共查询到20条相似文献，搜索用时 31 毫秒
1.
Jacob S. Golub 《Journal of Jewish Education》2013,79(1):49-55
Israeli film and television have risen to international prominence, presenting compelling and complicating perspectives. Simultaneously, Web 2.0 technologies have accelerated the spread and immediacy of digital media. Following the work of Holtz (2003) and Levisohn (2010) in developing orientations for teaching Bible and Rabbinic Literature, this article develops a menu of media studies orientations for teaching Israel to Americans. It explores distinctive aspects of media studies, the relevance to Israel education of the work of Marland (1968a, 1968b), and applies the orientations through case studies of the Israeli television series Be-Tipul and Hatufim and their American adaptations, In Treatment and Homeland. 相似文献
2.
One reason we have difficulty finding sustainable solutions is in part because we are unable to see the bigger picture. Capra (2000) argues, “To become ecologically literate we must learn to think systemically – in terms of connectedness, context and processes” (p. 270). We have attempted to structure connected learning experiences through our transdisciplinary approach to teaching for learning science, mathematics and ecological aspects of society and environment. We support Jucker's (2002) view that we must have lateral rigor across disciplines and vertical rigor within disciplines in order to best prepare students for teaching. This paper explores the theoretical underpinning of this complex approach to undergraduate teaching and reports on how our teaching team has worked collaboratively to structure a sequence of three, one semester integrated, core courses that explicitly uses an educating for ecological sustainability theme as the basis for each course and associated assessment. 相似文献
3.
Harry Morgan 《Early Childhood Education Journal》1985,13(2):12-15
In our current quest for excellence, we often miss the essential nature of it. It is trendy to use such terms as back-to-basics, gifted education, and excellence to describe a new teaching strategy or innovative educational program. It is also true that many of these programs designed for children are really intended to benefit others.Harry Morgan is Chairman of Early Childhood Education at West Georgia College in Carrollton. He is author ofThe Learning Community (Charles Merrill). 相似文献
4.
《Distance Education》2012,33(2):237-252
Recently there has been growing concern about the ways in which professional values such as “acknowledging diversity and promoting equality of opportunity” (Higher Education Academy (HEA), 2006, p. 4) have been understood and evidenced in higher education. In this article, we outline how the Learning to Teach Inclusively open educational resource (OER) is addressing this concern by facilitating understanding of the concepts and principles underpinning these professional values. We outline a set of principles for inclusive practice and show how they underpin not only the content of this resource, but also its design, development, and embedding. We argue that while these principles were derived from research in face-to-face teaching, they are just as relevant and applicable to learning, teaching, and curriculum design in distance learning and virtual contexts. Finally, we outline three models for embedding the OER and propose a model for embedding inclusive practice through OER across HE. 相似文献
5.
Yannis Hadzigeorgiou 《Teaching Education》2013,24(1):23-32
This essay outlines the potential role for Kieran Egan’s (1990) notion of “romantic understanding” in science education. A summary of conventional approaches to science education is followed by a detailed analysis of the implications that romantic understanding may have for the science curriculum, teaching and student learning. In particular the relationship between teaching scientific concepts versus scientific ideas is discussed as well as the possible role in science teaching of inspiration, anticipation, and aesthetic understanding. 相似文献
6.
Research on learning to teach repeatedly cites the disjuncture in teaching practices promoted across universities and K–12 schools. Much of the literature that is focused on this “two-worlds pitfall” (Feiman-Nemser & Buchmann, 1985) describes the influence of cooperating teachers' more traditional teaching practices on teacher candidates' developing practice. This article, however, provides a case study of a student teacher whose commitment to social constructivist practices was reinforced by the intersection of competing views of teaching and mentoring that collided during her student teaching. We highlight the significant impact of the cooperating teacher's approach to mentoring—more so than teaching—on a student teacher's developing practice. We conclude with recommendations for supporting student and cooperating teachers to develop shared understandings of the purpose of student teaching and mentoring and to engage in educative dialogues about teaching that support the cross-institutional negotiations inherent in mentoring and learning to teach. 相似文献
7.
