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The present study set out to examine students’ preferences for lecturers’ personality as a function of their classroom behaviour, core self-evaluations and self-rated character strengths. Various hypotheses were tested: first, students’ Big Five traits would significantly predict corresponding personality preferences for lecturers (the matching hypothesis); second, students’ core self-evaluation scores would significantly predict preferences for extraverted, agreeable and conscientious lecturers; and third, self-rated character strengths would also significantly predict extraverted, agreeable and conscientious lecturers. We also investigated difference in preferences among two ethnic groups (South East Asian/Chinese versus Caucasian/British). In all, 264 British students completed four questionnaires. Conscientiousness was the most desired trait in lecturers, followed by agreeableness, extraversion and openness; neuroticism was the least desired trait. Preference for agreeable lecturers was best predicted by all individual difference variables. Caucasian students had a stronger dislike for neurotic lecturers, while Asians had higher preferences for extraverted, open and agreeable lecturers. There was some evidence of the student–lecturer personality match. Limitations and further research options were discussed. 相似文献
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The inclusion of the practice of “developing and using models” in the Framework for K-12 Science Education and in the Next Generation Science Standards provides an opportunity for educators to examine the role this practice plays in science and how it can be leveraged in a science classroom. Drawing on conceptions of models in the philosophy of science, we bring forward an agent-based account of models and discuss the implications of this view for enacting modeling in science classrooms. Models, according to this account, can only be understood with respect to the aims and intentions of a cognitive agent (models for), not solely in terms of how they represent phenomena in the world (models of). We present this contrast as a heuristic—models of versus models for—that can be used to help educators notice and interpret how models are positioned in standards, curriculum, and classrooms. 相似文献
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Vladan Devedzic Jelena Jovanovic Matthew Kelly Nikola Milikic Sonja Dimitrijevic 《教育实用测度》2018,31(4):283-296
This article presents a systematic approach to defining, applying, evaluating, refining, and revising metrics for students’ soft skills—their abilities like critical thinking, problem solving, leadership and responsibility, communication, and collaboration. The importance of these skills in educational and work settings is growing rapidly. While such skills are easy to notice, they are hard to measure. Metrics do exist, but vary from one case to another, and are often rather implicit and vague. Contrary to that, this article proposes the use of precisely specified, measurable, low-inference indicators (metrics) to assess soft skills. The article also introduces an open set of principles that can be used to guide the specification of concrete, evidence-based metrics for different soft skills. Two case studies are used to illustrate the approach. These case studies are part of a larger research effort that has developed an open set of metrics for different soft skills; some of them are discussed in the article extensively. Generalizing the metrics used in specific educational contexts is also discussed. 相似文献
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New Year’s Day is coming!Children all over the world are very happy.大家见面都互相祝福,我们一起来学新年问候语吧! 相似文献
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Literacy instruction is a powerful determinant of children’s academic and school outcomes. Teachers’ training for literacy instruction is therefore critical for children’s reading learning. The present study examined the contents of 130 courses related to literacy instruction from a representative national sample of primary teachers’ undergraduate programs (N = 81), to address the following issues: which courses, related to literacy instruction, are included in the curriculum of undergraduate training programs? Which is the weight of the courses in undergraduate programs? What are the contents of the courses? The results show that most critical features of literacy instruction are included in the course contents of most programs (e.g. phonics, theory of literature). Still, some other critical features are underrepresented (reading/writing comprehension skills) or apparently missing (assessment and intervention in reading/writing problems). Moreover, the time allocated to literacy instruction seems to be scarce. Still, wide differences across university programs and courses were found. 相似文献
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Peter Hudson 《Teachers and Teaching》2016,22(2):219-234
Mentors’ feedback can assist preservice teachers’ development; yet feedback tends to be variable from one mentor to the next. What do mentors observe for providing feedback? In this study, 24 mentors observed a final-year preservice teacher through a professionally video-recorded lesson and provided written notes for feedback. They observed the lesson for a second time and focused their feedback on the preservice teacher’s questioning only. Findings showed that the mentors’ written feedback varied considerably when open observations occurred. However, there were fewer items when they focused on one teaching practice (i.e. questioning), which also provided a deeper analysis of this specific practice. Research is required around the dimensions of observations (i.e. visual, auditory and conceptual), observations of specific practices, and methodological approaches for observing and collecting data about a preservice teacher’s practice. 相似文献
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The teleological bias, a major learning obstacle, involves explaining biological phenomena in terms of purposes and goals. To probe the teleological bias, researchers have used acceptance judgement tasks and preference judgement tasks. In the present study, such tasks were used with German high school students (N?=?353) for 10 phenomena from human biology, that were explained both teleologically and causally. A sub-sample (n?=?26) was interviewed about the reasons for their preferences. The results showed that the students favoured teleological explanations over causal explanations. Although the students explained their preference judgements etiologically (i.e. teleologically and causally), they also referred to a wide range of non-etiological criteria (i.e. familiarity, complexity, relevance and five more criteria). When elaborating on their preference for causal explanations, the students often focused not on the causality of the phenomenon, but on mechanisms whose complexity they found attractive. When explaining their preference for teleological explanations, they often focused not teleologically on purposes and goals, but rather on functions, which they found familiar and relevant. Generally, students’ preference judgements rarely allowed for making inferences about causal reasoning and teleological reasoning, an issue that is controversial in the literature. Given that students were largely unaware of causality and teleology, their attention must be directed towards distinguishing between etiological and non-etiological reasoning. Implications for educational practice as well as for future research are discussed. 相似文献
