Education at the University of Athens. From 1985 until 1998 he taught in a primary school. Since 1999 he has been working in the Pedagogical Department of Primary Education at the University of Athens. His current work involves laboratory teaching, in-service teacher-training and design and development educational material and educational multimedia. His research interest is focused on teaching science in a collaborative inquiry mode, social interaction in learning and instruction, methodological questions in the analysis of social activity, sociocultural perspectives to learning and development, and applications of the educational technology. Katerina Malamitsa is a Ph.D. holder from Pedagogical Department of Primary Education at the National University of Athens in the field of “Critical Thinking and Science Education in Primary School”. She got her Bachelor’s Degree as a Teacher in Primary Education in 1984. From 1986 until 1999 she taught in primary schools of Greece. In 2002 she got her Master’s Degree in “Science Education” at the Pedagogical Department of Primary Education at the National University of Athens. From 2006 till now she is a director in a Greek Primary School in Athens. She has participated in national and international conferences in topics concerning Science Education and teaching. She has published papers in Greek scientific journals. She is author of the Science textbooks which are used in the 3rd & 4th grades of Greek Primary School in national level (after evaluation from a scientific committee). Recently she has translated and standardized the “Test of Everyday Reasoning (TER)” & “The California Measure of Mental Motivation (CM3)” (levels 2&3) for the Greek population [Insight Assessment/California Academic Press LLC, 217 La Cruz Avenue, Millbrae, CA 94030, ]. Her main research interests focus on the critical thinking, the Science Education in Primary School, the use of aspects of History of Science in Teaching Science, the teacher training and education, the reflective teacher, the professional development of teachers etc. Efthymios Stamoulis is a PhD Student in the Pedagogical Department of Primary Education at the University of Ioannina. His current work involves laboratory teaching, in-service teacher-training and design and development educational material and educational multimedia. He is a director in primary school in Athens, Greece. 相似文献
| Panos KokkotasEmail: |
Panos Kokkotas is professor at the Pedagogical Department of University of Athens. He teaches Science Education, Multimedia (audio, visual etc.) teaching tools and Museum Education to both initial and in-service teachers. He is also coordinator of the Comenius 2.1 projects entitled (i) “The MAP project” (two years duration—2004–2006) and (ii) “The STeT project (Science Teacher e-Training) (2006–2008). He has α degree in Physics from the University of Athens. His Ph.D. is on science education from the University of Wales. He has taught science in high school, he has been a school consultant for science teachers. He has mainly published in science education. His recent books include Science Education I (Athens, 2000), Science Education II—The constructivist approach to teaching and learning science (Athens, 2002). Additionally he has edited Teaching Approaches to Science Education (Athens, 2000); as wells as he has edited the Greek translations of the book: Words, Science and Learning by Clive Sutton, (Athens, 2002) and also of the book Making Sense of Secondary Science by Driver et al. (Athens, 2000). He is also writer of the following science textbooks: (1) Science textbook for 5th grade of primary school based on constructivism, (2) Science textbook for 6th grade of primary school based on constructivism, Physics Textbooks for students of Upper Secondary Schools as follows: (3) Physics textbook for 16 years old, (4) Physics textbook for 17 years old student, (5) Physics textbook for 18 years old student. He is the Foundation president of the “The Hellenic Union for Science Education (EDIFE)”. Till now the Union has organized two large Conferences with international participation and also many small conferences in Greece. The 2nd Conference of EDIFE organized together with the 2nd IOSTE Symposium in Southern Europe. He is Foundation Editor of the Greek journal: Science Education: Research & Practice. This year he is responsible for the organisation of the 7th International Conference on History of Science in Science Education (Workshop of Experts), having as theme “Adapting Historical Knowledge Production to the Classroom” from Monday July 7th to Friday July 11th, 2008 in Athens. Panagiotis Piliouras is a Ph.D. holder and in 1984 he got his degree in primary education and in 1993 he got his degree in Mathematics. He attended postgraduate studies (M.Sc.) in Science Education at the Pedagogical Department of Primary Education at the