Janet Soler Corresponding author Alice Paige‐Smith 《Early Years: An International Journal of Research and Development》2005,25(1):43-54
In this article we consider the development of key policy issues in England, related to the area of literacy learning and children who are considered to have difficulties in literacy in their early years. We trace the tensions which have arisen since the 1980s between different policies and practices in these areas. These tensions include pressures to raise standards of literacy and to support children with difficulties, and the establishment of a prescribed curriculum for young children. In particular, we focus on the blend and clash of national educational policy ideals in areas related to literacy and children who have been categorised as having ‘special educational needs’, and how these have influenced the development of the Early Literacy Support Programme (ELS) (DfES, 2001a; 2001b). This is a programme set up by the Department for Education and Science in England for children in Year 1, aged 5 to 6 years old. 相似文献
8.
9.
Lifsa Schachter 《Journal of Jewish Education》2013,79(1):74-91
In the last issue of the Journal (volume 75, number 4), we read about our esteemed colleague Israel Scheffler's love affair with Hebrew. In this issue, we continue the conversation about Hebrew as part of a series of articles by distinguished senior colleagues who bring the wisdom earned by a lifelong career in Jewish education. Many of us share Scheffler's love affair with Hebrew, and we are anguished by the challenges facing the American Jewish community with regard to the teaching and learning of Hebrew language. Whenever educators sit together, no matter the setting, they discuss: What are the best ways to teach Hebrew? What are ambitious, but reasonable goals for Hebrew language learning in pre-schools, day schools and after school programs? What constitutes literacy in each of these settings? In this article, Lifsa Schachter, professor emeritus of education at the Segal College, shares some of her ideas on a range of questions such as these. Her ideas emanate from the research literature on second language acquisition, as well as from her own experiences and experiments designed to make a difference in the domain of Hebrew language learning. Lee Shulman (Shulman, 1987) asserts the validity of using the “wisdom of practice” in addressing educational challenges such as this one. Hebrew language teaching is an instance where experienced practitioners hold much knowledge. Yet, little of their knowledge has been committed to writing. We're delighted to share this article with you and hope that it encourages others to write about grappling with the challenges of Hebrew language learning in our schools. We encourage our senior colleagues in particular to share their wisdom about this and other issues that can make Jewish education vital and vibrant for the Jewish people in the twenty-first century. 相似文献
10.
Peter Hudson 《Journal of Science Education and Technology》2004,13(2):215-225
Final year preservice teachers' perceptions of their mentoring in primary science teaching were gathered through surveys from three separate studies. The three studies (n = 59, n = 331, n = 60) provided an indication of the degree of mentoring preservice teachers perceived they received with mentoring practices linked to Pedagogical Knowledge. This research argues that mentors require pedagogical knowledge of primary science for guiding mentees with planning, timetabling, preparation, implementation, classroom management strategies, teaching strategies, science teaching knowledge, questioning skills, problem-solving strategies, assessment techniques, and developing viewpoints on science pedagogy. The key study findings (n = 331, from nine Australian universities involved in primary teacher education) indicated that 55% or more mentees had not received Pedagogical Knowledge for primary science teaching in each of the associated mentoring practices (mean score range: 2.60–2.91, standard deviation range: 1.10–1.32). The study concludes that mentors require further professional development to ensure that preservice teachers (mentees) receive adequate pedagogical knowledge for teaching primary science, which will involve significant collaboration between universities and schools. 相似文献
11.
Cecilia Agudelo-Valderrama Barbara Clarke Alan J. Bishop 《Journal of Mathematics Teacher Education》2007,10(2):69-93
This article arises from a study whose overall purpose was to investigate the relationship between Colombian mathematics teachers’
conceptions of beginning algebra and their conceptions of their own teaching practices. The teachers’ understandings of their teaching practices were explored with a view to unravelling their
conceptions of change in their teaching. Focusing on the perspectives of teachers afforded opportunities that exposed the
powerful role that the teachers’ conceptions of social/institutional factors of teaching played in their conceptions of their
practices. The degree to which the teachers attributed these (external) factors as crucial reasons for what they do in their
teaching was the basis of a categorisation of their conceptions of the crucial determinants of their teaching practices into
three types. The findings are particularly relevant to our understanding of the stability of mathematics teaching approaches
in the Colombian context but have likely implications for a range of international education contexts. Specific implications
for the development of the research into teachers’ conceptions of mathematics and its teaching, and for teacher education
programmes are presented.
相似文献
| Alan J. BishopEmail: |
12.
