留学到哪里?     

Renee 《中国大学生就业》2002,(7):63-64

虽然只有很少一部分人毕业时能够飞跃重洋,但还是让我们来看一看他们都是去了哪里,我们能否追随他们的足迹.从目前实际的留学国家和地区来看,中国留学生在很多国家都留下了足迹,美国、英国、法国、德国、加拿大、澳大利亚、新西兰、芬兰、瑞典、瑞士、爱尔兰、日本、意大利、俄罗斯、匈牙利,甚至近邻新加坡、马来西亚--都有中国学生的身影.  相似文献   

Preparing teachers to create a mainstream science classroom conducive to the needs of English‐language learners: A feminist action research project     

Gayle Buck  Colette Mast  Nancy Ehlers  Elizabeth Franklin 《科学教学研究杂志》2005,42(9):1013-1031

A feminist action research team, which consisted of a science educator, an English‐language learner (ELL) educator, a first‐year science teacher, and a graduate assistant, set a goal to work together to explore the process a beginning teacher goes through to establish a classroom conducive to the needs of middle‐level ELL learners. The guiding questions of the study were answered by gathering a wealth of data over the course of 5 months and taken from the classroom, planning sessions, and researchers and students. These data were collected by observations, semistructured interviews, and written document reviews. The progressive analysis ultimately revealed that: (a) successful strategies a beginning teacher must utilize for teaching middle‐level ELL children in a mainstream classroom involve complex structural considerations that are not part of the teacher's preparation; (b) learning increases for all children, but there are differences in learning achievement between ELL and non‐ELL children; and (c) student and peer feedback proved to be an effective means of enhancing the growth of a beginning teacher seeking to increase her skills in teaching ELL learners. The experiences and findings from this project have implications for teacher preparation programs committed to preparing educators to teach science to all children. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 1013–1031, 2005  相似文献   

Flexible Learning Environments: Leveraging the Affordances of Flexible Delivery and Flexible Learning   总被引：1，自引：0，他引：1  

Janette R. Hill 《Innovative Higher Education》2006,31(3):187-197

The purpose of this article is to explore the key features of flexible learning environments (FLEs). Key principles associated with FLEs are explained. Underlying tenets and support mechanisms necessary for the implementation of FLEs are described. Similarities and differences in traditional learning and FLEs are explored. Finally, strategies and techniques for becoming a successful learner and facilitator in FLEs are presented.Initial ideas for this paper were generated after viewing a presentation created by Marie Jasinski, MindMedia, Douglas Mawson Institute, Adelaide, Australia ().Janette Hill is an Associate Professor in the Department of Educational Psychology and Instructional Technology at The University of Georgia, Athens. She received her Ph.D. from The Florida State University in Instructional Systems. Dr. Hill's research focuses on online learning with adults, specifically exploring issues related to building community and connections with others in virtual environments. Dr. Hill can be reached at janette@uga.edu.  相似文献   

From kids with love     

Janis Hill  Laure Patrick 《Early Childhood Education Journal》1989,16(4):36-39

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Benefits and challenges of focus groups in the evaluation of a new Graduate Entry Medical Programme     

Debra Nestel  Amélie Ivkovic  Robyn A. Hill  Anthony N. Warrens  Paraskeva A. Paraskevas  Jacqueline A. McDonnell 《Assessment & Evaluation in Higher Education》2012,37(1):1-17

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The Inevitable Shift to Cloud-Based Book Publishing: The Next Step in the Digital Transformation of Book Publishing May be Closer than You Think     

Ted Hill 《Publishing Research Quarterly》2012,28(1):1-7

Software used by book publishers to manage contracts, royalties, production workflow, sales, and marketing have begun to migrate from relatively closed systems that are internally maintained, to cloud-based platforms on the Web. Business drivers behind this migration include a highly dynamic market for ebooks and other digital products, pressures to cut costs, and a shrinking ROI horizon for technology investments. While questions remain as to how quickly the transition will take, the possibility of cloud-based book publishing promises to change the nature of publishing infrastructure and with it the role of the IT professionals in publishing.  相似文献   

Finding out more about teacher candidates' prior knowledge: implications for teacher educators     

Fiona Ell  Mary Hill  Lexie Grudnoff 《Asia-Pacific Journal of Teacher Education》2012,40(1):55-65

While it is recognised that prior knowledge is a key factor in determining future learning, its influence on learning to teach is less well known. This study investigates two cohorts of teacher candidates studying for a one-year, graduate qualification for primary teaching, who completed two tasks at entry to their initial teacher education programme: a task in writing and a task in mathematics. The tasks focused on teacher candidates' ability to recognise the key features of a piece of student work. The teacher candidates' responses to the tasks highlighted the diverse nature of the prior knowledge that underpinned their responses. The study raises questions about the pedagogy of initial teacher education, particularly in relation to the assumptions teachers educators make about the candidates they teach. The findings suggest that the prior knowledge that students bring to initial teacher education is both a resource and a challenge for teacher educators.  相似文献   

The Future of Journalism     

Bob Franklin 《Journalism Practice》2014,8(5):469-487

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Meaningful assessment of learners' understandings about scientific inquiry—The views about scientific inquiry (VASI) questionnaire     

Judith S. Lederman  Norman G. Lederman  Stephen A. Bartos  Selina L. Bartels  Allison Antink Meyer  Renee S. Schwartz 《科学教学研究杂志》2014,51(1):65-83

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Using a Dialogical Approach to Examine Peer Feedback During Chemistry Investigative Task Discussion     

Mark Gan Joo Seng  Mary Hill 《Research in Science Education》2014,44(5):727-749

Peer feedback is an inherent feature of classroom collaborative learning. Students invariably turn to their peers for feedback when carrying out an investigative task, and this feedback is usually implicit, unstructured and may positively or negatively influence students’ learning when they work on a task. This study explored the characteristics of verbal peer feedback during a collaborative investigative chemistry task involving New Zealand Year 13 students. During the planning stage of the students’ investigation, the discussions of five pairs of students were recorded and then transcribed. Analysis of transcribed verbal data focused on interactions that involved peer feedback along two dimensions, interactive/non-interactive and dialogic/authoritative (Mortimer and Scott, 2003). The findings indicated that although students adopted a predominantly interactive/authoritative communicative approach, with peer feedback as confirmation or evaluation, they are also capable of a more interactive/dialogic exchange, characterised by elaborative peer feedback. We discuss how this dialogic perspective on peer feedback provides an alternative approach to the analysis and study of student–student interactions during science investigations. The findings should be interpreted in light of the limitations in terms of sample size, grouping and specificity of the coding scheme. Implications for teacher practice are discussed in relation to facilitating peer feedback discourse in the science classroom.  相似文献