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1.
Stephanie L. Knight Dawn Parker Whitney Zimmerman Atman Ikhlief 《Learning Environments Research》2014,17(1):29-47
Recently, Qatar established educational reform in charter (independent) schools focusing on curriculum standards, student-centred teaching, standards-based assessment, English as the language of instruction, and extensive professional development. A primary area of emphasis was the creation of student-centred mathematics and science classrooms characterised by inquiry and active student participation. The purpose of this study was to investigate differences in the learning environments of Qatari mathematics and science classrooms at two levels: in higher- and lower-performing Qatari schools implementing the recent Education for a New Era reform elements; and in classes of teachers who experienced professional development focused on student-centred teaching strategies and those who did not. Participants included teachers and students in 47 grade 3 and 4 mathematics and science classrooms. Classroom observations were conducted and student learning environment surveys were administered at the beginning and end of the semester. Results indicated low levels of student-centred instruction, despite significant improvement over time. Few differences by level of school performance or professional development participation existed. However, Personalisation emerged as a key learning environment variable related to teachers’ implementation of student-centred instruction. 相似文献
2.
Whitney Alicia Zimmerman Stephanie L. Knight David E. Favre Atman Ikhlef 《Teacher Development》2017,21(2):324-345
Qatar is undergoing major educational reform that is shifting its educational policy toward an instructional orientation grounded in constructivism and student-centered instruction. Differences in cultural conceptions of knowledge acquisition and the purpose of education are examined to highlight challenges to Qatar’s reform implementation efforts. Self-efficacy theory is reviewed to provide a theoretical framework for our examination of the adequacy of professional development to impact teacher efficacy for implementing reform-based teaching practices. Teaching behaviors in line with the reform and teacher efficacy were quantitatively measured before and after professional development for treatment and control groups. Regression methods were used to examine the impact of professional development on the relationship between teaching behaviors and teacher efficacy. Results indicate a significant interaction effect; for teachers who received the training, the relationship between behaviors and teacher efficacy was negative, while for teachers in the control group this relationship was positive. Implications of the findings for teacher efficacy and professional development are discussed. 相似文献
3.
Mazen El-Masri Ali Tarhini 《Educational technology research and development : ETR & D》2017,65(3):743-763
This study examines the major factors that may hinder or enable the adoption of e-learning systems by university students in developing (Qatar) as well as developed (USA) countries. To this end, we used extended Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) with Trust as an external variable. By means of an online survey, data were collected from 833 university students from a university in Qatar and another from USA. Structural equation modelling was employed as the main method of analysis in this study. The results show that performance expectancy, hedonic motivation, habit and trust are significant predictors of behavioural intention (BI) in both samples. However, contrary to our expectation, the relationship between price value and BI is insignificant. Our results also show that effort expectancy and social influence lead to an increase in students’ adoption of e-learning systems in developing countries but not in developed countries. Moreover, facilitating conditions increase e-learning adoption in developed countries which is not the case in developing countries. Overall, the proposed model achieves an acceptable fit and explains its variance for 68% of the Qatari sample and 63% of the USA sample. These results and their implications to both theory and practice are described. 相似文献
4.
Douglas J. Palmer Hissa M. Sadiq Patricia Lynch Dawn Parker Radhika Viruru Stephanie Knight 《The Journal of educational research》2016,109(4):413-423
Qatar initiated a K–12 national educational reform in 2001. However, there is limited information on the instructional practices of the teachers in the reform schools. This project was an observational study of classrooms with a stratified random sample of the first six cohorts of reform schools. Specifically, 156 classrooms were observed in 29 reform schools. Instructional differences were noted in schools with different gender of students and were moderated by school level. Implications of findings were discussed pertaining to implementation of the Qatar national reform and professional development needs of teachers. 相似文献
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构建学生自主管理的开放型项目教学新环境 总被引：1，自引：1，他引：0
开放型项目教学是一种针对当前教育改革的需要和高质量培养应用型人才而提出的新型教学模式。该教学模式构建是在建构主义学习理论下,将专业实验室兼作开放型项目教学实践基地。为开放型项目教学提供新的环境,由学生自主管理,解决了存在的众多弊端,提高了教学资源利用率,顺应了教育改革与发展的要求。同时,也增强了培养学生的自主管理研究能力。 相似文献
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以机械产品数字化设计制造人才培养模式改革实践经验为基础,以深化教学改革,大力培养职业技能人才,为企业输送合格的高技能型人才作为课程改革的研究方向。对机械产品设计课程的工学结合、顶岗实习和教、学、做相结合等教学模式进行了分析和探讨,为提高学生就业能力、培养学生职业素质和可持续发展能力打下良好的基础。 相似文献
8.