《Distance Education》2012,33(2):253-269
Like many universities worldwide, the University of Cape Town (UCT) in South Africa has joined the open educational resources (OER) movement, making a selection of teaching and learning materials available through its OER directory, UCT OpenContent. However, persuading and then supporting busy academics to share their teaching materials as OER still remains a challenge. In this article, we report on an empirical study of how UCT postgraduate students have assisted in the process of reworking the academics’ teaching materials as OER. Using the concept of contradictions (Engeström, 2001), we endeavor to surface the various disturbances or conflicts with which the postgraduate students had to engage to make OER socially inclusive, as well as Engeström’s “layers of causality” (2011, p. 609) to explain postgraduate students’ growing sense of agency as they experienced the OER development process as being socially inclusive. 相似文献
13.
Anne Price 《Asia Pacific Journal of Education》2009,29(1):61-73
Increasing the cultural and linguistic diversity of the teaching workforce in Australia was a key recommendation of the House of Representatives Standing Committee Inquiry into Teacher Education in their report, Top of the Class (written by L. Hartsuyker). The report reflects findings from national and international research that support the need to increase the diversity of the teaching profession as a means to improve student outcomes, particularly given the increasingly diverse make-up of student populations. The Hartsuyker Report also notes, as a “national concern”, the relatively low enrolment of World English-speaking (WES) students in Australian teacher education courses and calls for targeted funding by the federal government for further research into why this is the case (as discussed by J. Han and M. Singh in 2007). This paper seeks to add to current research on the attraction and retention of WES students into Initial Teacher Education (ITE) programmes in Australia. It does so by relating some of the key findings from a case study of three WES Education Assistants, originally from Malaysia, who retrained to become teachers through an ITE programme at an Australian university. Significantly, as a result of a partnership developed between a school and a university, they entered the programme through an alternative access course, were awarded Recognition of Prior Learning for their work experience, and were able to remain in their community while studying externally. They were also provided ongoing mentoring support by the teaching staff and myself as programme co-ordinator. This paper aims to add to current research in this field by identifying the key driving and restraining forces that impacted on their ability to become teachers via an Australian ITE programme. 相似文献
14.
All stakeholders are aware of the importance of measuring performance in higher education at the university/college level. Generally the performance indicators used for this purpose have focused on graduation rates and/or final examination scores, rather than the performance-enabling processes. Further, the most commonly used method for knowledge transfer is the traditional classroom teaching, which should be tracked/monitored continuously during its delivery process. It can help in the detection and correction of existing and impending problems, if any, in the teaching and learning processes. Further, the students’ attitude towards learning, that is, their readiness/willingness and interest should also be taken into consideration while measuring the performance of classroom teaching.
In the present paper, the model for measuring classroom performance illustrated by Grygoryev and Karapertrovic (2005) is used to measure the performance of under-graduate Engineering students in two BTech. (Mechanical) courses, namely, fluid mechaincs (FM) and experimental methods and analysis (EMA). Classroom assessment techniques (CATs) along with the statistical process control (SPC) have been used to analyse the learning performance. Further, the data for student's readiness and interest factors are collected and their positive influences on knowledge gain are established. 相似文献
15.
Heinz Steinbring 《Educational Studies in Mathematics》1991,22(6):503-522
The paper analyzes the relationship between the epistemological nature of mathematical knowledge and its socially constituted meaning in classroom interaction. Epistemological investigation of basic concepts of elementary probability reveals the theoretical nature of mathematical concepts: The meaning of concepts cannot be deduced from more basic concepts; meaning depends in a self-referent manner on the concept itself. The self-referent nature of mathematical knowledge is in conflict with the linear procedures of teaching. The micro-analysis of a short teaching episode on the concept of chance illustrates this conflict. The interaction between teacher and students in everyday teaching produces a school-specific understanding of the epistemological status of mathematical concepts: the concept of chance is conceived of as a concrete generalization, which takes chance as a fixed and universalised pattern of explanation instead of unfolding potential and variable conceptual relations of chance or randomness and developing the theoretical nature of this concept in an appropriate way for students' comprehension. 相似文献
16.
Barnett Berry 《The Urban Review》1986,18(4):269-280
A case study of the career expectations of noneducation college seniors (primarily in high demand fields) reveals that present policies, such as career ladders, merit pay, and traditional college loan programs, may have little positive impact on their consideration of teaching as a career alternative. For the brightest of the students, the most significant reasons why they won't teach relatenot to the lack of financial reward in teaching, but to frustrating working conditions, bureaucratic requirements, the lack of professional control, and few opportunities for intellectual growth, as well as their intolerance for diversity in the workplace and their perception of teaching as a boring job. In most cases, these negative lessons about teaching were learned while they were public school students. The recent movement to professionalize teaching would appear to be an important step in luring these bright students into teaching. However, professionalism alone will not ensure a school district's ability to attract and retain bright college students as teachers. 相似文献
17.
