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1.
Abstract

Mini‐enterprise in schools is the most tangible manifestation of ‘education for enteprise’. Despite its growing presence in schools, and diverse views about its potential impact, little is known about how pupils experience such activity. Findings suggest that interpersonal learning objectives are achieved effectively through mini‐enterprise but more narrow economic goals (such as fostering positive attitudes towards self‐employment) may not be. This paper sets out the pupils’ perspective on mini‐enterprise in schools and raises questions about current models of practice.  相似文献   

2.

Instructional methods in higher education are changing in response to the growing popularity for distance learning courses. Investigating methods of instruction that will assist in the manner that coursework is taught in online courses is therefore a significant enterprise to research. Specifically, examining the relation between theory and practice in programs of teacher education where application is an integral part of the curriculum as well as students’ future career is of utmost importance. Instruction using the case study method enables instructors to involve their students with the realities of teaching using scenarios built around authentic educational dilemmas, where students can problem-solve varying outcomes and generate possible solutions from multiple theoretical viewpoints. Self-regulated learning has been consistently shown to be a fundamental component in the academic success of online learners. Existing research studies on distance learners has specifically shown mastery-approach goals to be predictive of self-regulated learning. This study found significant relationships between the use of authentic case studies in online preservice teaching, self-regulation, and mastery approach goals. Additionally, the results of this study also identified that the relationship between self-regulation and mastery approach goals was strengthened when using case studies that were authentic.

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3.
Recent research has touted the benefits of learner-centered instruction, problem-based learning, and a focus on complex learning. Instructors often struggle to put these goals into practice as well as to measure the effectiveness of these new teaching strategies in terms of mastery of course objectives. Enter the course evaluation, often a standardized tool that yields little practical information for an instructor, but is nonetheless utilized in making high-level career decisions, such as tenure and monetary awards to faculty. The present researchers have developed a new instrument to measure teaching and learning quality (TALQ). In the current study of 464 students in 12 courses, if students agreed that their instructors used First Principles of Instruction and also agreed that they experienced academic learning time (ALT), then students were about 5 times more likely to achieve high levels of mastery of course objectives and 26 times less likely to achieve low levels of mastery, according to independent instructor assessments. TALQ can measure improvements in use of First Principles in teaching and course design. The feedback from this instrument can assist teachers who wish to implement the recommendation made by Kuh et al. (2007) that universities and colleges should focus their assessment efforts on factors that influence student success.  相似文献   

4.
ABSTRACT

To explore the affordances of learning progressions (LP) in support of teachers’ formal and informal formative assessment (FFA and IFA) practices, we conducted a case study with a fine-grain-sized energy LP. The study first theorises an LP-based formative assessment model, which proposes the use of LPs in clarifying learning objectives, eliciting and interpreting students’ understanding, and acting in instruction. Then, we examine multiple iterations of two high-school teachers’ lesson plans and their enactment of the lessons to identify the instructional adjustments teachers made as part of the LP-based FFA and IFA after professional training. We found that both teachers refined the learning objectives and activities and most of their adjustments promoted students’ learning progression; their adjustments have an interdependency between objectives and activities. Both made more adjustments in the IFA than in the FFA, but the alignment with the LP was higher in FFA than in IFA. Contrary to the researchers’ expectations, both teachers perceived the LP as a content structure. However, in practice, both employed it as a reference to interpret students’ responses by comparing these responses against their own expectations. The teachers also reported collecting assessment information during teacher-student interactive activities and using this material to infer the level of students’ understanding in order to decide on the next instructional activities. Both teachers reported that the process of directly engaging with the LP formatively resulted in their having a much more nuanced sense of students’ understanding when they revisited and altered the sequence of the learning activities.  相似文献   

5.