随着基础教育新课程改革和义务教育经费保障机制改革的全面实施,基础教育教师的素质及专业发展,已成为社会各界关注的焦点。高等师范院校《英语教学法》在师范教育课程设置中占有重要地位,许多师范院校正在进行师范课程的整改,以培养具有先进教学理念的创新型教师。应采用案例教学模式,选取合适的教学案例进行课堂分析、讨论与实践,通过探究性学习方式的运用,使英语师范生从表面层次的理论知识学习向深层次上的教学理念的形成,进而为其教师职业技能的发展奠定良好的基础。 相似文献
9.
Maha Ellili-Cherif Michael H. Romanowski Ramzi Nasser 《International Journal of Educational Development》2012
In 2001, the Government of Qatar began a comprehensive education reform (Education for a New Era) based on RAND's recommendations and options for building an educational system that would meet the country's changing needs. Nine years later, Qatar's educational landscape has significantly changed. Among these changes is the introduction of Professional Standards for teacher and school leaders and Qatar's first system for the registration and licensing of teachers and school leaders that are directly linked to the professional standards. This study seeks to analyze school leaders’ perspectives regarding the Qatar National Professional Standards for Teachers and School Leaders and the recently introduced accompanying licensure system. The study reports results from questionnaires addressed to 74 school leaders. These findings illuminate problematic issues and indicate that these policies use ambiguous terminology and procedures, ignore local educators’ input, and provide unrealistic expectations of society, lack consistency and created resistance on the part of educators. Discussion is provided that centers on the implications of importing educational products and the need to take into account the local culture in implementing these products. 相似文献
10.
在护理教学中不断地深化课程改革,坚持以技能型专业人才培养为目标,根据护理岗位的需求整合课程教学内容,改进教学方法,探索课堂与实习地点一体化的教学模式;通过改善教学条件,大力培养双师型教师队伍,积极开展教学研究解决课程教学中的重点难点l'1题,将护理专业核心课程<成人护理>打造成省级乃至国家级精品课程. 相似文献
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数字时代技术如何推动教育变革是教育信息化的重要主题,也是六届EDUsummIT国际峰会的主线。该峰会是一个由全球相关研究者、教育从业者和政策制定者共同参与的国际化的知识建构社区。“TWGs知识建构社区模式”是该峰会的独特模式。中心议题呈现出连续性、应景性、发展性等特征。教育系统重组、正式学习与非正式学习、教师专业发展是三个重要核心议题。获得的启示是:借鉴峰会专题工作组模式和成果,重视理论与实践的有机结合,助力我国教育信息化推进实施,深入探究技术促进教育变革的路径,以全球视野拓展我国教育技术学研究。 相似文献
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在护理教学中不断地深化课程改革,坚持以技能型专业人才培养为目标,根据护理岗位的需求整合课程教学内容,改进教学方法,探索课堂与实习地点一体化的教学模式;通过改善教学条件,大力培养双师型教师队伍,积极开展教学研究解决课程教学中的重点难点问题,将护理专业核心课程《成人护理》打造成省级乃至国家级精品课程。 相似文献
13.
教师专业化成为世界教师教育改革、发展的趋势和潮流,现代教师教育发展要求教师成为一种职业,每种职业在不同专业领域有不同的发展途径。学前教育专业的教师由于培养对象的特殊性,其发展途径离不开学校的培养和自身的努力,更离不开幼儿园的实践教学。 相似文献
14.
校本研修与农村学校开展校本研修的现实意义 总被引：2，自引：0，他引：2
朱凯 《连云港师范高等专科学校学报》2007,(2):59-65
校本研修是以教师任职所在学校为基本场所,以促进本校教师、学生和学校的发展为本,以结合本校和教师本人的教育改革实践开展研究性学习为基本方式,以建立教师为主体、包括专业人士和学校领导在内的学习型组织为交流平台,以改善教师的教育行动为直接目标,以提高教师的专业修养水平和教育质量为根本目的,促进教师自主成长的一种教师教育形式.在农村学校开展校本研修活动,可以有效地变革传统教研文化的弊端,是实现农村教师专业发展的有效载体,是创造性实施新课程提高教育质量的制度保障,是实现农村学校有特色可持续发展的重要支撑. 相似文献
15.