The authors examined the factor structure of the long and short forms of the Teachers’ Sense of Efficacy Scale (TSES; M. Tschannen-Moran &; A. Woolfolk-Hoy, 2001) for practicing (n = 102) and preservice teachers (n = 270), comparing the responses to both forms of the TSES, and looked for differences in teachers’ efficacy with respect to experience and grade level taught. They found the 3-factor structure—efficacy for classroom management, instructional practices, and student engagement—to be appropriate for practicing teachers, but they found a single efficacy factor to be appropriate for preservice teachers. The long and short forms of the TSES produced similar means and reliability information, suggesting that either form is appropriate for use with preservice or practicing teachers. Last, they found that teachers with 10 or more years of teaching experience and those teaching at the elementary level reported significantly higher levels of efficacy than did preservice teachers or those teaching at the middle or high school levels, respectively. 相似文献
18.
A Conceptual Change Teaching Strategy to Facilitate High School Students' Understanding of Electrochemistry 总被引：1，自引：0，他引：1
Recent research in chemistry education has shown an increasing interest in the facilitation of conceptual change in student understanding of chemical concepts. Most of the studies have tried to show the difference in student performance on algorithmic and conceptual problems. The objective of this study is to go beyond and design a teaching strategy based on two teaching experiments that could facilitate students' conceptual understanding of electrochemistry. The study is based on two sections (control, n = 29; experimental, n = 28) of 10th grade high school students at a public school in Venezuela. Experimental group participated in two teaching experiments designed to generate situations/experiences in which students are forced to grapple with alternative responses leading to cognitive conflicts/contradictions. Results obtained show that learning electrochemistry involves both algorithmic and conceptual problems. On Posttest 1, 93% of the experimental group students responded correctly, in contrast to 39% of the control group. On Posttest 2, 39% of the experimental group responded correctly, in contrast to 0% of the Control group. The difference in performance on both posttests is statistically significant (p < 0.001). It is concluded that the teaching experiments facilitated students' understanding (progressive transitions) of electrochemistry. 相似文献
19.
For beginning teachers to make the transition to full professional membership they need to increase their professional knowledge of the art and science of teaching. This paper explores the difference in knowledge growth between beginning teachers who commence teaching in fragmented teaching situations in the first two years of teaching, and their colleagues who have stable, secure and continuing employment during this time. This paper argues that the employment context in which beginning teachers take up their profession has a significant, but hitherto largely unacknowledged, effect on the capacity of teachers to develop the craft of teaching (Elbaz, 1983); on their continuing commitment to the profession; and on their self-confidence and self-image as teachers It is concluded that long-term, secure employment in one school, with full responsibility for a class of students and access to effective mentoring, is necessary if beginning teachers are to move beyond ‘survival’ to developing competency in the first two years of teaching. 相似文献
20.
Martin Jenkins Tom Browne Richard Walker Roger Hewitt 《Interactive Learning Environments》2013,21(5):447-465
This article summarises the key findings from a UK survey of higher education institutions, focusing on the development of technology enhanced learning (TEL). TEL is defined as any online facility or system that directly supports learning and teaching. The 2008 survey builds upon previous UCISA surveys conducted in 2001, 2003 and 2005 and for which at each stage after 2001, a longitudinal analysis was undertaken [see Browne, T., Jenkins, M., & Walker, R. (2006). A longitudinal perspective regarding the use of VLEs by higher education institutions in the United Kingdom. Interactive Learning Environments, 14(2), 177–192]. The findings, confirmed by other studies published since 2005, reveal that ensuring the quality of learning and teaching activities is consolidated as the primary driver for using TEL with a committed local champion representing the highest ranked factor in supporting TEL development within an institution. External strategies have been influential, contributing to the rise to prominence of institutional e-learning strategies. The delivery of course content continues to be the most common way in which TEL is used to support teaching and learning. The tools that have increased in prominence are those for podcasting, e-portfolios, e-assessment, blogs and wikis. Regarding new activities, streaming media, mobile computing, podcasting and Web 2.0 are discernibly the greatest. Upgrading staff skills were overwhelmingly noted as the greatest challenge that these new activities would create, with staff development and supportive strategies being seen as the primary remedies. However, the perception of lack of time was identified as the main barrier that needed to be surmounted. Though much of the data remain subtle, clear identifiable differences continue to be discernible between Pre-92 and Post-92 universities. 相似文献