Discriminating between Competent and Not Yet Competent Beginning Teachers: an analysis of principals’ reports     

Roy Ballantyne  Robert Thompson  Peter Taylor 《Asia-Pacific Journal of Teacher Education》1996,24(3):293-307

Principals’ written assessments of 50 high school teachers whom they judged competent for full registration and 32 whom they judged not yet competent and in need of an extended period of provisional registration were analysed in terms of the characteristics used to describe and determine beginning teacher competence. It was found that principals consistently refer to a narrow range of characteristics when describing competent beginning teachers and focus on an even narrower range in deciding whether or not full registration should be granted. Characteristics that describe approaches to teaching are used most often in this regard. While the majority of beginning teachers possess an adequate knowledge base in their subject area, success in the first year of school experience hinges on the ability to communicate such knowledge and concepts to students. The need for further refinement of the appraisal process, including professional development programmes for principals, is highlighted.  相似文献   

Book reviews     

Walter Uhsadel  Roy Shaw  D. Arn van Krevelen  Nicholas Hans  Ernst Simon  Joseph S. Roucek  Joseph D'haese  Otto Völcker  R. Durand de Bousingen  Hermann Röhrs 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1957,3(3):347-366

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MicroObservatory Net: A Network of Automated Remote Telescopes Dedicated to Educational Use     

Philip M. Sadler  Roy R. Gould  P. Steven Leiker  Paul R. A. Antonucci  Robert Kimberk  Freeman S. Deutsch  Beth Hoffman  Mary Dussault  Adam Contos  Kenneth Brecher  Linda French 《Journal of Science Education and Technology》2001,10(1):39-55

Many students have a deep interest in astronomy, but a limited opportunity to use telescopes to explore the heavens. The MicroObservatory Network of automated telescopes is designed to provide access to classroom teachers who wish their students to conduct projects over the World Wide Web. The intuitive interface makes it easy for even 10-year-olds to take pictures. Telescopes can be remotely pointed and focused: filters, field of view, and exposure times can be changed easily. Images are archived at the website, along with sample challenges and a user bulletin board, all of which encourage collaboration among schools. Wide geographic separation of instruments provides access to distant night skies during local daytime. Since first light in 1995, we have learned much about remote troubleshooting, designing for unattended use, and for acquiring the kinds of images that students desire. This network can be scaled up from its present capability of 240,000 images each year to provide telescope access for all US students with an interest in astronomy. Our WWW address is http://mo-www.harvard.edu/MicroObservatory/  相似文献   

Teaching Basic Science and Clinical Medicine at a distance: An Evaluation of Satellite Communication     

Charles W. Dohner  Elisabeth Zinser  Tom Cullen  M. Roy Schwarz 《Distance Education》1985,6(1):4-33

The evaluation plan arid preliminary results are reported for the ATS‐6 Satellite interactive telecommunication program for teaching at sites remote from an established medical school. The technical aspects of the system were seen as quite adequate and did not appear to substantially inhibit interaction. In the Fairbanks broadcasts analyzed, the average number of interactions ranged from 1.49 to 2.60 per minute. Ninety percent of the interaction flowed across the Satellite during Omak transmissions. Participants tended to initiate communication when they were on camera rather than when viewing their counterparts. Omak participants directed a higher percentage of the communication in student/resident programs (70%) than in faculty continuing education programs (59%). Interaction analysis indicated the categories of giving opinion, information, and suggestion were most frequent. Asking for opinion and suggestion occurred infrequently. The most frequent emotional expression was offering solidarity (e.g., reassurance), while there were exceedingly few expressions of disagreement, tension and antagonism. User acceptance of the system was determined to be very high. Participants with frequent exposure to the Satellite modality tended to have positive reaction. A significant difference in knowledge gain is reported in one of two basic science areas taught via Satellite as compared to regular instruction.  相似文献   

Media Commentary     

Roy Colquhoun 《Learning, Media and Technology》1996,22(1):55-57

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Perception of teaching competencies by administrators,faculty and students of Indian agricultural universities: an assessment of faculty training needs     

P. Ramesh  D. Thammi Raju  K. M. Reddy  P. Krishnan  Amit Biswas  T. Umamaheshwari 《The Journal of Agricultural Education and Extension》2019,25(4):337-359

Purpose: The study aims at finding out relevance and knowledge levels of selected teaching competencies as perceived by educational administrators, faculty and students, in order to assess the training needs of faculty of agricultural universities.

Methodology: Relevance and knowledge levels were tested through a teaching competency questionnaire developed and run on 292 respondents fitting into administrator, faculty and student groups. Needs Assessment Model by Borich [1980. “A Needs Assessment Model for Conducting Follow-up Studies.” Journal of Teacher Education 31 (3): 39–42] is used to identify training needs.