This paper explores child disciplinary methods used by parents in Qatar and Palestine. In this study ICAST-P, an internationally recognized tool, was used with mothers reporting on one of their children up to their 12th birthday. It questions about disciplinary methods: nonviolent; physical: moderate and severe; and psychological methods that had been used in the previous year on the index child in the family. A comparative national cross-sectional household survey of mothers aged 25–50 years old was conducted in both Qatar and Palestine, both Arabic Muslim states, but with very different socio-economic and political contexts that place Qataris in a much more advantageous position. Our results show that the 1299 Palestinian mothers interviewed were younger, had more children and less education compared to the 1018 Qatari mothers. Fewer mothers from Palestine were working. The index child in Palestine tended to be younger with 60% being under 5 years, while 73.7% of Qatari children were over 5 years of age. Severe physical disciplinary methods were reported significantly more often, in Palestine, e.g. Kicking the child (P value < 0.001), using hand or pillow to prevent breathing (P value < 0.001) and hitting child with object or fist (P value < 0001). Moderate as well as psychological disciplinary methods were also significantly higher among Palestinian mothers (P value < 0.001). Our results suggest that challenging circumstances that Palestinian mothers experience, as compared to their Qatari peers, are associated with greater prevalence of the harsher forms of discipline. Our findings have policy implications and preventative strategies for child maltreatment in both countries. 相似文献
16.
《Journal of educational and psychological consultation》2013,23(1):23-40
The need for improved collaboration among educators in the schools has been repeatedly documented in both first wave (legislated learning) and second wave (empowerment/school restructuring) education reform movements. This article describes the role of educational collaboration as one important key to professional sharing of best practices in the restructuring of schools. Critical issues and practical strategies for developing and implementing this shared planning, decision-making, and problem-solving process are discussed. The importance of operationally defining educational collaboration as it is to be implemented in each individual school is emphasized. issues and strategies for developing school norms that support educational collaboration, including redefining and clarifying professional roles, systematic staff training and support, developing organizational structures for collaboration, and providing professionals with adequate time for collaboration, are reviewed and critiqued. 相似文献
17.
Bonnie K. Nastasi 《Journal of educational and psychological consultation》2013,23(3-4):295-312
The 2002 Future of School Psychology Conference called for reform of current models of professional school psychology, including a paradigm shift toward a public health model of practice. This article explores the role of school psychologists in efforts to achieve an integrated public health and public education model for delivering comprehensive school-based mental health services. Building on expertise as psychological and educational consultants, school psychooogists can play a unique role in facilitating the necessary systemic reform and capacity building for comprehensive mental health service delivery. This revised role requires redefining school-based consultation to include consultation for capacity building, and rethinking professional preparation to ensure expertise in public health models, inter-agency and interdisciplinary collaboration, participatory action research, and comprehensive service delivery. 相似文献
18.
教师专业发展是21世纪国际教师教育改革实践创新的大趋势。教师专业发展离不开教师的实践活动,教育活动在本质上是一种教师与学生之间特殊的交往实践,是教师和学生双方互动的过程。教师的实践性知识、教学能力、教学机智、教育观念以及职业认同感和幸福感均来自于教师自身的教育实践。教师可以通过交往性实践和反思性实践来实现自身的专业发展。 相似文献
19.
农村教师专业发展:教育学改革的实践取向 总被引：4，自引：0，他引：4
基于地方高校的教师教育目标与教育学课程的特性,针对教育学理论脱离农村基础教育教师实际的突出问题,以促进农村教师专业发展为实践取向,进行教育学教材内容和教学方法改革,从中探索教育学理论与农村教师专业发展实际紧密结合的新路子,构建教育学教学结合农村教师专业发展实际开展职前培养与在职培训一体化的新模式。同时,提出教育学改革的这一实践取向,要适应拓展农村教师培养方向和提升培养层次的新需求。 相似文献
20.
唐恒钧 《湖州师范学院学报》2014,(8):104-108
教育实习是师范生专业素质发展的重要载体,顶岗实习与混合编队实习是两种新型的实习模式,但目前还缺乏师范生在这些实习模式中如何开展教学探索、受到哪些因素影响等问题的研究.通过对1名顶岗实习师范生和1名混合编队实习师范生的对比质性分析,归纳出两种实习模式的教学探索模式,并从社会学的视角分析了影响教学探索的因素. 相似文献