An analysis of the construct validity of a test of higher cognitive learning in introductory chemistry     

Drew H. Wolfe  Henry W. Heikkinen 《科学教学研究杂志》1979,16(1):25-31

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The preparation of pre-service student teachers’ competence to work in schools     

Sylvia Y. F. Tang  May M. H. Cheng  Angel K. Y. Wong 《师资教育杂志》2016,42(2):149-162

Competence to work in schools is an important dimension of professional competence, although it is often a neglected dimension of teacher development. This article reports a qualitative study that examined student teachers’ learning experiences in initial teacher education (ITE) in relation to competence to work in schools. In-depth interviews were conducted with 12 student teachers on an undergraduate ITE programme in Hong Kong. The findings of the study show that competence to work in schools is characterised by student teachers’ deep contextualised learning. In addition, it offers a deeper understanding of this competence in the ITE context by identifying its three facets, namely understanding of the micro-political realities of schools, social capital building and social strategies. The study provides insights for ITE and schools to support student teachers’ development of their competence to work in schools, including the design of ITE curricula, ITE processes and co-curricular activities in undergraduate studies. Moreover, it suggests the importance of developing schools as growth-fostering and positive micro-political sites for ITE fieldwork and teacher induction.  相似文献   

Doctor's suspension stirs French debate over euthanasia     

Hughes S 《New scientist (1971)》1990,127(1727):22

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Exploring the Metafictive in Elementary Students' Writing     

Sylvia Pantaleo 《Changing English: An International Journal of English Teaching》2007,14(1):61-76

Although some researchers have examined students' literary understandings of and responses to books with metafictive characteristics, few have explored how elementary students incorporate metafictive devices into their writing. In this article I analyse the stories and books created by a class of Grade 5 students and discuss the metafictive devices evident in their work. In addition to considering how the literature students read and how the classroom interpretive community influenced the students' stories/books, I discuss some broader issues about the significance of students reading and writing metafictive texts.  相似文献   

Play-based Occupational Therapy     

Sylvia Rodger  Jenny Ziviani 《International Journal of Disability, Development & Education》1999,46(3):337-365

In this paper, we will provide an overview of how occupational therapists view play, illustrate how occupational therapists' view of play has evolved, generating a shift in focus for intervention, introduce a model of play as occupation to illustrate how children's ability to play may be influenced by developmental disabilities, outline occupational therapy assessment and treatment using play as the basis for intervention, and finally, identify aspects of best practice. The term developmental disabilities refers to a heterogeneous group of disorders. It is not within the scope of this paper to provide detailed discussion of play-based occupational therapy intervention for all the children who comprise this group. Therefore, we have chosen to illustrate various points made with examples of different types of children with various types of disability.  相似文献   

Predicting teacher referrals of emotionally disturbed children     

Neil H. Schwartz  James N. Wolfe  Richard Cassar 《Psychology in the schools》1997,34(1):51-61

The degree to which teachers' perceptions of a student can be distorted by characteristics indigenous to teachers, as well as students, were investigated to determine whether teachers would initiate a referral for special education. Sixty-five teachers volunteered for participation. Twenty-seven of them were experienced, having had their own classrooms in a public school. Thirty-eight were preservice student teachers who had not yet had their own classrooms. Teachers were evaluated to have had either an internal or external locus of control and were judged to have had either a high or low opinion of self according to either of two separate scales. After viewing two video tapes of two elementary-aged students (one student was severely emotionally disturbed [SED] and the other non-SED), teachers rated the children on several child characteristics and referral questions. Results revealed that the locus of control and self-esteem of teachers, in conjunction with teaching experience and a child's characteristics, can predict teachers' inclinations to refer children. Findings point to the need to place greater care in the initiation of referrals. © 1997 John Wiley & Sons, Inc.  相似文献   

Why I want to teach and how I feel about teaching—formation of teacher identity from pre-service to the beginning teacher phase   总被引：1，自引：0，他引：1  

Sylvia Chong  Ee-Ling Low 《Educational Research for Policy and Practice》2009,8(1):59-72

The aim of this study is to investigate the formation of student teachers’ teacher identity from pre-service to the end of the initial year in teaching. We explored why student teachers in Singapore have chosen to enter teaching and tracked changes in their attitudes and beliefs towards teaching at three time points: entry and exit of the initial teacher preparation programme and after 1 year of teaching. The findings showed that, in agreement with previous research, those who are attracted to the teaching profession were mainly motivated by altruistic or intrinsic factors. They also entered the initial training programme with a positive perception of the profession. However, at the point of exit, perceptions towards teaching showed a significant dip. After the first year of teaching, attitudes remained the same as they were at the point of exit. These factors influence the emerging sense of teaching identity.  相似文献   

Introducing Practical Strategies     

David A. Wolfe 《Child abuse & neglect》2009,33(2):69-70

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Which tier? Effects of linear assessment and student characteristics on GCSE entry decisions          下载免费PDF全文

Sylvia Vitello  Cara Crawford 《British Educational Research Journal》2018,44(1):94-118

In England, students obtain General Certificate of Secondary Education (GCSE) qualifications, typically at age 16. Certain GCSEs are tiered; students take either higher‐level (higher tier) or lower‐level (foundation tier) exams, which may have different educational, career and psychological consequences. In particular, foundation tier entry, if inappropriate, risks capping students' achievement because of the restricted range of attainable grades and reduced learning that may occur. Tiering decisions may be affected by other aspects of the education system in which they take place, such as by the timing of assessment. The move to linear assessment in 2012 provided a unique opportunity to compare tiering decisions for the same GCSE specifications when taken in a linear system, where students are exclusively assessed at the end of the course, with tiering decisions in a modular system, where students are assessed at different time points. Multilevel logistic regression was used to examine students' likelihood of being entered for the foundation tiers of GCSEs in science, language and mathematics in two exam sessions: June 2013, which allowed modular assessment, and June 2014, which required linear assessment. The analyses also investigated whether these effects depended on student characteristics. Results showed that foundation tier entry was less likely in the linear than modular system for GCSEs in science and languages, but more likely for one mathematics GCSE. This pattern contrasts with concerns that linear assessment may encourage general risk‐aversion, and instead indicates that effects on tiering decisions are more complicated, varying by subject and student factors.  相似文献   

The meaning of names in greek antiquity,with special reference to Olympic athletes     

Thomas B. Yiannakis  Sylvia T. Yiannaki 《国际体育史杂志》2013,30(3):103-114

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