University of Athens. From 1985 until 1998 he taught in a primary school. Since 1999 he has been working in the Pedagogical Department of Primary Education at the University of Athens. His current work involves laboratory teaching, in-service teacher-training and design and development educational material and educational multimedia. His research interest is focused on teaching science in a collaborative inquiry mode, social interaction in learning and instruction, methodological questions in the analysis of social activity, sociocultural perspectives to learning and development, and applications of the educational technology. Katerina Malamitsa is a Ph.D. holder from Pedagogical Department of Primary Education at the National University of Athens in the field of “Critical Thinking and Science Education in Primary School”. She got her Bachelor’s Degree as a Teacher in Primary Education in 1984. From 1986 until 1999 she taught in primary schools of Greece. In 2002 she got her Master’s Degree in “Science Education” at the Pedagogical Department of Primary Education at the National University of Athens. From 2006 till now she is a director in a Greek Primary School in Athens. She has participated in national and international conferences in topics concerning Science Education and teaching. She has published papers in Greek scientific journals. She is author of the Science textbooks which are used in the 3rd & 4th grades of Greek Primary School in national level (after evaluation from a scientific committee). Recently she has translated and standardized the “Test of Everyday Reasoning (TER)” & “The California Measure of Mental Motivation (CM3)” (levels 2&3) for the Greek population [Insight Assessment/California Academic Press LLC, 217 La Cruz Avenue, Millbrae, CA 94030, ]. Her main research interests focus on the critical thinking, the Science Education in Primary School, the use of aspects of History of Science in Teaching Science, the teacher training and education, the reflective teacher, the professional development of teachers etc. Efthymios Stamoulis is a PhD Student in the Pedagogical Department of Primary Education at the University of Ioannina. His current work involves laboratory teaching, in-service teacher-training and design and development educational material and educational multimedia. He is a director in primary school in Athens, Greece. 相似文献
8.
Erin E. Turner Corey Drake Amy Roth McDuffie Julia Aguirre Tonya Gau Bartell Mary Q. Foote 《Journal of Mathematics Teacher Education》2012,15(1):67-82
Research repeatedly documents that teachers are underprepared to teach mathematics effectively in diverse classrooms. A critical
aspect of learning to be an effective mathematics teacher for diverse learners is developing knowledge, dispositions, and
practices that support building on children’s mathematical thinking, as well as their cultural, linguistic, and community-based
knowledge. This article presents a conjectured learning trajectory for prospective teachers’ (PSTs’) development related to
integrating children’s multiple mathematical knowledge bases (i.e., the understandings and experiences that have the potential to shape and support children’s mathematics learning—including
children’s mathematical thinking, and children’s cultural, home, and community-based knowledge), in mathematics instruction.
Data were collected from 200 PSTs enrolled in mathematics methods courses at six United States universities. Data sources
included beginning and end-of-semester surveys, interviews, and PSTs’ written work. Our conjectured learning trajectory can
serve as a tool for mathematics teacher educators and researchers as they focus on PSTs’ development of equitable mathematics
instruction. 相似文献
9.
Rebecca Ruth Stobaugh Janet Lynne Tassell 《Educational Assessment, Evaluation and Accountability》2011,23(2):143-157
Technology is not in the forefront of teacher education program thinking and planning. Yet, it is the tool dramatically changing
education. Internationally, the role of technology has evolved from the role of assisting the teacher in personal management
to using technology for instruction. To respond to this need, universities are altering courses to infuse the introduction
and utilization of technological tools to enhance instruction. The end product is that pre-service teachers should graduate
with the skills to seamlessly integrate technology to advance student learning. This study looks at a large comprehensive
university’s available data on pre-service teachers regarding their utilization of technology. The focus of the study was
to (a) document the technology skills within the university's capstone project, (b) examine the capstone project data to confirm
or refute the premise that pre-service teachers integrate technology, and (c) review other internal data to assess pre-service
teacher competencies on technology. 相似文献
10.
