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1.
The national early learning community faces the challenge of using early learning standards and assessments to improve learning environments while preserving educators’ freedom to plan early childhood curriculum that accord with a child-centered focus and developmentally appropriate practices. Drawing on recent developments in approaches to undergraduate assessment, this article introduces an approach to curricular planning and assessment that uses state benchmarks as an umbrella structure to support curricular planning, assessment, and feedback among them. The benchmarks have a hierarchical structure that allows educators to think about benchmarks as embedded within educational goals, spanning different age-ranges, and involving activity across multiple domains of child development. The framework prompts educators to identify benchmarks for particular activities and to assess the age-appropriateness of activities and the degree to which they incorporate multiple domains of development. There are two primary curricular measures: (1) the match measure between educator predictions and observed activity, which provides timely feedback about the accuracy of educator predictions for different age-groups and across developmental domains, and (2) an open-ended measure, which provides information about the ways the children surprised educators by using the activity in an unpredicted manner. Both of these measures inform the development of classroom activities and curriculum. This article reports on the pilot implementation of this approach within an early learning program.  相似文献   

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3.
Self‐directed learning has attracted intense interest among researchers, theoreticians and practitioners in adult education and human resource development. This paper explores some general reasons for this, before examining several different perspectives on self‐directed adult learning. The main theme is that attention needs now to be focused less on process and more on the self‐directed learner. The key element in self‐directed learning, it is argued, is reflection. This concept is analysed and implications drawn for the educator of adults.  相似文献   

4.
While praxis-oriented educational methodologies have become nearly normative in adult Christian religious education, an individualist framework still colors many of the approaches involved. Participants gather for reflection, but are sent individually for action in the world. Yet, the complexities of issues that Christians are called to address as agents of effective social transformation increasingly require models of communal or corporate praxis in which communities engage together in action as well as reflection. This article explores the systemic perspective and disciplines of learning organizations as a framework for reimagining the role of religious educator as a catalyst of true communal praxis in congregations.  相似文献   

5.
Research Findings: This study investigated the prevalence of pedagogical questions posed by 27 early childhood educators as they interacted with infants in each of two naturally-occurring contexts: book-focused interactions and educator mediated play. The pedagogical questions expressed by educators to infants were coded as confirm (yes/no), specify (what, who, where, when) or explain (why, how) on the basis that these question types present infants with different opportunities to use their developing communication skills to provide information to others. We sought to determine associations between question use, activity context and educators’ qualification levels. Explain questions were used very rarely, while confirm and specify questions were more frequent, comprising 7.60% and 8.32% respectively of the messages expressed by educators to infants. A 2 (activity context) × 2 (qualification level) mixed factorial MANOVA, supplemented with post-hoc qualitative analyses, demonstrated that, in specific activity contexts, degree qualified early childhood teachers used pedagogical questioning in ways which differed from their less-qualified counterparts. Practice or policy: The findings provide much needed data on how educator questioning is used with children under two, how questioning affords context-specific language learning opportunities for infants in ECEC centres, and how educator qualifications may be implicated in these opportunities.  相似文献   

6.
ABSTRACT

In the field of second and foreign language learning, the Common European Framework of Reference for languages (CEFR) is widely-used for setting language proficiency standards within European, and increasingly global, contexts. Few studies, however, have investigated the ways in which systemic, macro-level factors within national educational contexts may influence standard setting practices using the CEFR. In this paper, we explore this issue through an analysis of recorded discussions within standard setting sessions for the Épreuve Commune for English, a national English language examination in Luxembourg. The data reveals four key sources of influence on standard setting decision-making: Luxembourg’s unique language ecology, streamed schooling, the national curriculum, and an ongoing exam reform project. Through this analysis, we argue that Luxembourg functions as a critical case illustrating the tension between international standards of language proficiency and local realities.  相似文献   

7.
The Atlas of Erotic Anatomy and Arousal is online video education that explores sexual pleasure and sexual anatomy from a sex positive perspective. Written and presented by a sex educator and therapist, Cyndi Darnell, this video is an excellent resource for adult individuals interested in learning about their bodies and having fulfilling sexual experiences with their partners. The video series provides scientifically accurate and pleasure-based information about the anatomy of the vulva, the penis, and the anus, and the physiology of orgasm and ejaculation, in an entertaining manner.  相似文献   

