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Jules Gutin 《Journal of Jewish Education》2013,79(3):8-9
If I recall my first teaching experience, it is only to suggest that perhaps, in many congregations, the situation has not materially improved. It was the season of 1923–1924. I was a freshman student at Columbia College, and I was invited to assist the backward students at Temple Anshe Chesed (in Harlem, New York) in their reading of Hebrew, and to serve as substitute for any teachers who might be absent on any particular day. I had as much right to serve as anything at all in any classroom as I had to perform surgery in a hospital. But to Cantor Marcel Katz z”I who doubled as principal of the school (Dr. Jacob Kohn was the Rabbi) no further credentials were necessary besides my willingness to do my best — which was not, clearly, very good. 相似文献
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Essential Characteristics for a Professional Development Program for Promoting the Implementation of a Multidisciplinary Science Module 总被引：1，自引：0，他引：1
Talitha C. Visser Fer G. M. Coenders Cees Terlouw Jules M. Pieters 《Journal of Science Teacher Education》2010,21(6):623-642
Teachers involved in the implementation of a curriculum innovation can be prepared for this task through a professional development
program. In this paper, we describe essential characteristics (identified empirically and theoretically) for such a professional
development program that promotes the acquisition of competences by these teachers. The innovation deals with the introduction
of modules from a new multidisciplinary subject, in which elements from physics, chemistry, biology, mathematics, and physical
geography are integrated. A 3-step approach was used to identify the essential characteristics: (a) evidence from classroom
practice, (b) characteristics of the new subject, and (c) theoretical and empirical evidence from curriculum implementation
studies. Analysis of the data showed that 5 characteristics need particular attention in a professional development program. 相似文献
23.
Curriculum implementation often falls short because of a lack of cultural understanding by curriculum developers and aid organizations. This paper describes a single-case study of a professional development programme for polytechnic Heads of Department in Ghana, which aimed at identifying how curriculum development activities were sensitive to culture. A conceptual framework for culturally sensitive curriculum development was applied to facilitate the identification of culture in the curriculum development process. Two curriculum specialists and various project members from Ghana and the Netherlands participated in the data collection by means of interviews, documents, and a researcher’s logbook. Results showed that the conducted curriculum development activities were strongly impacted by Hofstede’s cultural dimensions—High-Low Power Distance and Collectivism–Individualism and to a limited extent by Hall’s cultural dimensions—High-Low Context and Polytime-Monotime. The outcomes of this study strengthen the relevance of Context analyses, iterations of design–implementation–evaluation activities, and additional implementation support. Through the conduction of these activities, culture can be taken into account in curriculum development processes and a good fit between the developed curriculum and the local context can be ensured. Furthermore, this study encourages curriculum developers and project teams working in international cooperation contexts to create more cultural understanding by using the framework and by intensively collaborating with informed experts. 相似文献
24.
In large-scale educational reforms, many actors play their roles. The diversity of contributions and lack of harmonization prove to be frequently found to cause educational reform failures. Many explanations for these failures focus on differences between the actors and on differences in their contributions to the reform process. In this article, we examine the effects of these differences and emphasize on the need to harmonize these contributions to the reform process. Contributions by several actors to a large-scale curriculum reform undertaken in the Netherlands in the 1990s are mapped for this purpose. This curriculum reform is part of a larger educational reform aimed to introduce a constructivist approach. Education is conceptualised as a social system, and educational reform as the manner in which this social system adapts to immanent and emmanent changes. The actors in the education system are distributed across functional subsystems. In the present analyses, teacher acting within a particular subsystem stands central. The results show adequate exchange and harmonization of the contributions from the different subsystems to be a necessary condition for successful educational reform. To achieve a good exchange and harmonization, the use of an Educational Impact Assessment is recommended. 相似文献
25.
Didacus Jules 《Prospects》1988,18(3):369-378
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Which males or females are most at risk and on what? An analysis of gender differentials within the primary school system of Trinidad and Tobago 总被引：1，自引：0，他引：1
This paper reviews the work on gendered achievement in the English‐speaking Caribbean, with its often explicit focus on underachieving males. However, patterns of gendered achievement are more likely region‐specific and variegated in some contexts. In Trinidad and Tobago, the full‐scale implementation of national assessments in 2004 provided an opportunity to evaluate mathematics and language performance across the entire pupil population at standards 1 (7‐ to 8‐year‐olds) and 3 (9‐ to 10‐year‐olds). Census data from the high‐stakes 2003 Secondary Entrance Assessment (SEA) administered at standard 5 (ages: 10–11+) were also included in the analysis. Therefore the entire dataset consisted of 52,284 primary school students (26,574 males and 25,710 females). The findings confirmed that female pupils had a statistically significant advantage on all assessments. However, in terms of practical significance, most differentials were negligible to small. Medium‐sized differentials were obtained for pupils of low ability, living in rural educational districts, and on language arts. Male achievement scores were also more variable for lower grade levels, low ability groups and language arts. Paradoxically, in some educational districts secondary school placement opportunities still favoured males. These variegated patterns of gendered achievement may be associated with differences in institutional effectiveness and variations in male socialization practices that are especially evident across the urban–rural divide. 相似文献
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This study analyzed the spatial distribution of gender differentials in Mathematics and Language Arts on national assessments of educational achievement in the primary school system of the Republic of Trinidad and Tobago. The findings indicate statistically significant medium-sized differences favouring females on Language Arts primarily in the rural regions of east Trinidad and in the island of Tobago and statistically significant, negligible to small differences on Mathematics nationwide. Individual schools reporting medium-sized gender differences were more common in rural, low-performing education districts, where reported poverty was also higher. This pattern of early gendered achievement in language within low-achieving, poor and rural geographic locations points towards the need for placed-based education policies and focused interventions. 相似文献
30.
Learning about curriculum development is critical for middle managers of technical vocational institutions in order to assume curriculum leadership in maintaining and enhancing the quality and relevance of their educational programs. This case study reports on the design and effects of a professional development arrangement (PDA), with such a focus, for 13 middle managers of a technical vocational community college in a developing country. The findings indicate that the middle managers appreciated the relevance of the PDA for curriculum development at the community college and gained substantial learning about systematic curriculum development. However, the middle managers' post-PDA curriculum development improvement efforts were minimal and characterised by individual initiatives, due to a lack of senior management support, unfavourable work conditions, and a high rate of middle manager attrition. The conclusion drawn is that for trained middle managers to lead systematic curriculum development practices, contextual and organisational barriers germane to technical vocational education in developing contexts need to be considered. 相似文献