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631.
Abigail Emma Russell Darren A. Moore Tamsin Ford 《Emotional and Behavioural Difficulties》2016,21(1):101-118
Objectives: Educational practitioners play an important role in the referral and treatment of children with attention-deficit/hyperactivity disorder (ADHD). This study aimed to explore how educational practitioners conceptualise their beliefs about the causes of symptoms of ADHD. Method: Forty-one educational practitioners from schools in the United Kingdom participated in focus groups or individual interviews. Data were analysed using thematic analysis. Results: Practitioners’ beliefs fell into two categories: biological and environmental. Practitioners conceptualised the causes of ADHD in lay-theoretical models: a ‘True’ ADHD model considered that symptoms of ADHD in many cases were due to adverse environments; and a model whereby a biological predisposition is the root of the cause of the child’s symptoms. Conclusion: Differential beliefs about the causes of ADHD may lead to practitioners blaming parents for a child’s behaviour and discounting ADHD as a valid condition. This has implications for the effective support of children with ADHD in schools. 相似文献
632.
Jason K. McDonald Stephen C. Yanchar Russell T. Osguthorpe 《Educational technology research and development : ETR & D》2005,53(2):84-98
This article reports a theoretical examination of several parallels between contemporary instructional technology (as manifest
in one of its most current manifestations, online learning) and one of its direct predecessors, programmed instruction. We
place particular focus on the unterlying assumptions of the two movements. Our analysis suggests that four assumptions that
contributed to the historical demise of programmed instruction—(a) ontological determinisms, (b) materialism (c) social efficiency,
and (d) technological determinism—also underlie contemporary instructional technology theory and practice and threaten its
long-term viability as an educational resource. Based on this examination, we offer several recommendations for practicing
instructional technologists and make a call for innovative assumptions and make a call for innovative assumptions and theories
not widely visible in the field of instructional technology. 相似文献
633.
Past research has shown computer anxiety to be present in a sizeable minority of school teachers, and has identified some of the personal and school‐based correlates of this anxiety. Before effective interventions can be introduced, however, more needs to be known of the various forms and sources of this problem. The current study involved a survey of the experiences, attitudes and anxieties of a random sample of 350 Australian primary and secondary school teachers. Levels of self‐rated computing competence among these teachers were moderately low. Computing competence and anxiety were highly correlated, r= ‐ 0.78. Three distinctive types of computer anxiety were identified, as was a set of factors predictive of each. As hypothesised, computer anxieties were inversely related to the quality of prior computer learning experiences, and to the extent of current school support for computer usage. Implications for the reduction of computer anxiety among teachers are discussed. 相似文献
634.
A qualitative study was undertaken of 25 teachers who have taken time away from schools or early childhood centres to work on short-term contracts in a university college of education preservice teacher education programme. The study considers their perceptions of the experience and how this might impact on the partnerships between colleges and schools or early childhood centres. Findings suggest that there are benefits and difficulties associated with short-term contracts. However, overall participants found that teaching in a preservice teacher education programme was a very valuable professional experience and that it enhanced their ability to support student teachers more effectively. 相似文献
635.
Research conducted primarily during the 1970s and 1980s supported the assertion that carefully constructed text illustrations generally enhance learners' performance on a variety of text-dependent cognitive outcomes. Research conducted throughout the 1990s still strongly supports that assertion. The more recent research has extended pictures-in-text conclusions to alternative media and technological formats and has begun to explore more systematically the whys, whens, and for whoms of picture facilitation, in addition to the whethers and how muchs. Consideration is given here to both more and less conventional types of textbook illustration, with several tenets for teachers provided in relation to each type. 相似文献
636.
James Russell 《教育心理学》1983,3(2):107-113
This study compared the ease of verbal and nonverbal versions of a number conservation problem for 4and S‐year‐old children. The nonverbal task employed a ‘train‐transfer’ procedure in which children were first trained to a criterial level to make one response to stimulus pairs that contained two rows of the same number in one‐to‐one correspondence and a different response to stimulus pairs in which one of the rows was of greater or of lesser number than the other. Conservation performance was maintaining the learned response to the identical pair after one of its rows had been deformed. Taking both ages together the nonverbal task was the easier. However, children's justifications showed that verbal processes may have been responsible for both correct and incorrect performance in many cases. The data are interpreted as supporting the hypothesis that children interpret conservation terms perceptually when used by others in certain contexts in spite of what they know about the underlying fact of conservation. 相似文献
637.
While constructivism has emerged as a major reform in science education from the last decade, wide-spread adoption of constructivist
practices in school laboratories and classrooms is yet to be achieved. If constructivist approaches are to be utilised more
widely, teachers will need to accept a more active and constructivist role in their own pedagogical learning. One experienced
junior science teacher was able to implement constructivist approaches in her classroom by using a personally constructed
metaphor to guide her practice.
Specializations: science education, teaching of thinking, professional development.
Specializations: constructivism, professional development. 相似文献
638.
C. Russell Hill 《Economics of Education Review》1981,1(4):403-420
An optimistic review of the relation between education and earnings is provided, even after nonschooling influences (family background and environmental and personal characteristics) are considered. The article reviews issues such as the distinction between quality and quantity of education, the effect of “ability” on the education-earnings relationship, and the “screening” hypothesis. 相似文献
639.
A compelling problem for language pedagogues is teaching foreign languages to students so they can retain and use the language skills in real communicative situations. One way to help students learn these skills is to understand and improve current pedagogical approaches to language learning. New technology such as Computer-Assisted Language Learning (CALL) provides pedagogues with rich, multimedia environments for presenting instruction. At the same time, deciding what to present and how to organize the instruction in CALL provides a new challenge. In response to this problem, we discuss preliminary results of a research effort for developing an instructional design environment (IDE) that is uniquely tailored to the needs of developing foreign language instruction. Hypertext features in the IDE software are used to capture and organize into one coherent framework the corpora of theoretical, instructional, and content material that affects foreign language instruction. 相似文献
640.
Double degrees (also called joint or combined degrees)—programs of study combining two bachelor degrees—are increasingly popular
in Australian universities, particularly among women. A case study using qualitative and quantitative surveys of current and
past double degree students is presented. The study indicates that double degrees benefit students in providing a broad education
and increasing skills and options. However, benefits are not fully realised because of administrative difficulties, lack of
support and absence of ‘learning communities’. These problems arise because double degrees sit outside the disciplinary structure
of universities. As such, however, double degrees have potential to provide transdisciplinary education. We suggest initiatives
that would improve the experience, performance and persistence of double degree students. They would also build the skills
of integration, boundary work, communication and teamwork associated with transdisciplinarity. These skills not only equip
students for a range of employment; they are sorely needed in society.
相似文献
Marina AyoubEmail: |