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All social phenomena are,to some extent,determined by economy,and language is also under the leverage of economic factor.With the development of society,economy,science and economy,human interpretation and consciousness of their language have been greatly enhanced.The exploration of catchword can be developed from its definition,its characteristics and reasons for its emergence. 相似文献
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Cristiano Novaes de Rezende 《Educational Philosophy and Theory》2018,50(9):830-838
AbstractThe main objective of this article is to analyze the conceptual connection between the Doctrine of Children’s Education, briefly mentioned in Spinoza’s Tractatus de Intellectus Emendatione (TIE), and the concept of emendation present at the very center of this Treatise’s title. A close textual exegesis of the opening paragraphs of TIE reveals why such a doctrine cannot be the ascetic renunciation of the content of ordinary life. We shall see instead that a new institution of life shall be possible only through a deep plunge into the understanding of ordinary confused life. A Spinozan Doctrine of Children’s Education shall then be conceived as a pedagogy guided by an error mapping principle, i.e., a pedagogy capable of amending the mistaken beliefs of students through their understanding of the way these are produced as real events in the world. This would be an immanent pedagogy, which could be relevant to any form of contemporary thought that seeks a truly liberating education. 相似文献
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The convergence criterion of Newton’s method to find the zeros of a map f from a Lie group to its corresponding Lie algebra is established under the assumption that f satisfies the classical Lipschitz condition, and that the radius of convergence ball is also obtained. Furthermore, the radii of the uniqueness balls of the zeros of f are estimated. Owren and Welfert (2000) stated that if the initial point is close sufficiently to a zero of f, then Newton’s method on Lie group converges to the zero; while this paper provides a Kantorovich’s criterion for the convergence of Newton’s method, not requiring the existence of a zero as a priori. 相似文献
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İkbal Tuba Şahin-Sak 《Education 3-13》2013,41(8):889-905
ABSTRACTThis qualitative study examined 287 Turkish children's school experiences and sought to connect such experiences to their overall feelings about school. A semi-structured interview protocol derived from Ladd, Kochenderfer, and Coleman’s [1996. “Friendship Quality as a Predictor of Children’s Early School Adjustment.” Child Development 67 (3): 1103–1118] School Liking and Avoidance Questionnaire was used to collect data from the participants, who comprised 141 preschoolers and 146 first graders. Most members of both groups stated that school was fun, that they were happy when they were there, and that they felt happy about going to school in the morning. Most preschoolers and first graders also said that school did not make them feel like crying, and that they did not wish they could stay home from school or go somewhere else. However, slightly more than half the respondents stated that they felt happier when it was time to go home from school. Preschoolers tended to emphasise positive features of school such as toys, whereas first graders were more likely to talk about learning new things, and their in-school friendships. 相似文献
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Carey Philpott 《师资教育杂志》2017,43(1):20-31
Recently there has been renewed interest in basing teachers’ professional learning on medically derived models. This interest has included clinical practice models and evidence-based teaching as well as the use of various forms of ‘Rounds’ which claim to derive from medical rounds. However, many arguing for these approaches may well not have a detailed knowledge of the actuality of professional learning in medicine but may be basing their ideas on idealised models drawn from popular conceptions. In addition, the model used by some calling for medically derived teacher learning is biomedicine, an area in which parallels with Education are difficult. This paper argues that mental health and public health provide a better analogue for Education than biomedicine. It considers some of the lessons that can be drawn from research on evidence-based practice in these areas. The paper concludes that a way forward is neither uncritically to assume the superiority of medical models of professional learning nor to rely only on empirical evidence from Education, but rather to enter into dialogue with colleagues in mental and public health about shared concerns and experiences in professional learning. 相似文献
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FAN Xin-heng 《海外英语》2014,(4):69-70
College English teachers' Self development apparently affects teaching quality, major curriculum development and inquiry development. The scope of inquiry summary indicates the intrinsic factors as awareness of professional competence, professional-knowledge learning awareness, awareness of teaching means, development awareness and the notions alike. And the summary comes to the findings that foreign ones ignore the effect of the external factors, the domestic just focus on the teaching pattern of team, yet ignore the scientific and inquiry group construction. 相似文献
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Slovenian young researchers’ motivation for knowledge transfer 总被引：1，自引：0，他引：1
A programme for the promotion of science and doctoral studies called the Young Researchers Training Programme has been developed in Slovenia. Since it began, the programme has been substantially funded and over 6,000 young people have participated in it. However, no evaluation of the programme’s effectiveness has yet been conducted. In this study we identified young researchers’ motivation for entering the programme, their assessment of the training and links to knowledge transfer into practice as the principal idea behind the programme. Two training groups, university based young researchers and company based young researchers, are compared in order to assess whether the type of training affects knowledge transfer. The analyses show that young researchers in the economy are more involved in direct knowledge transfer and their motivation to do so is mainly intrinsic. On the other hand, university based young researchers need extrinsic incentives to cooperate in projects in economic sector, for their motivation is more oriented towards academic research. Implications for Slovenia, as well as for other countries’ higher education policies, are discussed. 相似文献
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Leonie J. Rennie 《Research in Science & Technological Education》2013,31(2):121-133
The recent explicit inclusion of technology into the science component of the school curriculum in Western Australia necessitates changes in both curriculum materials and the nature of classroom teaching. This paper reports an investigation of the perceptions of technology of senior teachers who are heads of the science department in their schools, and relates these perceptions with those of a sample of 13‐year‐old pupils in this state. The investigation reveals that many teachers have a restricted view of technology which may be interpreted as a view that technology is dependent upon science. Such a view may neglect the historical aspects and societal influences on science and technology. Further, the available evidence indicates that local pupils have a low level of awareness of technology. The paper discusses the implications of these findings for curriculum change and suggests a starting point for achieving a successful balance in the teaching of technology, science and society issues in the classroom. 相似文献