Initial Teacher Education: the pedagogy is the message     

Peter G. Taylor 《Asia-Pacific Journal of Teacher Education》1995,23(2):207-216

This paper addresses the need to increase the coherence between educational theory and pedagogical practices at the level of initial, or preservice, teacher education. It provides a case study of pedagogical practices within the context of a third‐year unit/subject on the psychology of teaching and learning in a four‐year Bachelor‐of‐Education course. These practices were developed and implemented within the framework of a constructivist view of teaching and learning, a framework which was itself a central component of the theory base of the unit. The case study includes student responses to these practices.  相似文献   

Predicting higher education outcomes and implications for a postsecondary institution ratings system     

Eddie G. Walker II 《Journal of Higher Education Policy & Management》2016,38(4):422-433

The accountability of colleges and universities is a high priority for those making policy decisions. The purpose of this study was to determine institutional characteristics predicting retention rates, graduation rates and transfer-out rates using publicly available data from the US Department of Education. Using regression analysis, it was determined there are 14 predictors of the full-time retention rate, 7 predictors of the part-time retention rate, 15 predictors of the graduation rate and 12 predictors of transfer-out rates. Institutions and policymakers could use the results of this analysis to determine the policies that would be beneficial to improving the analysed outcomes. All four analyses indicate good fit with R² ranging from .273 to .828. Some possible policy implications include addressing selectivity if institutions want to improve retention rates and addressing affordability to improve retention and graduation rates.  相似文献   

Prenatal screening for risk of major parenting problems: further results from the Queen Mary Maternity Hospital Child Care Unit     

S M Monaghan  R J Gilmore  R C Muir  J E Clarkson  T J Crooks  T G Egan 《Child abuse & neglect》1986,10(3):369-375

This research revealed in Stage I the ability to identify during the prenatal period women at risk for possible child abuse and in Stage II an intervention program which when introduced resulted in fewer high-risk mothers relinquishing the care of their infants. The research had two main aims: to use the data from Stages I and II to reassess the criteria for identifying "at risk" mothers, and to develop a brief, easily administered screening questionnaire which could be standardized for widespread prenatal use; and to collect data on a random sample of prenatal patients, to use these data for confirming the validity and stability of the screening procedures, and to estimate the incidence of potentially high-risk mothers in an urban population.  相似文献   

Special education and the regular education initiative: basic assumptions   总被引：2，自引：0，他引：2  

J R Jenkins  C G Pious  M Jewell 《Exceptional children》1990,56(6):479-491

The regular education initiative (REI) is a thoughtful response to identified problems in our system for educating low-performing children, but it is a not a detailed blueprint for changing the system. Educators must achieve consensus on what the REI actually proposes. The authors infer from the REI literature five assumptions regarding the roles and responsibilities of elementary regular classroom teachers, concluding that these teachers and specialists form a partnership, but the classroom teachers are ultimately in charge of the instruction of all children in their classrooms, including those who are not succeeding in the mainstream. A discussion of the target population and of several partnership models further delineates REI issues and concerns.  相似文献   

Effects of problem-based discussion on studying a subsequent text: A randomized trial among first year medical students     

de Grave  Willem S.  Schmidt  Henk G.  Boshuizen  Henny P.A. 《Instructional Science》2001,29(1):33-44

The Purpose of this study was to examine effectsof group discussion of a medical problem on the comprehension of a subsequentproblem-relevant text by first year medical students.Forty-eight first-year medical students were randomly assigned toone of two conditions: The experimental group discussed a problem of blood pressureregulation, where the control group discussed a problem of vision. Subsequently, allstudents studied a text on the physiology of blood pressure regulation. Finally, a freerecall test was administered. Numbers of propositions accurately recalled were analyzed usinganalysis of variance (ANOVA). Students who discussed the blood pressure regulationproblem recalled 25% more from the text than those who discussed the control problem.This difference was statistically significant. The present study represented thefirst truly randomized trial in the ecologically valid context of a medical curriculum. Itdemonstrated the positive effects of problem-based tutorial group discussion on thecomprehension of text. It confirmed earlier findings from laboratory studies thatproblem-based learning, in addition to positive emotional and motivational long-term effectswell-documented in the literature, also has positive effects on learning.  相似文献   

A childhood learning disability that predisposes those afflicted to adolescent and adult depression and suicide risk   总被引：2，自引：0，他引：2  

B P Rourke  G C Young  A A Leenaars 《Journal of learning disabilities》1989,22(3):169-175

A particular subtype of learning disability (nonverbal learning disability) is described. This subtype of individuals with learning disability is seen to be at particular risk for depression and suicide. The origins of the study of this subtype of learning disability, its incidence in various forms of neurological disease, disorder, and dysfunction, and its behavioral and socioemotional manifestations (including its association with significant internalized forms of psychopathology) are described. A case history of a young woman who manifests this disability and who has attempted suicide on three occasions is also presented.  相似文献   

Review of Ivan Illich, Deschooling Society     

HUGH G. PETRIE 《Educational theory》1972,22(4):469-478

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The interdisciplinary team approach to child abuse services: Strengths and limitations     

G. Wallen M.S.W.  S. Pierce B.S.  M.F. Koch M.D.  H.D. Venters M.D. 《Child abuse & neglect》1977,1(2-4)

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Exploring the use of multiple analogical models when teaching and learning chemical equilibrium     

Allan G. Harrison  Onno De Jong 《科学教学研究杂志》2005,42(10):1135-1159

This study describes the multiple analogical models used to introduce and teach Grade 12 chemical equilibrium. We examine the teacher's reasons for using models, explain each model's development during the lessons, and analyze the understandings students derived from the models. A case study approach was used and the data were drawn from the observation of three consecutive Grade 12 lessons on chemical equilibrium, pre‐ and post‐lesson interviews, and delayed student interviews. The key analogical models used in teaching were: the “school dance”; the “sugar in a teacup”; the “pot of curry”; and the “busy highway.” The lesson and interview data were subject to multiple, independent analyses and yielded the following outcomes: The teacher planned to use the students' prior knowledge wherever possible and he responded to student questions with stories and extended and enriched analogies. He planned to discuss where each analogy broke down but did not. The students enjoyed the teaching but built variable mental models of equilibrium and some of their analogical mappings were unreliable. A female student disliked masculine analogies, other students tended to see elements of the multiple models in isolation, and some did not recognize all the analogical mappings embedded in the teaching plan. Most students learned that equilibrium reactions are dynamic, occur in closed systems, and the forward and reverse reactions are balanced. We recommend the use of multiple analogies like these and insist that teachers always show where the analogy breaks down and carefully negotiate the conceptual outcomes. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 1135–1159, 2005  相似文献   

Faculties of Education in Traditional Universities and Universities of the Third Age: A Partnership Model in Gerontagogy     

André Lemieux  Gérald Boutin  Jean Riendeau 《Higher Education in Europe》2007,32(2-3):151-161

This article discusses “Universities of the Third Age”, whose function is quite distinct from established universities' traditional role in teaching, research, and community services. Consequently, there is an urgent need to develop a model of partnership between traditional universities and Universities of the Third Age, ensuring better training for educators working with senior citizens. Determining the roles of teachers, supervisors, and students will facilitate greater cooperation, and allow for a linkage of Universities of the Third Age (U3A) with traditional faculties of education, as well as further refinement of the theoretical and practical professional training of future educators of older people.  相似文献