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1.
This multiple case study examined pre-service teachers perceptions of effective post-secondary instruction. Pre-service teachers
were asked to write essays describing an effective teacher of their choice. Twenty-one essays were randomly selected. Data
analysis involved open coding of each essay, content analysis of each essay using Anderson and Burns’ (Research in classrooms:
The study of teachers, teaching, and instruction (1st ed.). Oxford, England; New York: Pergamon Press, 1989) empirically derived
dimensions of instruction, and effect size analysis of student and teacher roles. Instructional components were identified
that differentiate between effective inquiry instruction and effective instruction. Effective inquiry instruction was associated
with more and different teacher and student roles, more activities as part of instruction, and more student small group discussion
than was effective instruction. 相似文献
2.
SUNGWen-pei CHENKuen-suan LINHsue-chun 《浙江大学学报(A卷英文版)》2005,6(3):159-165
INTRODUCTION For some unknown reasons, perhaps caused bysalt, chlorine ions usually exist in reinforced concreteconsisting of cement, water, aggregate and additionalmaterials, and steel bars. In the presence of water, thechlorine ion reacts with iron existing in concrete andsteel bars to form Fe(OH)2 and FeCl2. The chemicalreactions seriously corrodes the surface of steel barsand damage the concrete, causing gradual decrease ofthe concrete compression and increase of its porosity,… 相似文献
3.
The ability to express oneself clearly in both a mother tongue and a foreign language is a foundation principle of the new national curriculum in Estonia. Therefore, research was conducted to determine whether there was a possible relationship between English as a foreign language (EFL) teachers’ perceptions of effective teaching and the contextual evaluation of the school. The aim of this article is to describe the relationship between the perceptions of school climate and effective teaching among EFL teachers. The study revealed that EFL teachers’ perceptions of the school climate correlate to some extent with their perceptions of effective teaching practices, with some differences between teachers of Estonian-language schools compared with those of Russian-language schools. The research also highlighted that senior management should place more emphasis on creating a cooperative school climate for developing a learner-centred teaching approach as one of the foundation principles of the new national curriculum. 相似文献
4.
This article describes an initiative to evaluate the impact of educational psychologists’ (EPs’) casework. Previous studies have often focussed on evaluating processes or reducing outcomes to measurable units. The authors argue that qualitative research methods can be used to illuminate EP effectiveness. They describe a real world and proportionate methodology, crucially aimed at supporting self‐reflection and development. An evaluation of this initiative showed that it can demonstrate EP impact and has validity for individual and service improvement. Implications, including the need to face up to less than positive feedback, are discussed. 相似文献
5.
ABSTRACTThis qualitative study explored elementary teachers’ perceptions about the effective features of explicit-reflective nature of science (NOS) instruction. Our participants were four elementary teachers from a public charter school located in the Southwestern U.S.A. The four elementary teachers participated in an academic year-long professional development about NOS which consisted of NOS training and NOS teaching phases. After each phase of the professional development, we specifically asked our participants which features of the explicit-reflective NOS instruction they found effective in improving their NOS conceptions by presenting pre- and post-profiles of their NOS conceptions. We identified nine features perceived by the participants as effective components of explicit-reflective NOS instruction: (1) specific focus on NOS content, (2) participation in hands-on NOS activities, (3) introductory NOS readings, (4) multiple types/forms of reflection, (5) multiple exposure to NOS content, (6) structural consistency in the presentation of NOS content, (7) the evaluation of secondary NOS data from elementary students, (8) the analysis of national and state science standards in terms of NOS content, and (9) NOS teaching experience. 相似文献
6.
Teachers’ perceptions of effective teaching: a theory-based exploratory study of teachers from China
There is general agreement that teachers matter the most when it comes to student learning. However, there is an unquestionable need for educators to understand what constitutes effective teaching in K-12 classrooms. This research studied Chinese high school (N = 359) teachers’ perceptions of effective teaching using an international theoretical framework as guidance. Basic statistics described Chinese teachers’ perceptions on different domains of the teaching effectiveness framework. Statistically, significant results were found when comparing subject matter, gender, teaching experience, school type, award, academic rank and leadership. Furthermore, Chinese and American teachers’ perceptions on effectiveness were compared and contrasted. This study revealed that some findings were rooted in Confucian cultural tradition while others related to China’s current educational reform. Implications, recommendations and limitations are discussed. 相似文献
7.