8.
The work of teacher educators is complex and multifaceted and requires knowledge of pedagogy and practice in both schools and teacher education institutions. This complexity, combined with calls for teacher educators to work in close partnership with schools, sees some in teacher education working in hybrid roles and across the boundaries of schools and universities. Drawing on a self-study conducted over a one-year return to teaching, I explore my return home to teach in a secondary school and I examine the continuing impact of this experience on my practice as a teacher educator. Using the concept of tensions as a conceptual framework to analyse the data I explore three tensions in this article: (1) teacher as technician versus teacher as pedagogue; (2) challenging versus being responsive to other’s views of learning; and (3) teacher versus teacher educator identity. I explore how a return to teaching in school and the tensions I experienced enabled me to develop my practice and understandings as a teacher educator. I argue that rich professional learning can result from using self-study to examine teacher educator practice, particularly for teacher educators working in hybrid roles and partnership contexts.  相似文献   

9.
The call for preservice teachers to exercise reflective practices has echoed through U.S. education policy and research for a number of years and is evident in U.S. preservice teaching standards. As a result, educator preparation programs are challenged to design learning experiences and assessments that foster reflection skills. This study describes a promising assessment technique, named Assessment360, which can be implemented during coursework to prepare future teachers to be reflective practitioners. Assessment360 is a formative assessment technique in which students reflect on the content of a quiz individually and collaboratively in order to develop a deeper and more integrated understanding of the material. Thirty-one preservice education students enrolled in an undergraduate educational psychology course participated in this research. Results of the questionnaire suggested participation in Assessment360 potentially (a) fostered reflection, (b) encouraged peer interaction and learning (i.e., collaboration), and (c) promoted timely and frequent feedback. Implications and significance are discussed.  相似文献   

10.
The United States is in an era of high-stakes evaluation of educators (i.e., teachers and principals), the results of which are used to inform human capital decision making (i.e., recruitment, hiring, retention, and dismissal), which in turn impacts school capacity and student learning. The present article describes the School System Improvement (SSI) Project, a school-wide educator evaluation initiative that includes 22 high-poverty schools. The primary goal is to present the Year 1 planning for implementation of educator evaluation, highlighting the use of system consultation for planning. The SSI Project team includes researchers in school psychology and special education, school administrators, and teachers. The project aims to implement a multimethod educator evaluation system that generates scores for informing targeted, evidence-based professional development. Project goals are to increase educator competencies that lead to improved student achievement. Finally, directions for training and recommendations for future school reform are presented.  相似文献   

11.
Aligning curriculum change and assessment reforms has been a topic of great concern in Namibia for over the past 23 years. This is because during the pre-colonial period and continuing in post-independence Namibia, national examinations have been used mainly for the certification and selection of learners at Junior and Senior secondary school phases. Despite this, there is great need to align curriculum changes, standards and assessment in Namibia, since this is viewed as critical for the effectiveness of any education system. Hence, this paper attempts to cross-examine the challenges associated with curriculum alignment issues, changes and assessment reforms in Namibia. This was done by reviewing and analysing relevant documents such as curriculum, policies and examination results among others. Particular attention is paid to the Junior and Senior secondary school levels due to the fact that at these phases there are two major national terminal examinations.  相似文献   

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13.
The nature of adult religious education has been expanding in recent years, requiring adult religious educators to be more flexible and expansive in their practice. This article describes how the traditional “expert” role of the educator can no longer be the only role or image of an adult religious educator; rather, to be a good adult educator requires that one be more of a learning consultant, operating within a matrix or kaleidoscope of roles.  相似文献   

14.
Abstract

This article highlights seven issues the authors encountered when they took on a very difficult task, namely of seeking, through ‘low tech’ print-based distance learning materials, to promote the professional development of experienced but untrained teachers in Namibia. The authors attempt to do this through the advocacy of an action research approach. There has been no tradition of action research in Namibia, indeed those within the country who promote this approach (the Minister of Higher Education) prefer the term Practice-based Inquiry. Moreover, the support systems that can normally be called into service in a developed country to support teachers in a distance learning initiative of this nature are virtually absent ‘on the ground’ in Namibia. The central question is can untrained teachers, themselves with a rudimentary formal education, be encouraged through a distance learning mode, to develop professionally by critically reflecting system strongly advocates ‘social reconstruction’?  相似文献   

15.
The last five years have seen a radical transformation in adult education in England with a concentrated emphasis on national basic skills provision. This was prompted initially by a government response to low levels of literacy in the British adult population, identified by an influential international survey, showing unfavourable comparisons with other European countries. The response to the disclosure that seven million adults in England were not functionally literate saw the creation in 2001 of a national basic skills strategy in England entitled Skills for Life. It is a far‐reaching strategy creating a new infrastructure to support adult basic skills learning opportunities over a seven‐year period. It also created the entitlement to free basic skills learning opportunities, as a cornerstone to creating national economic competitiveness and social cohesion. Such an entitlement could be interpreted as a commitment to providing wider access to foundation skills for adults who had previously missed out, as part of a lifelong learning agenda. However, a critical reading of the policy texts, and recent funding priorities, show the strategy rooted more in a response to what is perceived as the skills demands of a knowledge economy for global competitiveness than to issues of social inclusion and increased opportunities for lifelong learning. The result of this may well be the creation of new sites of inequality that affect older women and adult ESOL (English for Speakers of Other Languages) learners disproportionately, the very people that are identified as being needed to fill skill gaps in the economy.  相似文献   