The field of criminal justice/criminology has few studies that examine faculty opinions regarding the use of technology as a replacement and supplement to traditional classroom instruction. Using a sample of criminal justice and crime-related higher education faculty members in the state of California, this study examines perceptions of effectiveness and the actual use of various classroom-based technologies. The results reveal that while most faculty members hold positive views toward the use of technology, far fewer are actually integrating technology-based methods of instruction into their courses. Meanwhile, most faculty members do not perceive the presence of adequate administrative supports or incentives at their institutions for the development of distance learning courses. Overall, support for the integration of technology into criminal justice education appears to be greatest when it is used as a supplement rather than a replacement for face-to-face classroom instruction.  相似文献   

6.
Abstract

Student achievement is not always the equivalent of what students learn, especially when educators use their feedback to shape daily instruction. When students share their classroom experiences, we can determine better ways to create interdisciplinary partnerships, manage workload, enhance historical understandings, and communicate conclusions. Being able to trust in what students are doing in class, how well they are doing it, and what they will be able to do motivated the authors, who are two veteran educators, to reevaluate when their own teaching seemed most effective. What they discovered is incongruent with the traditional delivery of instruction by a single teacher. The authors found that their collaboration as co-teachers not only benefited their students but increased their own professional learning in terms of pedagogy, content knowledge, and the use of disciplinary literacy.  相似文献   

7.
Abstract

Examples from a team of collaborating secondary teachers—one visual arts teacher and one science teacher—highlight key aspects of this professional development project in arts integration. The article traces a regional network designed to build teacher capacity with implications for the design, effectiveness, and sustainability of professional development for secondary teachers. It describes the framework for professional development through the first two years of the project. In year one, teachers increased their understanding of arts integration; collegial collaboration; the design and use of assessments that align with standards, benchmarks, and learning goals; and how to reflect on student work. In year two, professional development activity focused on co-teaching and helping teachers to increase the rigor of student learning goals as a way to improve student learning in arts and non-arts content areas. Project outcomes and challenges to sustaining such job-embedded and networked professional learning opportunities are discussed and directions for further research are offered.  相似文献   

8.
Abstract

The purpose of this study was to test Gagne’s hypothesis that attention to prerequisites should be more effective than repeated practice of a final task when learning intellectual skills. Ninety eighth-grade general science students studied self-instructional materials on the construction and interpretation of graphs. After each of three lessons each subject took a diagnostic test covering the objectives of the instruction. Subjects in Group 1 received additional instruction on prerequisites as remediation. Subjects in Group 2 received additional practice items as remediation, and subjects in Group 3 received no remedial activity. Students receiving remedial instruction did significantly better than those receiving only main-line instruction. Students receiving additional instruction on prerequisites did significantly better than those receiving additional practice items as remediation.  相似文献   

9.
ABSTRACT

This research draws on a longitudinal study in which middle school math and science teachers enacted STEAM (science, technology, engineering, art and mathematics) teaching in their classroom after participating in intensive STEAM professional development aimed at increasing effective STEAM teaching. The authors address one important aspect in STEAM teaching, technology integration practices of teachers during instruction, and theorise their work using connected learning theory. Qualitative case study is used to identify and describe technology integration themes which emerged during STEAM instruction. Results suggest 17 of the 21 teachers participating in the study demonstrated technology integration involving one or more areas of instructional approaches, assessment and student use. The research expands what we know about how technology can be integrated in STEAM instruction and suggests ways to capitalise on technology to broaden access and appeal to all students during STEAM instruction.  相似文献   

10.
ABSTRACT

Dance courses aim to not only intensify learners’ dance skills, but also cultivate their personal dancing features, self-confidence, self-reflection ability, creative power, appreciation ability, to name just a few, in order to attain much higher level artistic performance. In the present study, an approach which integrates mobile peer assessment into flipped learning is proposed. Moreover, a 9-week experiment was conducted to explore the effects of the approach on students’ dance skills, self-efficacy, and learning satisfaction. The results indicated that the students learning with the integrated mobile peer assessment and flipped learning approach had better dance skills than those learning with the conventional flipped learning approach and traditional instruction. In terms of self-efficacy, the students learning with the conventional flipped learning approach outperformed those learning with the proposed approach and traditional instruction. In terms of learning satisfaction, the conventional flipped learning approach outperformed the traditional instruction. Discussion and suggestions are provided accordingly. It is suggested that teachers who want to incorporate flipped learning into dance courses may decide whether to combine peer assessment according to the teaching objectives.  相似文献   

