Das Volksbildungswesen der Sowjetunion (UDSSR)     

Aleksej I. Markuševič 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1970,16(3):381-384

Ohne Zusammenfassung  相似文献   

Inclusive practices at the teacher and class level: the experts’ view     

Edvina Bešić  Lisa Paleczek  Mathias Krammer  Barbara Gasteiger-Klicpera 《欧洲特需教育杂志》2017,32(3):329-345

One concern for teachers and schools is how to implement inclusion. This paper examines its implementation at the teacher and class level in Styria, (a state in Austria). To do so, a qualitative study with expert interviews was conducted. Twenty-five experts from seven schools and four Centres for Inclusion and Special Education were interviewed. This paper highlights four areas: (1) teachers’ attitudes; (2) co-teaching; (3) individualised instruction; and (4) classroom composition. The results showed that for the inclusion process to be successful, positive attitudes towards inclusion of children with special educational needs are critical. Furthermore, negative attitudes towards inclusion can change if resources and support systems are available. Like every change process, high reliability is necessary to promote inclusion. The special education teacher was seen as an important resource, thus meaningful cooperation between the general and special education teacher was considered as a first step in implementing inclusive education. The use of differentiated teaching methods, along with individual initiatives, were other indispensable practices. According to the experts, these differentiated teaching instructions are implemented better in heterogeneous classrooms, meaning that a classroom composition that corresponds to the normal heterogeneity of the student population is seen as an essential part of teaching.  相似文献   

The influence of experience on pre-service and novice teachers – the Croatian perspective     

Alma Škugor  Marija Sablić 《欧洲师范教育杂志》2018,41(2):157-168

This paper researches students’ and teacher trainees’ personal experience of student-centred teaching during their education in grades 1–4 of primary school. The questionnaire comprised 45 statements and was completed by 403 primary school teacher trainees and 535 students (future teachers) at Faculties of Teacher Education in Croatia. The research results show that students do not have sufficient prior experience that they could use as inspiration in their future teaching practice and that in the course of their education they were mainly exposed to traditional approach to teaching. The majority of teacher trainees are aware of the importance of student-centred teaching although they cannot fully give up the control of students and educational process. This research opens up the issue of a paradigm change within the teaching system and education in Croatia as well as the issue of changes within education and professional development of teachers.  相似文献   

Change Readiness among Teaching Staff at Anadolu University,Turkey     

Yavuz Akbulut  Abdullah Kuzu  Colin Latchem  Ferhan Odabaşi 《Distance Education》2007,28(3):335-350

Turkey’s Anadolu University is one of the world’s largest mega‐universities. It is engaged in strategic planning in response to changes in the expectations of the Turkish Higher Education Council and the community at large. In re‐examining its vision and strategic directions, Anadolu University needs to be informed on the knowledge, skills, and attitudes of its teaching staff, and the systems and support needed to assure their change readiness. This article examines the literature of organizational and educational change and its implications for the university. It reports on a study based on the relevant constructs from the literature and is designed to gauge the extent and nature of teaching staff knowledge, skills, practice, and research in educational and technological change, motivating and de‐motivating factors, change adopter types, and perceptions of the organizational climate for change. It considers the implications of these findings and draws conclusions about what would be needed to improve staff readiness for change.  相似文献   

Can narrative cutscenes improve home learning from a math game? An experimental study with children     

Tomáš Sýkora  Tereza Stárková  Cyril Brom 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):42-56

Little is known about the instructional effects of narrative framing elements in child learning games. In this study, second and third graders (M_age = 8.24) played one of two versions of a successful, commercial mathematical learning game at home for 2 weeks (N = 95; between-subject design). The versions differed in the presence/absence of a background story conveyed through comic cutscenes at the beginning and the end of the game. Results showed that children played the game intensively in both conditions: despite not being forced to do so. Plus, they also learned from the game. As expected, children assigned to the cutscenes condition interfaced with the cutscenes. However, no between-group difference was detected in pre-post learning gains, parent-reported engagement, self-reported enjoyment, time spent with the game and the number of solved in-game tasks (all |ds| < 0.29). Altogether, no advantage or disadvantage from the narrative comic cutscenes was revealed.  相似文献   

School-level facilitators of inclusive education: the case of Serbia     

Dragica Pavlović Babić  Eben Friedman 《欧洲特需教育杂志》2018,33(4):449-465

Relying on Bronfenbrenner’s ecological model, this paper attempts to identify school-level factors that contribute to effective implementation of inclusive education. We also explored how government policy, with emphasis on individual education plans, school teams, Roma assistants and inter-sectorial committees, is implemented at the school level. Qualitative data were collected from various informants (students, parents, teachers, school associates, Roma assistants and local community representatives) in five schools selected on the basis of regional distribution and success in supporting diverse student needs. Two core categories of school-level facilitators were generated: inclusive practices and inclusive culture. Within the first category, which refers to concrete actions and relationships in the school and local community, five themes emerged: individualisation and use of individual education plans; cooperation between teachers and school inclusive education expert team; cooperation with internal and external specialists; cooperation with parents, and cooperation with the local community. The second category, which reflects beliefs, values and implicit school norms, was further divided into five subcategories: willingness for life-long learning; proactive stance; sense of teamwork; sophisticated personal philosophies of development and learning; and acceptance of difference. We concluded that successful schools have developed into professional learning communities. Finally, recommendations for improving relevant practices were provided.  相似文献   

Joseph Calasanz (1557–1648)     

Josep Domènech i Mira 《Prospects》1997,27(2):326-339

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Lev S. Vygotsky     

Ivan Ivić 《Prospects》1994,24(3-4):761-785

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Preparing inservice elementary science teachers: The role of the instructor’s site observations     

Dr. Iris M. Riggs 《Journal of Science Teacher Education》1995,6(1):20-26

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《高等数学》课中思维能力的培养     

刘鸿基 《河南广播电视大学学报》2003,16(3):63-63,65

《高等数学》是高等院校理工科专业的重要基础课之一，对于培养学生的数学思维方法、提高学生分析、解决问题的能力举足轻重。本文结合教材，围绕课堂教学就有关数学思维能力的培养予以讨论。  相似文献