16.
Evidencing student achievement of standards is a growing imperative worldwide. Key stakeholders (including current and prospective students, government, regulators and employers) want confidence that threshold learning standards in an accounting degree have been assured. Australia’s new higher education regulatory environment requires that student achievements are benchmarked against intended programme learning outcomes, guided by published disciplinary standards and a national qualifications framework, and against other higher education providers. Here, we report on a process involving academics from 10 universities, aided by professional practitioners, to establish and equip assessors to reliably assure threshold learning standards in accounting that are nationally comparable. Importantly, we are learning more about how standards are interpreted. Based on the premise that meaning is constructed from tacit experiences, social interactions and intentional reflection on explicit information, we report outcomes of three multi-part calibration interventions, situated around judgements of the quality of the written communication skills exhibited in student work and their related assessment tasks. Qualitative data from 30 participants in the calibration process suggest that they perceive that the process both assists them both in developing a shared understanding of the accounting threshold learning standards and in the redesign of assessment tasks to more validly assess the threshold learning standards.  相似文献   

17.
ABSTRACT

This study utilizes the conceptual framework of culturally responsive pedagogy and theoretical suppositions about the culturally responsive teacher educator to examine the learning experiences of teacher candidates of color. Findings from the case study of a teacher educator’s and teacher candidates’ of color teaching and learning experiences in a semester-long course revealed the following: (a) The teacher educator’s culturally responsive content was characterized by resistance, revelation, and support and (b) culturally responsive teacher educator pedagogy involved instructional approaches of modeling change and building community. Implications for culturally responsive pedagogies in the teacher education classroom and professional development are explored.  相似文献   

18.
Abstract

This paper critically examines the professional learning needs called for by educators working to support transgender, non-binary, and gender-creative (trans) youth and makes recommendations for practice. Interviews were conducted with 26 educators (preschool to secondary) who have worked directly with trans students (any child whose behaviour does not match stereotypes for their sex category assigned at birth, or who identifies with a gender different from their sex category assigned at birth). We examine two new concepts related to professional learning and educator preparation that emerged from theorising the data and related literature: pedagogies of exposure and culture of conversation. The limits and possibilities offered by these approaches are critically examined through the research base on teacher learning. Recommendations are made for teacher preparation, professional development and related practices to better create and sustain learning environments that affirm gender diversity.  相似文献   

19.
The case study, which explored the implementation of learner-centred approaches, emerged from an action research study of a three-year INSET (In-service Education and Training) programme for 145 unqualified primary teachers in Namibia. A learner-centred curriculum was introduced in Namibia soon after her Independence from South Africa in 1990. It was considered an effective antidote to the stifling teacher-centred practices used within the previous apartheid system. The case study raises questions about the implementation of learner-centred approaches. Data emerged which indicated their non-implementation, and reasons are presented to explain this: teacher professional capacity at the time of the study, limited resources, cultural factors and learner background. Efforts within the INSET programme to support teachers’ implementation of learner-centred approaches led to their reconceptualisation. The study indicated the effectiveness of developing teachers’ skills in the use of whichever approaches, methods and skills best bring about learning. The study highlights the usefulness of an adaptive approach—examining the realities within which teachers work and experimenting with strategies that seek to achieve student learning within the limitations of these realities. The focus is on learning-centred rather than learner-centred approaches.  相似文献   

20.
《Africa Education Review》2013,10(4):526-543
Abstract

The School of Continuing Teacher Education (SCTE) in South Africa delivers an Advanced Certificate in Education (ACE) Learner Support Programme to Open Distance Learning (ODL) students in Namibia, a developing sub-Saharan African country. This paper examines the experiences of student-teachers using DVDs included in the tutorial package. Fifteen participants from rural and remote areas of Namibia took part in a semi-structured focus group and individual interviews. A first phase analysis identified a set of codes and categories that guided the researchers to two themes to using DVDs: frustration and attitude. Student-teachers' frustration and attitude towards DVDs are linked to sufficient appropriate information, also available as a paper-based tutorial package. Although electronic learning material can assist in achieving curriculum goals and enrich students' learning experiences, students' expectations are paramount in the design and development of instructional DVDs.  相似文献   

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