11.
Abstract

Nine preservice and in-service teacher participants from four different content areas experienced shifts in their personal perspectives regarding integration of literacy in their subject-area instruction after completing a content-area literacy course. The course was positioned as professional development and used situated learning to provide extensive time for modeling, guided practice, discussion, and constructive feedback. Due to the course set-up and strategies thoroughly practiced, all teachers demonstrated a significant increase in knowledge of literacy strategies and how to incorporate them within their classrooms. Additionally, hands-on instruction and situated participation in a community of practice promoted all teachers’ desire to learn and eventual demonstration of learning.  相似文献   

12.
The central theme of the investigation concerns therole of course objectives in relation to students'study strategies in problem-based learning (PBL). Theresults comprise data from three different PBLprogrammes at Linköpings Universitet; a Bachelor'sprogramme in physiotherapy, a Master's programme inpsychology, and a Master's programme in ComputerEngineering, respectively. In all three programmes,the faculty provides course objectives with theintention that these should function as a supportivestructure and guide for the students' independentstudies. The results show that the objectives wereused differently in the different programmes; as anintegrated tool in the learning process, as anadministrative schedule or as aretroactive checklist, respectively. Thestudents' use of the course objectives in the learningprocess varied according to how the objectives wereformulated and conceived. The relationship between theformat of objectives provided by the faculty and howstudents deal with them in the learning process couldalso denote fragments of the different educationalcultures within the three programmes and how themeaning of problem-based learning is interpreted.  相似文献   

13.
Abstract

A major challenge for teacher preparation programs and future teachers is learning to work skillfully with the diversity of children in American classrooms. This paper describes a tool developed to address this challenge: the Learning and Teaching Assessment System (LTAS). The LTAS is a performance‐based, curriculum‐embedded assessment tool designed to uncover young children's strengths in different curricular areas as well as their approaches to learning. Developed for use with children 3–8 years of age, the LTAS helps teachers understand what children know in relation to key concepts in the different disciplines as well as how they learn in order to further their learning in subsequent days and weeks of teaching. The development of the LTAS is based primarily on two theoretical frameworks: Leont'ev's activity theory and Gardner's theory of multiple intelligences. To examine the efficacy of the LTAS in its proposed objectives, a pilot study was conducted; results point to the potential of the LTAS for helping student teachers uncover new information about children to guide future instruction.  相似文献   

14.
Abstract

This study was an exploration of the effectiveness of three types of visual illustrations used to complement oral instruction. It also attempted to evaluate the reliability of the “realism continuum” as a predictor of learning effectiveness. One hundred eight students were randomly assigned to one of four groups, their achievement being evaluated in terms of total criterion test scores and in terms of four individual criterion tests designed to measure specific educational objectives. comparisons among the four treatment groups yielded significant differences in achievement on tests measuring different educational objectives. It was also noted that different continuums of learning effectiveness existed for each learning objective—these continuums being significantly different from those predicted by the realism continuum.  相似文献   

15.
《Africa Education Review》2013,10(2):244-262
Abstract

The development and use of Information and Communication Technologies (ICTs) in education has led to most universities incorporating elements of online learning into their traditional classrooms via the use of a Learning Management System (LMS) (Burrell-Ihlow 2009, Angeli 2005, Salisbury and Ellis 2003). However, it is not known how well students who are used to traditional face-to-face learning environments and who do not necessarily prefer online environments adapt when placed in such environments. This study investigated the attitudes of students towards the use of a LMS in a traditional face-to-face classroom. The combination of the LMS and the face-to-face mode of instruction were considered as a “mixed learning mode of instruction”.