In light of the widespread recognition of the enduring challenge of enhancing the learning of all students—including a growing
number of students representing diverse racial, ethnic, and socioeconomic backgrounds—there has been an explosion of literature
on teaching, learning, and assessment in higher education. Notwithstanding scores of promising new ideas, individual faculty
in higher education need a dynamic and inclusive model to help them engage in a systematic and continuous process of exploring
and testing various teaching and assessment practices to ensure the learning of their students. This paper introduces a model—Teaching-for-Learning
(TFL)—developed to meet this need.
Clifton F. Conrad received his bachelor’s degree in History and his master’s degree in Political Science from the University of Kansas and his
Ph.D. in Higher Education from the University of Michigan. He is Professor of Higher Education at the University of Wisconsin-Madison;
and his research focus is on college and university curricula with particular emphases on program quality, liberal education,
and teaching and learning.
Jason Johnson received his bachelor’s degree in Comparative History of Ideas and his master’s degree in Educational Leadership and Policy
Studies at the University of Washington. He is nearing completion of his Ph.D. and working as a Teaching Assistant in Higher
Education at the University of Wisconsin-Madison, and his research focuses on rhetoric in higher education.
Divya Malik Gupta received her bachelor’s and master’s degrees in Human Development and Family Studies from Maharaja Sayajirao University in
Gujarat, India. She is currently a Ph.D. student at the University of Wisconsin-Madison. 相似文献
11.
Colin Webb 《Research in Science Education》1993,23(1):327-336
This study examines teacher perceptions regarding professional development practices used in a region of the NSW Department
of School Education to support the implementation of the K-6 Science and Technology Syllabus. The findings from a survey of
97 teachers indicate that teachers have a preference for ‘traditional’ models of in-service which may not bring about significant
changes. Teachers also perceive that change is brought about through the influence of external factors such as in-service
and resources which are not directly the responsibillity of individual teachers. This contrasts with the perception that the
inability to change is due to internal personal qualities.
Specializations; K-6 teacher education in science and technology education, children's learning in science and technology. 相似文献
12.
13.
Cecília Galv?o Pedro Reis Sofia Freire Paulo Almeida 《Research in Science Education》2011,41(5):651-666
PARSEL Project emerged from the urgent need to overcome the problem of lack of scientific literacy in the population, which
should be a priority in a society where science occupies a central place. Indeed, nowadays for any citizen to participate
in a responsible and informed way in society he has to be scientifically acknowledgeable. Nevertheless, not only are scientific
levels low in the general population, but also there is an increasing number of students who avoid science and technology
courses and related professions. Within this context, PARSEL aims at raising science and scientific courses’ popularity and
relevancy as well as at enacting teachers’ professional development. In order to achieve these goals, the PARSEL group developed
54 pan-European modules, which were tested and evaluated by several teachers in several European countries and Israel. Teachers
maintained a close relationship with the university, were highly encouraged to appropriate the modules and to adapt them to
their local conditions and, also to discuss and share their experiences. In Portugal, modules were tested by a group of eight
teachers, and their students. This paper presents data concerning teachers’ evaluation. Data was collected by means of interviews,
observation and written documents and reveals that teachers positively evaluated PARSEL’s impact on their own professional
development. Furthermore, they considered modules as well as the teaching-learning approach essential for making science learning
relevant and popular for their students. 相似文献
14.
Colleen Vale Alasdair McAndrew Siva Krishnan 《Journal of Mathematics Teacher Education》2011,14(3):193-212
A professional learning program for teachers of junior secondary mathematics regarding the content and pedagogy of senior
secondary mathematics is the context for this study of teachers’ mathematical and pedagogical knowledge. The analysis of teachers’
reflections on their learning explored teachers’ understanding of mathematical connections and their appreciation of mathematical
structure. The findings indicate that a professional learning program about senior secondary mathematics can enable practicing
teachers to deepen and broaden their knowledge for teaching junior secondary mathematics and develop their practice to support
their students’ present and future learning of mathematics. Further research is needed about professional learning approaches
and tasks that may enable teachers to imbed and develop awareness of structure in their practice. 相似文献
15.
