企业培训中成人学习策略的质性研究   总被引：1，自引：0，他引：1  

张秀梅 《现代远程教育研究》2009,(2)

企业培训中,成人如何在自定步调的、基于技术的课程中(这些课程与他们的工作或企业现行的任务相关)学习,特别是成人学习者如何使用以下学习策略:先前经验、反思、元认知、对话、生成式学习策略和亲身体验.基于近期开展的博士论文研究,发现元认知仍是最为重要的策略.也就是说,知识建构不仅始于元认知,而且在整个过程中由元认知来维系.本研究也揭示了在诸多学习策略中,学习者使用最多的策略是元认知策略.在自.定步调的、基于技术的培训中,经常使用谈话的学习者更喜欢对话和讨论.  相似文献   

Teaching sex: the shaping of adolescence in the 20th century. [Review of: Moran, J.P. Teaching sex: the shaping of adolescence in the 20th century. Cambridge, Mass.: Harvard U. Pr., 2000     

Blount JM 《History of education quarterly》2003,43(4):610-615

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Purposeful Tensions: Lessons Learned from Metaphors in Teacher Candidates' Digital Stories     

Tammi R. Davis  Jackie Sydnor  Sharon Daley  Linda Coggin 《The Teacher Educator》2017,52(4):291-307

This collective case study examines how two teacher candidates' digital story projects created in literacy methods courses made visible their negotiated and evolving visions of teaching and learning. The digital stories were created to show and describe their future literacy classrooms. Using metaphoric analysis, the researchers uncovered the implicit metaphors of teachers and students present in each of the teacher candidates' digital stories. Looking across these metaphors, tensions and alignments between how the teacher candidates envisioned the role of teacher and the role of student and how these relate to prominent models of education including Industrial and Inquiry models are apparent. Implications for practice include modifications made to literacy methods courses to support teacher candidates to begin the negotiation of their professional identities as they explore multiple experiences of teaching and learning. These modifications include: (a) prompting teacher candidates to see themselves as readers, writers, and inquirers; (b) modeling and experiencing inquiry in teacher education coursework; and (c) providing opportunities for teacher candidates to experience purposeful tensions within their teacher education classes.  相似文献   

Artful Dodgers: an arts education research project in early education settings     

Nóirín Hayes  Jackie Maguire  Lucie Corcoran  Carmel O’Sullivan 《Irish Educational Studies》2017,36(2):203-219

Artful Dodgers is an arts education project developed by two artists and delivered in two early years settings located in two areas of urban disadvantage. It is a music and visual arts programme designed and implemented with early years teachers of children aged 3–5 years. It explored whether the provision of high-quality arts experiences could enhance children’s emerging literacy and numeracy. A novel ‘artist in(formed) residency’ model was developed within a unique arts education research design. Piloting a tripartite relationship between researchers, artists and early years teachers, this study was situated within a qualitative action research paradigm, with both artists located in both services weekly over a 12-week period. The evaluation of the programme indicates changes in pedagogical planning and style in the early years teachers over the period of the artists’ residency. Their language became more reflective and their practice incorporated a wider and richer range of materials; there was greater evidence of more child-led activities and unstructured play opportunities over the duration of the study. The data suggest that children’s social, cooperative and communication skills were enhanced. Recommendations have implications for the professional development of artists and teachers working in early years settings.  相似文献   

A cognitive strategy instruction to improve math calculation for children with ADHD and LD: a randomized controlled study     

Iseman JS  Naglieri JA 《Journal of learning disabilities》2011,44(2):184-195

The authors examined the effectiveness of cognitive strategy instruction based on PASS (Planning, Attention, Simultaneous, Successive) given by special education teachers to students with ADHD randomly assigned by classroom. Students in the experimental group were exposed to a brief cognitive strategy instruction for 10 days, which was designed to encourage development and application of effective planning for mathematical computation, whereas the comparison group received-standard math instruction. Standardized tests of cognitive processes and math achievement were given at pretest. All students completed math worksheets throughout the experimental phase. Standardized achievement tests (Woodcock-Johnson Tests of Achievement, Third Edition, Math Fluency and Wechsler Individualized Achievement Test, Second Edition, Numerical Operations) were administered pre- and postintervention, and Math Fluency was also administered at 1 year follow-up. Large pre-post effect sizes were found for students in the experimental group but not the comparison group on math worksheets (0.85 and 0.26), Math Fluency (1.17 and 0.09), and Numerical Operations (0.40 and -0.14, respectively). At 1 year follow-up, the experimental group continued to outperform the comparison group. These findings suggest that students with ADHD evidenced greater improvement in math worksheets, far transfer to standardized tests of math (which measured the skill of generalizing learned strategies to other similar tasks), and continued advantage 1 year later when provided the PASS-based cognitive strategy instruction.  相似文献   

The 'Gender Dimension' of both the 'Narrow' and 'Broad' Curriculum in UK Higher Education: Do women lose out in both?     