Findings: Results indicate differences in perceptions among groups towards teaching competencies. Prioritized training needs were identified which provide the content and direction for the development of faculty in-service educational programmes.

Practical implications: Faculty of agricultural universities need periodic in-service training programmes in order to improve their teaching competencies so that they become effective and competent teachers in the present educational environment.

Theoretical implications: The statistically validated methodological framework provides for capturing the perception of all stakeholders on the teaching competencies among the faculty members of Agricultural Universities in India, and offers a scope for scaling up the study for similar educational setting in the region.

Originality/value: The perception of students and administrators was also considered along with the self-perception of faculty about the relevance and knowledge levels of teaching competencies.  相似文献   

Toward a Learning Technologies knowledge network   总被引：3，自引：0，他引：3  

Roy D. Pea  Robert Tinker  Marcia Linn  Barbara Means  John Bransford  Jeremy Roschelle  Sherry Hsi  Sean Brophy  Nancy Songer 《Educational technology research and development : ETR & D》1999,47(2):19-38

The National Science Foundation-funded Center for Innovative Learning Technologies (CILT) is designed to be a national resource for stimulating research and development of technology-enabled solutions to critical problems in K-14 science, math, engineering and technology learning. The Center, launched at the end of 1997, is organized around four themes identified as areas where research is likely to result in major gains in teaching and learning, and sponsors research across disciplines and institutions in its four theme areas. CILT brings together experts in the fields of cognitive science, educational technologies, computer science, subject matter learning, and engineering. It engages business through an Industry Alliance Program and is also training postdoctoral students. CILT's founding organizations are SRI International's Center for Technology in Learning, University of California at Berkeley (School of Education and Department of Computer Science), Vanderbilt University's Learning Technology Center, and the Concord Consortium. Through its programs, CILT seeks to reach beyond these organizations to create a web of organizations, individuals, industries, schools, foundations, government agencies, and labs, that is devoted to the production, sharing and use of new knowledge about how learning technologies can dramatically improve the processes and outcomes of learning and teaching. This paper describes the rationale and operations of the Center, and first-year progress in defining a set of CILT partnership projects with many other institutions that came out of our national theme-team workshops. Roy Pea, of SRI International, is Director of CILT. Marcia Linn (U. California, Berkeley), John Bransford (Vanderbilt University), Barbara Means (SRI International), and Robert Tinker (Concord Consortium), serve as CILT's coprincipal investigators. Sherry Hsi (Ubiquitous Computing) and Sean Brophy (Technology and Assessment Models) are among the first group of CILT Postdoctoral Fellows. Jeremy Roschelle (SRI International) and Nancy Songer (University of Michigan) are CILT theme-team leaders. Roy Pea and Marcia Linn would like to thank the Spencer Foundation for support during their year at the Center for Advanced Study in the Behavioral Sciences, Stanford University, in which they developed the CILT concept with the other authors. CILT is funded by National Science Foundation grant #CDA-9720384. Pea and Linn would also like to acknowledge contributions to this article by the many authors of CILT partnership project proposals, and by theme-team leaders. The authors thankfully acknowledge Donna Baranski-Walker for her many contributions to developing the CILT Industrial Alliance Program while serving as its Director in 1998.  相似文献   

Principals’ Conceptions of Competent Beginning Teachers     

Roy Ballantyne  Robert Thompson  Peter Taylor 《Asia-Pacific Journal of Teacher Education》1998,26(1):51-64

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Talking into literacy     

Roy Corden 《Literacy》1998,32(3):27-31

In this article Roy Corden explores the view that the meaning of text is something readers construct by talking their way into. He illustrates some of the potential of appropriate, focused and well managed collaborative learning situations where children use their spoken language to develop literary skills and their awareness of language.  相似文献   

Motivational Factors and the Visitor Experience: A Comparison of Three Sites     

Jan Packer  Roy Ballantyne 《Curator: The Museum Journal》2002,45(3):183-198

Museums, art galleries, botanical gardens, national parks, science centers, zoos, aquaria and historic sites are important public learning institutions. The free‐choice learning offered in these settings is closely linked to visitors' intrinsic motivation, making it important to understand the motivational factors that impact on visitors' experiences. This paper presents data from a questionnaire administered to visitors at three sites: a museum, an art gallery, and an aquarium. Similarities and differences among the sites are reported in relation to visitors' expectations, perceptions of learning opportunities, engagement in motivated learning behaviors, and perceptions of the learning experience. The importance of learning to museum visitors and the unique opportunities and challenges of the museum in relation to other educational leisure settings are discussed. The authors argue that the study of motivational factors might contribute to the development of a common theoretical foundation for interpretation in museums and other informal learning settings.  相似文献