Barbara Seels Shirley Campbell Valerie Talsma 《Educational technology research and development : ETR & D》2003,51(1):91-104
The Preparing Tomorrow’s Teachers to use Technology Project (PT3) at the University of Pittsburgh encompasses public and private
schools, a nonprofit educational consortium, industry partners and the University of Pittsburgh. The purposes of the project
are (a) to encourage throughtful technology integration by mentor teachers, student teachers and university faculty; and (b)
to support innovation, adoption and resource sharing by creating Collaborative Communities of Learners (CCOLs). These goals
are achieved by engaging participants in a number of activities, including individualized training, summer camp, monthly professional
development meetings, a Celebration of Successes for sharing projects, and technology skill workshops. Support is also provided
through project on-site support staff, an interactive Web site, minigrants, and loans of equipment and software. Evaluation
of the project is an ongoing iterative process. Data are collected through self-reporting instruments, event evaluations,
journal entries, project checklists, videotaped presentations, and interviews. Currently, in its third year of four including
a pilot year, the project involves 98 mentor teachers and 20 university faculty. This project documents the importance of
technology support people who have excellent interpersonal skills, experience with instruction and the flexibility to adjust
strategies to adopter needs, skills, and personalities.
They are coinvestigators for the PT3 project described in this article. 相似文献
16.
The PT Group at Vanderbilt 《Educational technology research and development : ETR & D》2003,51(1):105-123
We discuss three case studies associated with Vanderbilt’s PT3 (Preparing Tomorrow’s Teachers to Use Technology) grant. The
studies explore some initial effects of attempts to enhance the education of preservice teachers in three areas: (a) How People
Learn, (b) Mathematics, and (c) Adolescent Psychology.
The case studies to be described each build on Vanderbilt’s AMIGO3 project, which involves technology architecture for flexible modular design that was developed to be consistent with principles
of How People Learn.
Three different research teams used the AMIGO3 architecture and rationale to design, implement, and study their own courses. All teams agreed on some basic guidelines,
but then proceeded independently of one another. The purpose of this report is to compare similarities and differences in
the experiences of the teams.
The PT3 group: Primary Investigator—John Bransford; Project Director—Bob Plants; How People Learn Course—John Bransford, Nancy
Vye, Kay Burgess, and Sean Brophy; Adolescent Psychology—Helen Bateman, and Christopher J. Bateman; Mathematics—Paul Cobb,
Chrystal Dean, and Lori Tyler; Development Team—Tim Altman, Jason Adair, Hank Clark, Bill Corbin, John Harwood, Elliott Mitchell,
and Carolyn Stalcup. Vanderbilt PT3 Partners: AACTE, Apple Computers, Bankstreet College, Concord Consortium, Little Planet
Software, Middle Tennessee University, University of Illinois-Chicago, University of Minnesota, and University of Vermont.
Research presented in this article was supported by grants: The Department of Education Preparing tomorrow’s teachers to use
technology (PT3) Catalyst grant, #P342A990348, The National Science Foundation VaNTH Bioengineering grant, #EEC 9876363, and
the Atlantic Philanthropic Association K-12 Learning Consortium (no assigned grant number). 相似文献
17.
As a compulsory course at universities throughout the Chinese Mainland, ideo-political education aims to safeguard university
students’ political loyalty to the Communist Party. By employing a qualitative research method, this study investigated a
renowned comprehensive university in southern China. The case study found that students expressed strong resistance to compulsory
ideo-political courses. From the outset, teachers had to work to change students’ overwhelmingly negative perceptions of ideo-political
education. Informants found that they could not attract student interest if they only strictly followed the state designed
textbook, and therefore chose instead to cover topics they found more interesting and to discuss social issues in their lectures.
However, the new curriculum reform and teaching quality assurance mechanism placed further restrictions on teaching and learning.
Whether teachers could maintain enough autonomy to make the above adjustments depended on the understanding and support of
key senior academics. 相似文献
18.
