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51.
Relating students' reasoning to the history of science: The case of chemical equilibrium 总被引：1，自引：0，他引：1
In this study, the reasoning of students, who are introduced to the concept of chemical equilibrium, was related to the historical
development of this concept. In the first stage of the study, remarkable similarities were observed between students' reasoning
on the issue of incomplete chemical conversions and the reasoning of 19th-century scientists, especially when molecular notions
were included. In the next stage of the study, some authentic problems and questions, that were essential in the historical
development of chemical equilibrium, were presented to students. It appeared that they recognised the significance of these
problems and questions. Moreover, most students were eager to find explanations. Students, reasoning in molecular terms, would
sometimes explain these problems in terms similar to historical explanations. Other students, however, suggested explanations
in non-molecular terms, which, although chemically valid, did not appear to have historical antecedents. It was concluded
that the study of authentic historical sources may inspire the design of effective teaching activities. 相似文献
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As current procedures for teacher assessment are often based on non-standardized, qualitative information derived from multiple sources, the overall validity of the assessment depends heavily on the judgement processes of the assessors. Because it is of great importance for assessors to be aware of their own judgement processes and of the possible threats to validity in these processes, investigating assessors’ perceptions is of vital significance. In the present study, the perceptions of 22 assessors who judged a student teacher pair-wise using a specific assessment procedure were explored using semi-structured interviews. A qualitative analysis of the individual assessors’ perceptions with regard to the essential judgement processes of consideration of evidence and combination of evidence to attain an overall judgement resulted in an overview of successful strategies and threats underlying a valid assessment process. General implications for ensuring the validity of the assessment process and the preparation of assessors are discussed. 相似文献
54.
How do teachers learn in the workplace? An examination of teacher learning activities 总被引：1，自引：1，他引：0
In this study, two data collection instruments were used to examine how Dutch secondary school teachers learn in the workplace. Firstly, they completed a questionnaire on their preferences for learning activities on two occasions. Secondly, during the intermediate period, they reported learning experiences in digital logs. Results of both instruments indicate that teachers often learn by critical individual reflection and by involving colleagues in particular challenging or problematic situations. An additional finding concerns the reporting of sequences of learning activities in the digital logs which is clearly different from the focus on single learning activities as found in most literature and as used in the questionnaire. Furthermore, the digital logs provided a fine‐tuning of the concepts of ‘involvement of colleagues’ and ‘experimentation’ in relation to teacher learning. The study concludes with a critical reflection on both data collection instruments. Finally, implications for future research on how teachers learn are discussed. 相似文献
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Objective
To examine evidence available in large-scale North American datasets on child abuse and neglect that can assist in understanding the complexities of child protection case classifications.Methods
A review of child abuse and neglect data from large North American epidemiological studies including the Canadian Incidence Study of Reported Child Abuse and Neglect (CIS), the National Child Abuse and Neglect Data System (NCANDS), and the National Incidence Studies of Reported Child Abuse and Neglect (NIS).Results
The authors of this paper argue that recent evidence from large North American epidemiological studies examining the incidence of child abuse and neglect demonstrate that children and families identified as being at risk of maltreatment present with as many household and caregiver concerns as investigations that are substantiated.Conclusions
In order to continue to develop appropriate services and policies for vulnerable children the authors urge continue definitional clarity for research in child maltreatment that considers the exemplars or indicators of categories, in tandem with parental and child characteristics which can provide one source of evidence-basis to meaningful child protection case classifications. Continued monitoring, refined by the dilemmas faced in practice, are critical for a continued public health investment in children's well-being, predicated upon upholding children's rights. 相似文献56.
This study concerns the relation between teachers’ beliefs towards teaching behaviour and their actual teaching behaviour in teacher portfolio assessment. We analysed the beliefs and behaviour of 18 teachers as described in their portfolios. In addition, each portfolio was independently assessed by two trained raters on eight content standards and the teachers’ classroom behaviour was assessed by their own students in a questionnaire (n=317). Linear multilevel analysis showed that part of the raters’ assessments of the teachers’ beliefs and their behaviour as described in their portfolios was significantly related to the students’ assessments of their teachers’ behaviour. Teachers with high raters’ assessments on the content standard about ‘choosing and arguing for teaching strategies that meet students’ knowledge, abilities and experience’ had significantly higher student assessments than teachers who were judged low on this standard. Implications of the results and suggestions for further research are discussed. 相似文献
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Teacher research is increasingly described as an important aspect of professional development. In response, teacher education programs incorporate teacher research in their curricula. We report on the collaborative research processes of two groups of student teachers in a university teacher education program, focussing on elaboration and decision making. In one group, group members had different preferences, which led to balancing elaboration and decision making. The other group, however, did not engage in these processes in a conscious way, leading to an arduous research process. We contend that a balanced approach, alternating elaboration and decision making, is desirable. 相似文献
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This article focuses on the impact of a specific formative assessment procedure, negotiated assessment, on teacher professional learning. Negotiations between the assessor and the teacher as assessee seem to be especially promising for this teacher learning. However, there is no empirical evidence yet that has confirmed this. We explored teachers’ opinions about the usefulness of the different elements in a negotiated assessment procedure for their professional learning and the learning benefits they reported as a result of being engaged in this procedure. Our findings show that teachers found the negotiated assessment procedure useful for their learning and reported different types of learning benefits in terms of change: change in their knowledge, beliefs and attitudes, change in their teaching practice and change in their students’ learning outcomes. 相似文献
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Many factors play a role in the successful transition of students from secondary to university education: one of them is the (university) teacher. In this study the similarities and differences in the perspectives on teaching and learning of secondary and university teachers were investigated. A survey was performed among 675 teachers. Three perspectives on teaching and learning could be distinguished: (1) a development orientation with shared regulation, (2) a knowledge orientation with strong regulation, and (3) an opinion orientation with loose regulation. Secondary teachers scored higher on the first perspective than university teachers who scored higher on the third perspective. These findings have implications for the transition of students from pre-university to university education and especially for teachers' roles. 相似文献
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