Jana Matošková Michaela Baňařová Martina Polčáková 《Journal of Further & Higher Education》2019,43(3):381-395
This research examined what university students recommend for effective university study and whether their recommendations differ by gender, faculty or study programme degree. The research was based on 985 questionnaires. The following words were most commonly used in advice for freshmen: Go, Lectures, Learn, Continuously, Be, Prepare, Information, Have, Do, Materials. The fundamental advice seems to be: to go to lectures, to have needed materials and information and to learn and prepare continuously. Some stated recommendations react to the development of information and communication technologies and the massive usage of the Internet (such as obtaining a laptop and a cell phone or setting up a Facebook profile). Quite a lot of advice was connected with health, such as to sleep enough, to eat regularly, to not smoke, to relax and to restrict alcohol consumption. The recommendations gained in this survey were categorised by thematic similarities to characteristics, knowledge, skills, behaviour and background. The findings highlight the fact that given recommendations for effective study differ by the respondent’s gender and faculty. Women concentrated more on recommendations on how to behave and men mentioned more often what personality characteristics are important for effective university study. Students of the Faculty of Multimedia Communications highlighted the necessity of creativity and practical experience more often than others. 相似文献
8.
ABSTRACTFeedback is an essential formative assessment practice that has the potential to influence student learning and achievement positively. Providing effective feedback, however, is a challenging task for teachers. Especially beginning teachers struggle with the provision of information that supports students in developing and improving their competences. Learning to provide feedback thus is an important aspect of teacher education. The present exploratory study investigates pre-service chemistry teachers’ practices regarding the judgement of students’ level of achievement and the provision of feedback in the context of the control-of-variables strategy. A sample of N?=?40 bachelor and master students at Kiel University judged students’ written artefacts and provided feedback with the aim to support students in their progression towards the learning goals. The quality of the feedback was coded with respect to its correct judgement of the students’ current levels of achievement and the support it provided regarding next steps in learning. The results show that only a few of the pre-service teachers could correctly judge students’ current levels of achievement and provide feedback that is expected to be effective. Overall, the findings indicate a need for more research in this field and a need for the implementation of formative assessment practices as a topic in pre-service teacher education. 相似文献
9.
Effective instructional explanations help the students to construct coherent mental representations. To do so, one condition
is that they must be tailored to students’ needs. It is hypothesized that explanations are more helpful if they also explicitly
aid the students to detect problems in their mental representations, as this provokes an impasse that motivates students to
process the explanation deeply. Participants were provided with a computer-based material on plate tectonics and then with
explanatory support in the form of either a tailored explanation preceded by an impasse-trigger (I + E group) or an identical
explanation without the impasse-trigger (noI + E group). After the reading of the materials they solved retention and transfer
tests; their flawed ideas were also counted. Participants in the I + E group recalled more correct information, generated
more transfer solutions, and showed fewer flawed ideas than those in the noI + E group. This indicates that tailored explanations
combined with impasse-triggers that make explicit conflicts between the text model and the students′ models can indeed foster
deep learning. 相似文献
10.
Cultural Studies of Science Education - Over the past decade, neoliberal practices for ensuring teacher effectiveness have shaped the landscape of education. In the midst of policy mandates for... 相似文献
11.
《International Journal of Educational Research》2004,41(6):445-465
The goal of this chapter is to outline a theoretical and empirical perspective on how learners’ conceptions of educational technology might influence their learning activities and thereby determine the power of computer-based learning environments. Starting with an introduction to the concept of powerful learning environments we outline how recent developments in information and communication technologies might be used to implement these environments technologically. In the next step we refer to several exemplary empirical studies to argue that the power of computer-based learning environments will largely depend on very detailed aspects of the learning activities within these environments. In order to design these environments so that they elicit effective learning activities, it is necessary to analyze the factors that determine learners’ goals and their choices of processing strategies. The focus of this paper is on one of these factors, namely on learners’ instructional conceptions with regard to educational technology and its use in instruction. Up to now, there has been nearly no research conducted within the educational community addressing the issue of how this particular type of instructional conceptions determine learning activities. Therefore, we review several relevant findings from neighboring fields like epistemological beliefs, attitude research, human computer interaction, or cognitive modeling. We use this review to demonstrate that there are numerous findings outside the educational technology community that deserve much more resonance in this community than they currently receive. 相似文献
12.