Greg Burnett Govinda Ishwar Lingam 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,11(5):303-321
This article reports on a study of Pacific primary school teachers’ and university lecturers’ reflections on their involvement
in the in-service Bachelor of Education degree programme offered at the regional University of the South Pacific (USP) in
Fiji. Two rich sets of data have emerged from this study. Firstly, there are a number of critical reflections by ourselves
as teacher educators concerning levels of equitable student access and participation in our degree as it is reconceptualised
for distance and flexible delivery to increase levels of teacher professionalism across the Pacific region. Secondly, there
has emerged a set of statements from teachers themselves about: teaching and learning; professional development opportunities;
and what it means to be a professional educator in the Pacific region. This later data suggests an alternative set of voices
in what has largely been a “conversation between us about them” conducted by Ministries of Education, Curriculum Development
Units, USP, other educational bodies and the media in the Pacific, but particularly Fiji, about teachers and teachers’ work.
Critical reflection upon our own practice as teacher educators and the voices of experienced teachers are particularly pertinent
not only as we seek to reshape a degree programme to suit the needs of the region’s primary school teachers but also as “rethinking”
debates about the purposes of education in the Pacific region are on-going yet exclusive. 相似文献
19.
A large urban school district contracted with a private nonprofit educational foundation to train 126 special education resource
teachers in the last three years in an Orton-Gillingham-based program. These teachers are currently teaching learning-disabled
students in groups of 8–10 at the elementary level and 10–13 students at the secondary level. Learning-disabled students who
qualify for Special Education, either in reading or spelling, or both, are receiving the instruction.
The teachers took a Basic Introductory Class (90 hours of Advanced Academic Credit offered by the Texas Education Agency,
or six hours of graduate credit at a local university) in order to teach the program in the resource setting. A two year Advanced
Training included annual on-site observations, two half-day workshops each fall and spring, and a two-day advanced workshop
in the second summer.
First grade teachers, one selected from each of the 164 campuses, supervisors, and principals attended a 25-hour course on
“Recognizing Dyslexia: Using Multisensory Teaching and Discovery Techniques.” The first grade teachers and special education
resource teachers collaborated to provide inservice training for their colleagues.
Research, conducted by the district’s Research Department, reveals statistically significant gains in reading and spelling
ability for the learning-disabled resource students as measured by the Woodcock Reading Mastery Test-Revised, and the Test
of Written Spelling. 相似文献
20.
Robert J. Anthony Christine D. Tippett Larry D. Yore 《Research in Science Education》2010,40(1):45-64
Science literacy leading to fuller and informed participation in the public debate about science, technology, society, and
environmental (STSE) issues that produce justified decisions and sustainable actions is the shared and central goal of the
Pacific CRYSTAL Project. There is broad agreement by science education researchers that learners need to be able to construct
and interpret specific scientific discourses and texts to be literate in science. We view these capabilities as components
in the fundamental sense of science literacy and as interactive and synergetic to the derived sense of science literacy, which
refers to having general knowledge about concepts, principles, and methods of science. This article reports on preliminary
findings from Years 1, 2, and 3 of the 5-year Pacific CRYSTAL project that aims to identify, develop, and embed explicit literacy
instruction in science programs to achieve both senses of science literacy. A community-based, opportunistic, engineering
research and development approach has been utilized to identify problems and concerns and to design instructional solutions
for teaching middle school (Grades 6, 7, and 8) science. Initial data indicate (a) opportunities in programs for embedding
literacy instruction and tasks; (b) difficulties generalist teachers have with new science curricula; (c) difficulties specialist
science teachers have with literacy activities, strategies, genre, and writing-to-learn science tasks; and (d) potential literacy
activities (vocabulary, reading comprehension, visual literacy, genre, and writing tasks) for middle school science. Preinstruction
student assessments indicate a range of challenges in achieving effective learning in science and the need for extensive teacher
support to achieve the project’s goals. Postinstructional assessments indicate positive changes in students’ ability to perform
target reading and writing tasks. Qualitative data indicate teachers’ desire for external direction and the need for researchers
to expand the literacy framework to include oral discourse. A case study of teachers’ use of a specific literacy task and
its influence on students revealed indications of robustness and effectiveness. Experiences revealed procedural difficulties
and insights regarding community-based research and development approaches. 相似文献