Do not forget learning transfer while crafting your learning and development initiatives. A research‐driven model allows your organization to adapt quickly and make real‐time adjustments to your learning strategy. 相似文献
This account of practice focuses on the delivery of Action Learning Sets in Swaziland and Malawi as part of a UK university's remote Master's degree teaching programme. It draws upon the experience of an Academic delivering the programme and the efforts made to refine the approach to action learning given time, understanding and resource challenges. The outcome of limited research on the benefits of Action Learning Sets is shared within this context. 相似文献
The idea that the educational needs of secondary school students are best met by providing them with learning experiences that are both intellectually challenging and connected to the world beyond the classroom underpins several recent pedagogical initiatives in Australia. However, such learning experiences are rarely found in practice. Many reasons for this have already been identified, but we suggest there may be another dimension to this problem. From our experience of trialling a similar pedagogical approach with Years 8 and 10 students, the participating teachers seemed to be struggling with a conceptual dilemma that interfered with creating learning experiences that are both intellectually challenging and relevant. We suggest this dilemma was generated by a dualistic framework of thinking and practice, endemic in education systems, which constructs academic rigour and relevance as incompatible with each other. We conclude that there is a need for more extensive teacher professional development in pedagogies which attempt to integrate intellectual rigour and relevance. 相似文献
The purpose of this article is to describe the current research base and identify research needs related to response to intervention (RTI) frameworks in primary-grade reading. Research is reviewed on early reading instruction and intervention, the implementation of multitiered reading interventions, and the determination of intervention responsiveness. Areas identified as in need of research include (a) the conditions under which early reading interventions are most effective in RTI contexts, (b) multitiered interventions for students with limited English proficiency, (c) reading instruction for students who make limited progress in Tier 3 intensive interventions, (d) criteria for determining intervention responsiveness, and (e) the effects of fully implemented RTI frameworks. Although RTI research may be expensive and difficult to implement, it may contribute to improved reading outcomes for many students who are otherwise at risk of serious negative life consequences. 相似文献
Alternative education programmes have acted as a disciplinary practice used by schools in Prince Edward Island (PEI), Canada, as a response to providing students, especially those identified with challenging behaviours, who do not fit into ‘mainstream’ schools.
This article highlights the emergence of alternative education in PEI and brings to light the complexities underpinning how a child with challenging behaviour is viewed. Through the use of Foucauldian genealogical analysis and critical discourse analysis, this research centres on the discourse of ‘alternative education’ and problematises how alternative education programmes have been put in place as a solution to the problem of the child with challenging behaviour in ‘mainstream’ schools as constituted in the 1990s in PEI, Canada.
Using data generated from educational policies, government documents, and interviews with educators who worked in alternative placements and practitioners who worked with students identified as having problematic behaviour, I propose that alternative education programmes are hybrid programmes emerging from an overlapping of understanding from ‘mainstream’ education and ‘special education’. 相似文献
This study used both quantitative and qualitative analyses to examine the influence of written arguments on learning in a
college level introductory biology class and the types of metacognition employed by students while writing. Comparison of
a treatment and control group indicates that the writing assignments used had minimal impact on overall content learning as
measured by conventional exams. Subsequent interviews and think-aloud protocols with a subset of students indicated that writing
arguments had the potential to foster learning through forward and backward search strategies. However, few of the students
took advantage of this opportunity to use metacognitive skills. This study suggests that preparing written arguments is not
sufficient, by itself, to have a reliable effect on student learning and is consistent with the view that students must be
explicitly taught when and how to use different metacognitive strategies. 相似文献
The characterization of cell viability is a challenging task in applied biotechnology, as no clear definition of cell death exists. Cell death is accompanied with a change in the electrical properties of the membrane as well as the cell interior. Therefore, changes in the physiology of cells can be characterized by monitoring of their dielectric properties. We correlated the dielectric properties of industrially used mammalian cells, sedimented over interdigitated microelectrodes, to the AC signal response across the chip. The voltage waveforms across the electrodes were processed to obtain the circuit impedance, which was used to quantify the changes in cell viability. We observed an initial decrease in impedance, after which it remained nearly constant. The results were compared with data from the dye exclusion viability test, the cell specific oxygen uptake rate, and the online viable cell density data from capacitance probes. The microelectrode technique was found to be sensitive to physiological changes taking place inside the cells before their membrane integrity is compromised. Such accurate determination of the metabolic status during this initial period, which turned out to be less well captured in the dye exclusion tests, may be essential for several biotechnology operations. 相似文献
This study investigated the effectiveness of a southern state??s department of education program to improve science achievement through embedded professional development of science teachers in the lowest performing schools. The Science Mentor Program provided content and inquiry-based coaching by teacher leaders to science teachers in their own classrooms. The study analyzed the mean scale scores for the science portion of the state??s high school graduation test for the years 2004 through 2007 to determine whether schools receiving the intervention scored significantly higher than comparison schools receiving no intervention. The results showed that all schools achieved significant improvement of scale scores between 2004 and 2007, but there were no significant performance differences between intervention and comparison schools, nor were there any significant differences between various subgroups in intervention and comparison schools. However, one subgroup, economically disadvantaged (ED) students, from high-level intervention schools closed the achievement gap with ED students from no-intervention schools across the period of the study. The study provides important information to guide future research on and design of large-scale professional development programs to foster inquiry-based science. 相似文献