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491.
This study investigated 198 pre‐service teachers’ intrinsic and extrinsic motivation for becoming teachers and focused on the distinction between adaptive motives, which promote lasting and effective engagement, and maladaptive motives, which promote superficial engagement. We examined the relationships with teacher self‐efficacy, the quality of the teacher training programme, classroom teaching experiences and the time pre‐service teachers expect to spend in the profession. The analyses indicated that female pre‐service teachers and pre‐service teachers with higher prior ability showed more intrinsic adaptive motives. Intrinsic adaptive motives were positively related to the quality of the teacher training programme and the classroom teaching experiences. Pre‐service teachers with positive teaching experiences indicated greater teacher self‐efficacy. Pre‐service teachers with extrinsic maladaptive motives indicated having had negative teaching experiences and they intended to remain in the profession for shorter periods. Teacher self‐efficacy was positively related to the amount of time pre‐service teachers intended to remain in the profession. 相似文献
492.
Action plans have been shown to improve transfer of learning and have proven an effective tool in training evaluation. This study describes how action planning was simply and successfully adapted to a preexisting curriculum with few additional resources. The decision to use participant action planning, the administration of it, and the participants' and the sponsor's responses are discussed, along with suggestions for future human performance technology research. 相似文献
493.
长期以来,很多学者一直倡导指导教学的评价,即通过评估学生需求和监测其学习进展,适当地设计学习顺序,调整教学策略,改良学习计划,以便有效地促进学习目标的完成。本研究调查了形成性评价在美国中学科学课中的实施情况,并分析其对学生学习进步的影响。研究表明,教师都在努力使用形成性评价来指导教学,而学生取得的成绩各不相同。 相似文献
494.
John Windmueller Ellen Kabcenell Wayne Johannes Botes 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2009,21(3):285-301
This article uses a case study of the assessment of a graduate program in negotiations and conflict management as a springboard
for discussing several critical, but unanswered questions in our field. It raises questions regarding the lack of clear core
competencies and expectations regarding curricula at the graduate-level of peace and conflict studies programs, as well as
concerns over how educators in this field can or should assess their own work and train students for practice. It also addresses,
via a comparative case analysis in Tajikistan, the degree to which the competencies and pedagogical approaches in this field
are culturally bound. The picture that emerges from these case studies suggests that there have been important omissions in
the way that the varied educational programs and the larger peace and conflict studies field itself have developed thus far. 相似文献
495.
本文简要记载美国基础教育在改革大环境中对领导管理人员专业培训的需要,以皮博迪学院教育博士学位的定位框架和规格标准为例,在治学宗旨、办学对象、教学方式等方面综述当前美国学术界对教育博士的定位和改良的探讨,为中国高校探索教育领导管理专业学位的设置和发展提供参考. 相似文献
496.
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498.
Mobilising funds of identity in and out of school 总被引:1,自引:0,他引:1
Learning happens through participation in formal community events and informal community activities. However, learning activities that take place in and out of school are often not mutually recognised. Funds of knowledge projects foster new ways of exchanging learning experiences in and out of school. Funds of identity can be uncovered by teachers through the collection of artefacts, interests and practices that are valuable to children. Specifically, videos, photographs, self-portraits, bilingual texts, diaries or ‘shoeboxes of significant items’ are some of the resources that can be used to make a learner’s funds of identity more visible and tangible in the classroom. The main aim of this paper is to illustrate a number of resources and strategies that help to identify and mobilise funds of identity. These funds of identity are integral for educators in order to develop meaningful and contextualised lessons. 相似文献
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500.
Chelsea C. Ferk Beth L. Calder Mary Ellen Camire 《Journal of Food Science Education》2016,15(1):14-22
Foodborne illness is a global public health issue. Young adults may work in foodservice while they are university students, and their habits may later shape the practices and well‐being of their children. The objective of this study was to establish baseline data and assess the food safety knowledge of 18‐ to 26‐year‐old Univ. of Maine students. Demographic questions and the previously validated Food Safety Knowledge Questionnaire (FSKQ) were placed online. Of 123 people who responded to the email recruitment notice, 104 Univ. of Maine undergraduates aged 18 to 26 years completed the survey. The average score among all participants was 60% correct (53 points out of a possible 89 points). Survey questions that required participants to identify common sources of foodborne pathogens had the lowest average percent correct (31%). Less than 50% of participants were able to correctly identify several high‐risk foods, including sliced melon, raw sprouts, and unpasteurized fruit juice. Our findings indicate a need for educational programs for 18‐ to 26‐year‐old Univ. of Maine students in regards to common sources of foodborne pathogens and proper handling of fresh produce and that food safety knowledge among university students has not improved since publication of a national survey using the FSKQ in 2006. Effective educational programs are needed to ensure that young adults understand food risks and appropriate food handling practices. 相似文献