In common with universities in the United Kingdom, Canada and NewZealand, increasing numbers of Australian universities have established offshore education partnerships, particularly in the Asia-Pacific region. More than one-third of international students currently enrolled in Australian university courses study at a campus in their home country or somewhere other than in Australia (IDP 2002). Suchpartnerships, also assumed under the rubric of ‘transnational education’ and ‘franchising’, add additional challenges, complexities and risks to the roles of international education managers and administrators. Using convergent interviews and case studies, this paper identifies and examines the critical success factors for the successful establishment and development of relationships between Australian universities and their international partners. Critical among these are the development of effective communication structures and frameworks, the building of mutual trust, and the encouragement and demonstration of commitment between relationship partners. 相似文献
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There is growing international concern to regulate and assure standards in higher education. External peer review of assessment, often called external examining, is a well-established approach to assuring standards. Australian higher education is one of several systems without a history of external examining for undergraduate programmes that is currently considering the approach. What can entrants to external examining at that level learn from the UK higher education system's long history of external examining? To that end, this paper reports on a mixed methods research project designed to investigate current practices in how academic standards are conceived, constructed and applied by external examiners and debates the implications of the findings for the development of external examining in other countries. The findings suggest that the potential of experienced peers in a subject discipline to provide the assurance of standards is limited. It concludes by presenting various possible enhancements that might be considered. 相似文献
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16.
It is imperative that students learn to read in the early grades, yet many fail to do so in developing countries. Early Grade Reading (EGR) interventions have emerged as a common means to address this problem. We present a definition of EGR interventions as programs that aim to strengthen core reading skills in grades 1 through 4 by training teachers to teach reading using simplified instruction and evidence-based curricula, and by employing a combination of complementary approaches. We also clarify the theoretical reasons for why these interventions should improve literacy. Furthermore, we summarize evidence from 15 EGR interventions—11 from sub-Saharan Africa, two from Middle East and North Africa, and two from East Asia and the Pacific—and find that EGR interventions are not a guaranteed means to improve reading, and they rarely lead to fluency in the short term, but they are a mostly reliable means to make substantial improvements in reading skills over a short period of time, across a variety of contexts, with average effects equating to about three years of schooling. 相似文献
17.
The purpose of this qualitative study was to examine how district leaders of two school systems in the USA describe an effective principal. Membership categorisation analysis revealed that district leaders believed an effective principal had four major categories of characteristics: (1) documented characteristics (having a track record and being a good manager), (2) instructional skills (instructional leadership and data leadership), (3) interpersonal skills (team player and community leader) and (4) perceptual characteristics (being a perfect fit for school and passionate leader). Based on the findings, a graphical model of portraying an ‘effective principal’ from the point of view of district leaders is constructed. Implications for policy, research, practice and leader preparation are offered. 相似文献
18.
KHATTRI Sanjay Kumar 《浙江大学学报(A卷英文版)》2006,7(12):2018-2021
INTRODUCTION Adaptive grids are desired for solving partial differential equations (PDEs) (Khattri, 2006a; 2007). There are various techniques for generating adaptive quadrilateral meshes. For example, solution of cou- pled elliptic system (Khattri, 2006d; Thompson et al., 1998), minimization of a functional or variational approach (Cao et al., 1999; 2003; Huang, 2001), etc. In this article, we present a simple and effective technique for generating adaptive quadrilateral meshes. Sever… 相似文献
19.
Mansoor Tavakoli 《Teachers and Teaching》2017,23(6):674-688
This study investigated Iranian high school teachers’ conceptions of effective teaching and examined the relationship of those conceptions to their teaching practices. The authors tried to achieve the purpose through questionnaires, observation, and interview. These teachers identified ‘being student-focused’ and ‘being exam-oriented’ as the most important indicators of effectiveness. ‘Encouraging the students’ involvement in learning,’ ‘being exam-oriented,’ and ‘using the novelty of methods’ were identified as the most common teaching practices. A high consistency between the teachers’ conception of effective teaching and their corresponding teaching practices was observed. Interview and observation confirmed the results of the survey. Implications for teacher professional development, teaching standards, and teacher improvement are discussed. 相似文献
20.
In this multi-stage mixed-analysis study, the views of 437 Hispanic college students enrolled at two Hispanic-Serving Institutions
in the Southwest of the USA were obtained concerning characteristics of effective middle-school teachers. Through the method
of constant comparison (qualitative phase), 38 themes were determined to be present in respondents’ characteristics of effective
middle-school teachers. Then, these themes (quantitative phase), quantified into an inter-respondent matrix that consisted
of a series of 1s and 0s, were analysed to determine whether participants differed in their themes as a function of gender,
college status and first-generation/non-first-generation status. Statistically significant differences were present between
males and females, between undergraduate and graduate students, and between first-generation and non-first-generation college
students in their emphases on effective middle-school teachers. Implications are discussed. 相似文献