Editorial     

Tina Cook 《Educational Action Research》2020,28(2):155-158

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Common pressures,same results? Recent reforms in professional standards and competences in teacher education for secondary teachers in England,France and Germany     

Tina M. Page 《师资教育杂志》2015,41(2):180-202

Over the last decade, the introduction of professional standards and competences in initial teacher education for secondary teachers in England, France and Germany has provided the cornerstone of education reform in all three countries. The precise number and specific content of a measurable set of skills for teachers have offered challenges for policy makers, teacher educators, student teachers and teachers alike. The concept of standardised teacher education feeds into the idea that there is some convergence towards a uniform teacher ideal. However, an examination of the skills required of teachers in each of the three countries in this study reveals distinct education systems where path divergence is more evident.  相似文献   

William Richard Lefanu (1904–1995)     

Tina Craig  Eustace Cornelius  Ian Lyle 《Health information and libraries journal》1996,13(3):179-181

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Bridging the Communication Gap (for Pupils with Profound and Multiple Learning Difficulties)     

Tina Detheridge 《British Journal of Special Education》1997,24(1):21-26

Tina Detheridge, a Senior Lecturer at Westminster College, Oxford, suggests that, by using information technology, some pupils are able to generate unambiguous signals which, used in social contexts, stimulated interaction and enhanced communication. The work undertaken further highlighted criteria for the successful use of IT in such contexts.  相似文献   

A Retrospective View of the National Board Certification Process     

Teresa M. Petty  Amy J. Good  Tina L. Heafner 《The Educational forum》2019,83(2):215-230

National Board Certification (NBC) is a voluntary yet advanced teaching credential that goes beyond the typical state licensure requirement (NEA, 2015 National Education Association (NEA). (2015). National Board Certification of Teachers. Retrieved from http://www.nea.org/home/31738.htm [Google Scholar]). The purpose of this study is to determine the perspectives of teachers who have completed and achieved NBC, and specifically how it has impacted them as classroom teachers. Using data collected via a survey, this study provides an overview of the perspectives of 496 National Board Certified Teachers centered on the Five Core Propositions of the National Board for Professional Teaching Standards. The findings of this study revealed statistical significance on teachers’ reported growth in areas such as leadership, effective instruction, and subject mastery as a result of NBC. Findings also suggest positive change on each of the Five Core Propositions, such as "teachers are committed to students and their learning," as reported by teachers.  相似文献   

Factors influencing elementary school children's attitudes toward science before,during, and after a visit to the UK National Space Centre     

Tina Jarvis  Anthony Pell 《科学教学研究杂志》2005,42(1):53-83

This article reports on attitude changes of 300 children, aged 10 or 11 years, from four schools, who visited the UK National Space Centre. Attitudes toward science and space were explored by examining responses to five different attitude scales. These were administered before, immediately after, and 2 months and 4–5 months after a visit to the main exhibition area and Challenger Centre. Observations during the visits and interviews of teachers and a sample of children were carried out. Before the visit girls were more anxious than boys. Immediately afterward, children showed more interest in space and a moderate increase in their views about the value of science in society. Nearly 20% of the pupils showed an increased desire to become scientists in the future. These children also showed a positive advantage over the other children with regard to science enthusiasm and space interest. Two months later, they continued to be more positive about being future scientists but only the girls' scores were still significantly raised. Most children found the Challenger experience positive but had more problems with the exhibition area. Teachers' preparation and support during the visit as well as their personal interest had a significant long‐term effect on children's attitudes. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 42: 53–83, 2005  相似文献   

美国特殊教育的基础问题研究     

Ellie  Young  Tina  T．Dyches  Gordon  Gibb  黄天娥 《当代教育论坛》2007,(2):42-46

本文阐述美国特殊教育的一些基本内容,并为有学习障碍和有行为或情绪困扰障碍的学生提供了简单的教学策略,以期能对我国发展完善适应于本国文化和价值观的特殊教育有所助益。  相似文献   

The role of "genetics" in popular understandings of race in the United States     

Condit CM  Parrott RL  Harris TM  Lynch J  Dubriwny T 《Public understanding of science (Bristol, England)》2004,13(3):249-272

The increase in public representation of the science-based concept "genetics" in the mass media might be expected to have a major impact on public understanding of the concept of "race." A model of lay understandings of the role of genetics in the contemporary United States is offered based on focus group research, random digit dial surveys, and community based surveys. That model indicates that lay people identify are primarily by physical features, but these identifications are categorized into a variety of groupings that may be regional, national, or linguistic. Although they believe that physical appearance is caused largely by genetics, and therefore that race has a genetic basis, they do not uniformly conclude, however, that all perceived racial characteristics are genetically based. Instead, they vary in the extent to which they attribute differences to cultural, personal, and genetic factors.  相似文献   

Toward complementarity: Specificity and commonality in social-emotional development     

Tina Malti  Charissa S. L. Cheah  Special Section Editors  Specificity  Commonality: Sociocultural Generalizability in Social-Emotional Development 《Child development》2021,92(6):e1085-e1094

What are the roles of specificity and commonality in social-emotional development? We begin by highlighting the conceptual context for this timely and timeless question and explain how responses to it can inform novel lines of theoretical and empirical inquiry, as well as sociocultural generalizability. Next, we describe how the selection of papers included in this special section contributes to our understanding of specificity and commonality in social-emotional development. We then explain how applying the complementarity principle to social-emotional development can inform a future research agenda in this domain. Lastly, we discuss how specificity and commonality fundamentally impact the way we conceptualize and implement interventions aimed at nurturing social-emotional development in every child.  相似文献   

Connecting students to nature – how intensity of nature experience and student age influence the success of outdoor education programs     

Tina Braun  Paul Dierkes 《Environmental Education Research》2017,23(7):937-949

Nature connectedness counts as a crucial predictor of pro-environmental behavior. For counteracting today’s environmental issues a successful re-connection of individuals to nature is necessary. Besides the promotion of knowledge transfer the aim of the educational program presented in this study is to connect students to their environment. This research explores the impact of an outdoor environmental education program on primary and secondary school students’ nature connectedness with regard to the extent of their nature experience and participant age. The intervention was implemented in two durations: one-day and five-days. Participants were divided into four subsamples from seven up to 18 years of age. Findings suggest that both intervention types evoke immediate shifts towards a stronger nature connectedness among students (p < .001). Notably, the five-day outdoor education interventions were significantly more effective in sustainably promoting nature connectedness compared to one-day field trips (p < .001). Seven to nine year old students performed the strongest shifts towards nature. The value of short-term and residential outdoor environmental education interventions is discussed.  相似文献