Teacher perceptions of the goals of effective school reform and their own role in it   总被引：1，自引：1，他引：1  

Jana Kalin  Milena Valenčič Zuljan 《Educational studies》2007,33(2):163-175

The role of the teacher in the modern school system is increasingly important and complex. A teacher needs a high level of professional knowledge and autonomous decision‐making when faced with professional challenges. The curricular reform in Slovenia has encompassed several areas of teachers’ professional activities. This paper establishes that declarative goals by themselves are not enough for successful introduction of reform, as the achievement of reform goals in practice is highly dependent on teacher perceptions and how actively they are involved in all phases of the reform. The empirical study examined how teachers understand the main aim of the reform, and how they evaluate their own level of competence in areas which have gained in importance as a result of the reform. The study included 468 primary and grammar school teachers. The results show that teachers have a fairly narrow view of the goals of the reform. The categories stressing a more active and responsible role of the learner (in line with modern models of instruction and learner‐centred paradigms of curriculum development) did not rank highly. The study also points at areas where teachers need additional training. The importance of quality teacher education at pre‐service and in‐service levels is stressed as a pillar of effective school reform.  相似文献   

Automatic conceptual encoding of printed verbal material: Assessment of population differences     

Daniel W. Kee  Susan Y. Nakayama  Maria Cervantes  Jana D. Osaze 《Contemporary educational psychology》1984,9(1):74-83

The release from proactive interference task was used to investigate categorical encoding of animal and clothing items with fourth grade low-socioeconomic status black and middle-socioeconomic status white children. The print mode of verbal presentation and an ordered recall requirement were used in order to provide hospitable conditions for the detection of population differences. The results indicated parity in buildup and release from proactive interference for the two populations. The results of this study, consistent with previous estimates of release from proactive interference for these groups (e.g., D. W. Kee & L. Helfend, Journal of Educational Psychology, 1977, 69, 344–348; S. Y. Nakayama & D. W. Kee, Journal of Educational Psychology, 1980, 72, 386–393), indicate that low-socioeconomic status black and middle-socioeconomic white children do not differ in automatic conceptual encoding. Conceptual encoding differences, however, have been detected between these populations when the free recall method has been used. Thus, discussion of the present results includes a consideration of factors which may be responsible for population differences in free recall performance and preliminary evidence on this issue is provided.  相似文献   

Sources of shifts in pre-service teachers’ patterns of attention: the roles of teaching experience and of observational experience     

Adrian Simpson  Naďa Vondrová  Jana Žalská 《Journal of Mathematics Teacher Education》2018,21(6):607-630

A key requirement of successful initial teacher education is the development of professional vision, which includes shifting attention to features of the situation relevant to the specialized goals of teaching. Existing research hints at the value of targeted video-based courses in the development of professional vision, but often raises questions about the sources of shifts in the pattern of attention. We argue that existing work makes it difficult to distinguish whether shifts seen across video interventions are the results of the intervention, teaching experience, or methodological issues with the unbalanced use of videos in the data collection in these studies. Our first study suggests pre-service teachers’ teaching practice experience does not notably affect attention, but that choice of video does. Our second study addresses the methodological issues and suggests that we may discount different or unbalanced videos as a source of the shifts in the pattern of attention. Finally, by introducing a new synthesis of the results in the literature, we identify a previously hidden key distinction between studies and suggest reasons why different studies have shown different results in this area.  相似文献   

Elder Brothers of the University: Early Vice Presidents in Late Nineteenth-Century Universities     

Jana Nidiffer  Timothy Reese Cain 《History of education quarterly》2004,44(4):487-523

If he may not be called the Father of the University of Illinois, he was at least its elder brother, intimately acquainted with its aims, character, and history, the depository of traditions, the friend, counselor, guide, and trusted confident of its successive presidents and of its trustees… long may he live in these halls and on this campus, in memory, in spirit, in example, and in gratitude and honor of all good men.  相似文献   

Provoking Points of Convergence: Museum and University Collaborating and Co‐evolving     

Nadine Kalin  Kit Grauer  Jill Baird  Cheryl Meszaros 《The International Journal of Art & Design Education》2007,26(2):199-205

This article outlines art education courses undertaken in museum and gallery contexts as a component of the Certificate Programme in Visual and Material Culture within the University of British Columbia's Department of Curriculum Studies. With the creation of this programme and through the forging of relationships with area museums, unique ways have evolved for graduate students from diverse areas of education and art teacher education candidates to interact with works of art, museum professionals, artists, and the museum space itself. The purpose of these courses is to use museum and gallery settings as sites to test ideas, critique educational programmes, and advance new approaches for teachers to use museums in more creative and integrated ways in their teaching while expanding theoretical knowledge and interpretive repertoires. Through participating in this collaborative venture we have learned that when you invite teachers into museums, make efforts to increase their comfort within these spaces, while recognising what interpretive insights they offer as active participants in museum discourses, points of convergence between teachers, universities, and museums are formed.  相似文献   

Survey of residential and day schools for deaf students in the United States that identify themselves as bilingual-bicultural programs     