Barbara Bagilhole  Jackie Goode 《Gender and education》1998,10(4):445-458

This article draws on data from a qualitative research study undertaken in an old UK university. The main aim of the study was to measure the impact of gender issues on the university campus, an important part of which was the issue of the curriculum. Individuals were found to operate either a 'narrow' or 'broad' definition of the term 'curriculum'. In either case, there was found to be a 'gender dimension' involved. In male-dominated disciplines a 'narrow' definition of the term 'curriculum' was predominantly in use-appropriate discipline content and an unproblematic body of knowledge, which is to be transferred to students largely by lecturing. The difficulties to be overcome in order to undertake a gender-sensitive evaluation of the curriculum in these departments stemmed from the evaluations of the staff of what the problem was and where it was located. In disciplines that accepted a broader definition, which included the 'informal' curriculum, the gendered division of labour in the domestic sphere was repeated in the university, with the result that the division 'rational/emotional' became an aspect of the masculine/feminine divide. Men as well as women felt that men were less inclined to undertake the emotion work involved in supporting student learning. In this male-dominated society, 'emotion work' such as the pastoral support of students remained virtually invisible, and went largely unrewarded.  相似文献   

The North Carolina Child Care Corps: The role of National Service in Child Care     

Deborah J. Cassidy  Susan A. Hicks  Alice Henderson Hall  Dale C. Farran  Jackie Gray 《Early childhood research quarterly》1998,13(4):589-602

The purpose of the present study is to document the impact of training and ensuing experience on the knowledge, beliefs, and practices of AmeriCorps national service volunteers in child care classrooms. The North Carolina Child Care Corps (NCCCC) combined federal (AmeriCorps) and state (Smart Start) dollars in the state of North Carolina to improve existing teacher-child ratios by providing trained teachers for child care centers. Participants (Corps members) in the project received four weeks of intensive training in child development and early childhood education and were then assigned to child care classrooms in counties receiving Smart Start funding in five regions of the state. Corps members did not replace existing staff, but were added as assistant teachers above and beyond the mandated teacher-child ratios. Results from Year One of the project indicate that the NCCCC was successful in training Corps members in the areas of child development and early childhood appropriate practices. However, Corps members showed a decline in the appropriateness of their interactions with children after nine months of service in child care classrooms. Implications concerning the use of AmeriCorps volunteers to improve the quality of child care are discussed.  相似文献   

PCC’s Work on URIs in MARC     

Jackie Shieh 《Cataloging & classification quarterly》2020,58(3-4):418-427

Abstract

In 2015, the PCC Task Group on URIs in MARC was tasked to identify and address linked data identifiers deployment in the current MARC format. By way of a pilot test, a survey, MARC Discussion papers, Proposals, etc., the Task Group initiated and introduced changes to MARC encoding. The Task Group succeeded in laying the ground work for preparing library data transition from MARC data to a linked data, RDF environment.  相似文献   

Community benefits of major sport facilities: The Darebin International Sports Centre     

Jackie Grieve  Emma Sherry 《Sport Management Review》2012,15(2):218-229

Community benefit is a term used frequently in an Australian government context to justify the construction of sport facilities that require initial and ongoing financial support from the community. The purpose of this research is to investigate the community benefit derived from the development of a new sport facility, in this case the Darebin International Sports Centre (DISC), Melbourne, Australia and examine community (user) perceptions to verify claims that the venue delivers a range of community benefits. Interviews were undertaken with both facility users and key stakeholders at the venue, and the data was qualitatively analysed to identify specific incidents and coded into concepts to identify predominate themes or patterns: social/psychic impacts; community visibility and image impacts; developmental impacts and political impacts. The findings of this study indicate that, from a user perspective, DISC provides an extensive range of noneconomic benefits such as increased accessibility, exposure, participation and success. The majority of facility users stated that the development of DISC has had a positive effect on their sport, sporting community and sporting experience.  相似文献   

Australian English‐language textbooks: the gender issues     

Jackie F.K. Lee  Peter Collins 《Gender and education》2009,21(4):353-370

This paper examines the nature and extent of gender stereotyping, both linguistic and pictorial, in a set of 10 Australian English‐language textbooks for intermediate learners. In order to determine how accurately the books reflect the status of women in contemporary Australian society a content and linguistic analysis was conducted, focusing on, amongst other things, the ratio of male to female characters, the portrayal of women and men in social and domestic settings, the use of gender‐inclusive expressions, and the ordering of items in female/male symmetrical constructions. Despite the generally high level of sensitivity to gender issues displayed by most of the writers, the findings suggest that the ideal of a truly balanced treatment of men and women has yet to be achieved.  相似文献