Teacher–Student Interactions in Korean High School Science Classrooms     

Sunny S.U. Lee  Barry J. Fraser  Darrell L. Fisher 《International Journal of Science and Mathematics Education》2003,1(1):67-85

This paper provides a preliminary picture of teacher–student interaction in Korean senior high schools. In order to do this, the Questionnaire on Teacher Interaction (QTI) was translated into Korean and administered to 439 students (99 science-independent stream students, 195 science-oriented stream students and 145 humanities stream students). Based on the results from this survey, interviews with some students and teachers were also carried out and three science classrooms were also observed. It was found that the teacher–student interactions in Korean senior high school science classrooms reflect the general image of the youth-elder relationship in society as well as the senior high school's unique nature – portraying a scene of directing teachers and obeying students. It was also found that students experience unique interactions in their science classrooms with their particular teachers. It was considered that this difference comes from the overlapping of a teacher's personal characteristics with the nature of a stream (e.g., curriculum, expectation towards the students in that stream). This article reports part of a larger study conducted with Korean senior high school students and teachers. The aim of the main study was to investigate three different aspects of the high school science classroom environments in Korea, namely, the degree of implementation of constructivism, the pattern of teacher–student interactions, and the learning environment in laboratory classes. Based on the realisation that teacher–student interactions have not been systematically dealt with especially at the senior high school level in Korea, this article pays particularly attention to this aspect. The intention was also to provide useful insights for improving the current situation in senior high school science classrooms in Korea.  相似文献   

Defining,Assessing, and Promoting E‐Learning Success: An Information Systems Perspective*     

Clyde W. Holsapple  Anita Lee‐Post 《Decision Sciences Journal of Innovative Education》2006,4(1):67-85

This research advances the understanding of how to define, evaluate, and promote e‐learning success from an information systems perspective. It introduces the E‐Learning Success Model, which posits that the overall success of an e‐learning initiative depends on the attainment of success at each of the three stages of e‐learning systems development: system design, system delivery, and system outcome. To study this model, an online version of an undergraduate quantitative methods core course for business students is developed using a prototyping strategy. Four cycles of development are traced, each comprised analysis, design, implementation, testing, and enhancement. Findings from the study confirm the validity of using the proposed success model for e‐learning success assessment. In addition, an action research methodology is also found to be a valuable impetus for promoting e‐learning success through an iterative process of diagnosing, action planning, action taking, evaluating, and learning.  相似文献   

Comparing Institutional Relationships with Academic Departments: A Study of Five Academic Fields     

Lee  Jenny J. 《Research in higher education》2004,45(6):603-624

Research in Higher Education - Any effort to understand academic departments would be facilitated by a better understanding of its relationship between its two larger spheres: the institution and...  相似文献   

Influences of Suprasystems on Systemic Change     

Charles M. Reigeluth  Susan Patrick  Gerardo M. Gónzalez  Kathy Christie  Irene Brock  Hongsoo Lee 《TechTrends》2006,50(2):26-32

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The Teacher''s Role in Facilitating Memory and Study Strategy Development in the Elementary School Classroom     

Barbara E. Moely  Silvia S. Hart  Linda Leal  Kevin A. Santulli  Nirmala Rao  Terry Johnson  Libby Burney Hamilton 《Child development》1992,63(3):653-672

The efforts of 69 elementary school teachers to instruct children in cognitive processing activities were observed. Although the teaching of such activities was relatively infrequent, it varied by grade (occurring more often in grades 2-3 than in higher or lower grades) and by the content of instruction. Teachers of grade 4 and above more often provided rationales for the use of cognitive strategies than did teachers of younger children. In a second study, children of three achievement levels were selected from classrooms in which teachers varied in their use of suggestions regarding cognitive processes. Subsequent to training in the use of a memory strategy, children's performance on a maintenance trial was evaluated: Among average and low achievers, those whose teachers were relatively high in strategy suggestions showed better maintenance and more deliberate use of the trained strategy than did children whose teachers rarely made strategy suggestions. The role of school experience in the development of children's memory skills is discussed.  相似文献   