The study aimed at assessing the attitudes of students towards a mixed learning mode of instruction. The results showed a positive trend towards the acceptance of a mixed learning mode of instruction for learning. Many students involved in this mode said that it was the mixed mode of delivery that enabled them to benefit from this course, have more contact with the lecturer and were motivated to work. Most students felt that the efficiency and quality of education had improved. These results suggest that more courses should be offered using a mixed mode delivery.  相似文献   

16.
This study examined Hong Kong students’ achievement goals and their relations with students’ perceived classroom environment and strategy use based on the multiple goal perspective of goal orientation theory. A total of 925 Grade 8 students from six secondary schools in Hong Kong voluntarily responded to a questionnaire that measured these three sets of variables. Consistent with previous studies using goal orientation theory, the findings of this study indicated that students’ perceived classroom environment was significantly related to their personal achievement goals and strategy use. While mastery goals were found to be the strongest predictor of strategy use, performance‐approach goals and perceived instrumentality also had positive relations with mastery goals and strategy use. Our findings suggest that mastery goals and performance goals were not contrasting goals as conceptualised in normative goal orientation theory. Students with high motivation for both types of goal were more adaptive in learning than were students who pursued a single type of goal. Moreover, the value of adding perceived instrumentality when studying students’ motivation should be emphasised. The implications of these findings for understanding Hong Kong students’ motivation, and for planning effective teaching instruction to enhance their motivation, are discussed.  相似文献   

17.
SYNOPSIS

Objective. This study examined parental characteristics that related to children’s early math learning. Specifically, we examined how parents engage in math activities with their children in the home and how their practices were informed by parents’ experiences with and perceptions of math. Design. Using a mixed-methods design, we first quantitatively examined associations between two parental characteristics, past math experiences and current math anxiety, and various types of math activities to understand factors that predict home math engagement in a sample of 34 parents. We then conducted semi-structured interviews with a sample of 15 parents to identify additional factors that relate to parents’ engagement in math activities with their young children. Results. We found that parents’ math anxiety predicted their reports of math activity frequency in the home, controlling for demographics as well as prior measures of math enrichment. Through qualitative analyses, we demonstrated considerable variability in the way that math activities are implemented and described by parents and identify a novel theoretical construct – parents’ goals for children’s math learning – which relates to parents’ practices. Conclusions. These results suggest that survey measures may fail to capture important heterogeneity in parents’ practices and that additional predictors such as parental goals should be explored in future quantitative research.  相似文献   

18.
Learning Plans     
Abstract

Learning plans are essential tools for field education. The development of a learning plan invests the student in the learning process by encouraging ownership. It alsoserves as a model to help students understand the contracting process used when engaging clients. A well thought out learning plan assures accountability and avoids problemsthat may arise resulting from unclear field expectations. Yet, many students and field instructors have difficulty in developing meaningful plans that truly relate to the social work educational experience. This paper provides a framework for developing a learning plan that includes an overview of the student, faculty advisor, and field instructor's roles and the process utilized. Working from broad comprehensive learning goals, cognitive and affective objectives are developed. This leads to specified tasks and evaluative standards. A sample format is presented to further assist students, faculty advisors, and field instructors to develop useful, instructive, and evaluative learning plans.  相似文献   

19.
Abstract

The schools‐industry movement advocates the development of greater industrial awareness in pupils through experiential learning methods. It follows that student teachers need to be prepared for this work in a similar way. Such experiential work, to be effective, needs to be reflective. The use of such ‘reflective practice’ is an important strategy in teacher education in its own right This paper explores these ideas in the context of an industrial simulation run in school, by students in Initial Teacher Training, involving local industrialists. Such an activity can play a valuable part in preparing such students for initiatives such as TVEI, and can enhance their personal and professional development. However, when several agencies are combining on a single project, they approach the activity with differing objectives. These need to be recognised in the planning, so that valid compromises can be achieved.  相似文献   

20.
Interest in the instructional application of virtual worlds, such as Second Life (SL), has grown substantially. However, little information is available about effective instructional activities using virtual worlds. This case study illustrates lessons learned from a pilot integrating SL into a two-semester English course at a large southwestern US university. A building activity was implemented in the first semester, and based on qualitative and quantitative formative evaluation results and additional planning, the instructional activity for the second semester was modified. These changes substantially enhanced students' learning experiences. Eight general and five discussion/debate-specific best practices discussed for implementing SL in college-level courses include capitalising on social interactions and establishing a clear connection of activities with learning objectives. This study demonstrates the importance of combining careful instructional design with ongoing assessment when implementing emerging technologies. It also indicates that course learning goals and students' needs should be considered first and foremost when adopting new technologies for instruction.  相似文献   

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