LaSasso C  Lollis J 《Journal of deaf studies and deaf education》2003,8(1):79-91

The purpose of this survey was to determine how many residential and day schools for deaf and hard-of-hearing students in the United States described themselves as bilingual-bicultural (BiBi) programs and to describe characteristics of those programs related to initial implementation, whether a single language (e.g., English or ASL) is promoted as the first language (L1) and the language of instruction for all deaf students, how English is conveyed conversationally to deaf students, the quality of ASL abilities of BiBi instructional and support staff; general characteristics of the curriculum and the specific reading and bicultural components of the curriculum; and characteristics of research being conducted to establish the efficacy of BiBi methods. Ninety-one percent (n = 71) of the 78 day and residential schools listed in the 1998 Directory of the American Annals of the Deaf participated in the survey, with 19 schools identifying themselves as BiBi. These included 16 residential schools and 3 day schools. Depending on the source for numbers of students in residential and day schools at the time of the survey, between 36% and 40% of students were in programs that identified themselves as BiBi. Sixteen of the programs reported becoming a BiBi program between 1989 and 1994 and only three after 1994. Of the 19 programs, 37% reported use of manually coded English (MCE) for conveying English to the students. Fluency in ASL of instructional and support staff varied, with 47% of the programs reporting that no more than half of the instructional staff were fluent in ASL and 68% of the programs reporting that no more than half of the support staff were fluent. Only 21% of the 19 programs reported having a formal BiBi curriculum with annual goals and suggested materials and procedures for teachers. Research implications of these data are discussed.  相似文献   

Does Concrete Content Help People to Reason Scientifically?     

Bašnáková  Jana  Čavojová  Vladimíra  Šrol  Jakub 《Science & Education》2021,30(4):809-826

Science & Education - In this paper, we explored the scientific literacy of a general sample of the Slovak adult population and examined factors that might help or inhibit scientific reasoning,...  相似文献   

CAREER PATTERNS OF MEN AND WOMEN IN R&D ‐‐ CONDITIONS AND PERSPECTIVES ‐‐ REPORT FROM CZECHOSLOVAKIA     

Jana Hradilkova 《Higher Education in Europe》1992,17(2):85-91

The article begins with a brief historical overview of sociological studies in Czechoslovakia from before 1914 to 1990. It then turns to a discussion of the beginning of gender studies with the recent opening of the Gender Studies Centre and Library of Charles Univer‐sity in Prague. The aim of this Centre is both to study the conditions of female education and employment in Czechoslovakia and to propose remedies for the underemployment of women in research and development as well as in other fields considered to be male‐oriented. The task of bringing gender equality to Czechoslovakia will be long, but such organizations as the Gender Studies Centre and Library are bound to make an important impact.  相似文献   

Student Misapplication of a Gas‐like Model to Explain Particle Movement in Heated Solids: Implications for curriculum and instruction towards students’ creation and revision of accurate explanatory models     

Jana Bouwma‐Gearhart  James Stewart  Keffrelyn Brown 《International Journal of Science Education》2013,35(9):1157-1174

Understanding the particulate nature of matter (PNM) is vital for participating in many areas of science. We assessed 11 students’ atomic/molecular‐level explanations of real‐world phenomena after their participation in a modelling‐based PNM unit. All 11 students offered a scientifically acceptable model regarding atomic/molecular behaviour in non‐heated solids. Yet, 10 of 11 students expressed the view that, in response to added heat energy, atoms/molecules in a solid increase in movement to a degree beyond what is scientifically accepted. These students attributed a gas‐like model of atomic/molecular movement to situations involving a heated solid. Of the students who held two conflicting models of atomic/molecular movement in solids, almost all provided justification for doing so, indicating their holding of the conflicting models was unproblematic. These findings can be interpreted to mean that students may drop constraints of certain scientific representations and apply, assess, or revise models when explaining unfamiliar phenomena. In fact, we believe students may develop conflicting causal models as a result of misperceptions they acquire, in part, during classroom instruction regarding atomic/molecular movement. However, our findings may also be interpreted as an incidence of student model development that may later aid their understanding of a more complex model, one that involves substantial sub‐atomic electron movement to account for heat transfer in solids. Whether or not this is the case remains to be seen. Implications for student learning and instruction are discussed.  相似文献   

Sex doesn't matter: the role of gender in the formation of student-university relationships   总被引：1，自引：1，他引：0  

Jana Bowden  Leigh Wood 《Journal of Marketing for HIGHER EDUCATION》2013,23(2):133-156

As competition intensifies, higher education providers are facing ever more complex challenges in attracting and retaining students. These new marketing challenges have necessitated a need to more comprehensively understand the factors that lead to positive perceptions of the institutions services, as well as positive referral of the brand. This research focuses on students' perceptions of the importance of satisfaction, trust, and commitment in the development of student loyalty. In particular this research examines whether or not these antecedents differ for male versus female students. A structural equation modelling approach was adopted using a sample of 447 students. Despite literature which characterises males as task oriented, and females as relationship oriented, gender did not influence the salience of the antecedents to loyalty. These results show that first and foremost both gender groups seek to form affective and emotional bonds with their institution and hence a sense of psychological closeness to it. Student satisfaction was found to be the second most important driver of loyalty across both genders. Conclusions, implications and opportunities for future research are presented. From a managerial perspective, it is expected that uncovering the importance of key relationship marketing constructs between genders will enable higher education institutions to develop more targeted relationship marketing programs.  相似文献