Thriving in-between the cracks: Deleuze and guerilla science teaching in Singapore     

Yew-Jin Lee 《Cultural Studies of Science Education》2008,3(4):917-935

The radical philosophies of difference articulated by Deleuze and Guattari are just beginning to impinge the field of education although less so within science education. One common thread among the numerous concepts and neologisms (especially the rhizome) that have been coined is the necessity for thinking and acting in what they call ‘experimental’ modes, which shifts our focus onto the eternal process of becoming rather than merely (re)producing states of being. I reflect upon these seemingly utopian ideas in the light of recent educational changes in Singapore aimed at preparing competent citizen–workers for the knowledge economy and globalization. In particular, this paper shows how one elementary science teacher adopted guerilla tactics while negotiating these sometimes conflicting transitions in policies. I argue that neither mandated, top-down reforms nor drastic experimentation by individuals alone are most productive but rather working in the ephemeral in-between spaces of the rhizome, which Deleuze and Guattari had all long championed.

Yew-Jin LeeEmail:

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Yew-Jin Lee   is a long-time teacher-educator in Singapore. He has interests in qualitative research and brings to science education concepts from discourse/conversation analysis, ethnomethodology, sociology, and philosophy. A recent book written together with Roth, Hwang and Goulart published by Lehmanns Media was entitled “Participation, learning, and identity: Dialectical perspectives” and he is currently editing a book on science education research in Asia to be released by Sense Publishers.  相似文献   

Conceptualising education quality in Zambia: a comparative analysis across the local,national and global discourses     

Jeongmin Lee  Stephanie Simmons Zuilkowski 《比较教育学》2017,53(4):558-577

Building on the Education for All movement, the 2030 Agenda for Sustainable Development re-emphasises quality education as a discrete goal. Contextualising the discussion surrounding this goal in Zambia, this study examines how education quality is conceptualised by educational stakeholders at local, national, and global levels. Triangulating teacher survey and interview data with policy documents from the government of Zambia and UNESCO, we found simultaneous convergence and divergence regarding the concepts of education quality espoused at each level. Convergence was shown in the critical influence of the economic tradition within education and the perceived role of schools in fostering resilient individuals and communities. Divergence was observed through the varying meanings assigned to similar concepts and the dissimilar influences of the humanistic and organisational management traditions at different levels. We discuss the implications of our findings for fostering collective efforts among key partners toward the achievement of quality education in Zambia.  相似文献   

Stigmatised learners: mature-age students negotiating university culture     

Mark Mallman  Helen Lee 《British Journal of Sociology of Education》2016,37(5):684-701

Research on the socially-situated nature of learning shows how practices and identities are affected by participation in communities, but very little is known about how mature-age students experience the relational dynamics of university. Based on data from a qualitative study of first-year students, we consider written accounts by older learners to examine how they negotiate the culture of higher education. We found that mature-age students encounter a university culture dominated by younger students, who draw separating boundaries between the social and the academic and stigmatise older students because of their academic practices. Drawing on Lave and Wenger’s learning theory, we examine the way mature-age students negotiate the process of becoming legitimate members of the learning community, and the resistance they face in doing so. Knowing how mature-age students learn, and how to support them, depends on examining their negotiation of university culture, as well as their differing aspirations and needs.  相似文献   

Guest editorial: Innovative Practices of Blended Learning     

Simon K. S. Cheung  Fu Lee Wang  Oliver Au  Youre Xie 《Open Learning》2018,33(2):80-82

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The effect of sodium pentobarbital on attraction in the albino rat     

Lee A. Becker  Dennis C. Wright  David Kelley  Steve Harkins  Laura Majcher  Bruce Lammers 《Learning & behavior》1973,1(1):77-80

Two “target” rats, one drugged and one undrugged, were tethered on opposite sides of an open arena in which single, undrugged “subject” rats were allowed to roam free. On the last 2 days of testing, the S rats spent significantly more time in physical contact with the undrugged target rat than with the drugged target rat. Prior adaptation to the arena of S rats had no effect on the relative preferences for the target animals.  相似文献