What is the fastest animal on Earth？     

Sophia 《海外求学》2011,(4):32-32

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Kenyan Secondary Teachers’ and Principals’ Perspectives and Strategies on Teaching and Learning with Large Classes     

Sophia M. Ndethiu  Marguerite K. Miheso-O’Connor  David W. Khatete  Katie L. Heath 《Africa Education Review》2017,14(1):58-86

The reality that teachers in developing countries teach large, and even overcrowded classes, is daunting and one that may not go away any time soon. Class size in Kenyan public secondary schools is generally 40–59 students per class. This article reports initial findings on teachers’ and principals’ perspectives related to large classes. We used questionnaires, interviews and classroom observation data to examine teachers’ and principals’ perspectives regarding their capacities to teach and manage large classes; what challenges large class sizes present; and what additional supports teachers and principals perceive to be necessary. Both teachers and principals reported that the current class size has a negative impact on teaching and learning. Additionally, both teachers and principals cited a need for more support in the form of (a) professional development; (b) workload reduction; and (c) increased resources. These areas of support could help to mediate the effects of large class size, including an almost sole reliance on lecturing with little teacher-to-student and studentto-student interaction.  相似文献   

Assessment of Greek University Students’ Counselling Needs and Attitudes: An Exploratory Study     

Theodoros Giovazolias  Sophia Leontopoulou  Sophia Triliva 《International journal for the advancement of counseling》2010,32(2):101-116

The present study is concerned with an exploration of counselling needs of students at two Greek universities as well as their attitudes to utilizing a university counselling centre. The sample consisted of 312 students who completed a Greek version of the Rutgers Needs Assessment Questionnaire as well as a subscale on Attitudes towards the Counselling Centre. The analysis of the data indicated that issues about relationships, goal setting and problem-solving were the main concerns of the participants. It was also found that students, especially those who faced some kind of psychological difficulties, held a negative attitude towards visiting a university counselling centre.  相似文献   

Characterisation of 18 Melkite icons dating from the 17th to the 19th c. AD     

Sophia Lahlil  Elisabeth Martin 《Journal of Cultural Heritage》2012,13(3):332-338

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Preservice Teacher Learning within a Kindergarten Internship: Insights for Early Childhood Teacher Educators     

Heejeong Sophia Han  Victoria Damjanovic 《The Teacher Educator》2014,49(4):284-304

This study is an examination of early childhood preservice teachers' kindergarten internship experiences to identify the supportive and challenging conditions for their learning and explore in what ways those conditions are productive or unproductive for them, based on ecological perspective as a theoretical framework. Qualitative data were collected from weekly seminar notes and field notes by the researchers, a focus group with the preservice teachers, and course evaluation feedback. Through a constant comparative analysis approach, the findings indicate that both supportive and challenging learning conditions were created by collaborating teachers, preservice teachers, and the university supervisors. The findings illuminate the complex responsibilities of early childhood teacher educators to develop horizontal expertise for both themselves and preservice teachers so they can negotiate the best practices from research and the reality of school contexts.  相似文献   

‘We’re so lucky’: meeting challenges to deliver benefits to children in immigration detention     

Danielle Every  Kirrilly Thompson  Sophia Rainbird  Steve Whetton  Nicholas Procter  Suraya Abdul-Halim  Bianca Sebben 《The Australian Educational Researcher》2014,41(2):209-225

Under pressure from crowded immigration detention centres and an election commitment to remove children from detention, in 2010 the Australian government opened a low security immigration detention facility for families and children in the Adelaide Hills. Children from this alternative place of detention (APOD) attend nine local schools. However, many local residents feared their enrolment would create conflict, reduce educational outcomes for local students, and overburden teachers and school resources. To answer these concerns we conducted an ethnography of the schools and interviewed school teachers, principals, parents, the education managers in the Department of Immigration and Citizenship (DIAC) and the Department of Education and Children’s Services (DECS). This paper reports our findings on the impacts of the new arrivals on school finances, teacher time and resources, the local children, and the broader Hills community. As did previous quantitative studies, we found no negative effects. Rather, the new arrivals created a newly enriched learning environment and social experiences. The schools also played an integral role in changing the initially hostile community attitudes towards asylum seekers. Our qualitative research approach allowed us to explore factors that created this outcome. We found that the absence of negative impacts was the result of the funding for specialised support staff, the social justice orientation of the school’s leaders and staff, and a school-wide commitment to values of inclusivity and diversity. This research provides further empirical evidence on the impacts of immigration on education, increases our understanding of the factors that mediate these impacts, and provides a useful case study for schools that teach asylum seeker children.  相似文献   

Culturally Responsive Pedagogy in Higher Education: A Collaborative Self-Study     

Heejeong Sophia Han  Eugenia Vomvoridi-Ivanović  Jennifer Jacobs  Zorka Karanxha  Andrea Lypka  Cindy Topdemir 《Studying Teacher Education》2014,10(3):290-312

In this article we discuss findings from a collaborative self-study of how seven teacher educators define, enact, and navigate their roles as culturally responsive educators across various programs within a higher education institution. All participants conducted an individual interview with another team member and engaged in prolonged team meetings in order to understand and conceptualize culturally responsive pedagogy (CRP). Findings include the participants' difficulty with defining CRP in higher education; the importance of modeling and building relationships with students when enacting CRP; tensions related to students and institutions; and professional and personal opportunities to continuously evolve. The findings begin to fill in a void for an articulated framework of CRP beyond P-12 classrooms and illustrate the type of support and professional development higher education institutions need to provide for teacher educators to actualize this work.  相似文献   

The impact of system specifics on systems thinking     

Sophia Mambrey  Justin Timm  Jana Julia Landskron  Philipp Schmiemann 《科学教学研究杂志》2020,57(10):1632-1651

Present and future social and ecological challenges are complex both to understand and to attempt to solve. To comprehend the complex systems underlying these issues, students need systems thinking skills. However, in science education, a uniform delineation of systems thinking across contexts has yet to be established. While there seems to be consensus on a number of key skills from a theoretical perspective, it remains uncertain whether it is possible to distinguish levels of systems thinking, and if so, how they would be determined. In this study, we investigated the impact of the specifics of a system on the skills and levels of systems thinking. We administered a 36-item multiple-choice test to 196 Grade 5 and 6 students. For our analysis, we followed a quantitative approach, applying a systems thinking model that incorporates the latest insights on the levels and skills of systems thinking in geography to the context of ecology. By following an Item Response Theory approach, we confirmed a set of systems thinking skills that are necessary to understand complex systems in ecology: identifying system organization, analyzing system behavior, and system modeling. We examined whether individual skill levels can be distinguished to determine whether a system's general principle or system-specific features cause difficulty for students. Our results indicate that system specifics, such as type of relation within ecosystems (e.g., predator–prey), appear to determine the formation of levels. Students struggled most with the difference between basic, direct cause-and-effect relationships and indirect effects. Once they understood the relevance of indirect relationships in moderately complex systems, a further increase in complexity caused little additional difficulty. Accordingly, we suggest that systems thinking should be examined from a variety of perspectives. To promote interdisciplinary learning, a systems thinking model that defines key commonalities across fields while leaving space for system specifics is needed.  相似文献   

SHOULD PEGGY AND PETER PRAY?     

Sophia Lyon Fahs 《Religious education (Chicago, Ill.)》2013,108(7):596-605

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Findings of the Conference of Educational Agencies     

Sophia L. Fahs∗∗ 《Religious education (Chicago, Ill.)》2013,108(4):208-209

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