Science partnerships under the microscope: A study of Teacher Education Partnerships at Macquarie University     

Lea Smedley  Wilhelmina Van Rooy 《Research in Science Education》1996,26(1):73-88

Partnerships between schools and teacher education institutions are now widely promoted as an effective pathway to the preparation of pre-service students. This paper examines the ways in which one form of school/tertiary partnership has attempted, over a 25 year period, to respond to the key questions on partnership: How do university lecturers share teacher education with their colleagues in schools? When and where does this occur? What can tertiary staff learn from the “new” teacher educators? What strategies are being considered to enhance the spirit of mutual respect which must underpin successful teamwork? How well are the vital roles of adviser, counsellor, guide, support and teacher understood and shared by school and tertiary staff as they work with pre-service students? Do the partners share similar understandings of the theory and practice of the program? The authors conclude, as a result of their own experiences in the Teacher Education Program at Macquarie University in Sydney, and as a result of recent research into the formation of specific links between school teachers and tertiary lecturers, that the success of new experiments with partnership will depend, ultimately, upon the success of the human rather than the structural relationships established.  相似文献   

Minority Students’ Responses to Racism: The Case of Cyprus     

Peter A. J. Stevens  Panayiota Charalambous  Evgenia Mesaritou  Spyros Spyrou  Lore Van Praag  Fanny D’hondt 《British Journal of Educational Studies》2016,64(1):77-95

While research has focused on the role of racism in (re)producing ethnic/racial inequalities in education, there is very little research that investigates how variability in minority students’ responses to racism can be explained. By using an ecological approach to integrate existing research on actors’ responses to racism, this study finds that researchers have generally neglected factors and processes situated at the micro- and meso-levels of analysis. Qualitative interview data with Turkish–Cypriot children enrolled in schools in the predominantly Greek-speaking part of the Republic of Cyprus are used to investigate their strategies in response to racism and the factors that explain the observed variability in their responses. The findings suggest the importance of and interactions between factors situated at different levels of analysis, including the level of organizations and social groups and face-to-face interactions in explaining variability in young people’s responses to racism.  相似文献   

E-learning by design     

Betty Collis  Wim De Boer 《TechTrends》2004,48(6):7-12

Teachers in higher education throughout the world are making use of course-management systems (CMS) to support their courses. None of these teachers grew up with using a CMS; they must themselves learn how to use them effectively at the same time that they are using them with their students. While institutions commonly provide some sort of introductory workshop for CMS use, these workshops have limitations in terms of their transfer value into practice. In this paper we discuss an example of embedded justin-time support within the CMS itself to help teachers learn how to use a CMS efficiently but also so that both they and their students can take on new roles in the learning process. A new form of computer-based support for teaching and learning has emerged since the late 1990s. It is a system of integrated tools that makes use of both database and web functionalities in order to make a web environment available to support a course or learning event. One name for such a system is a course-management system (CMS). Course-management systems are new tools for teachers and thus teachers must learn how to use them in a technical sense as well as in a meaningful sense. By meaningful, we mean not only to increase the efficiency of participating in a course but also to enrich and extend learning processes.  相似文献   

The politics of innovation in French higher education: The university institutes of technology     

John H. Van De Graaff 《Higher Education》1976,5(2):189-210

The creation of the French university institutes of technology (IUTs) in 1966 is characteristic of attempts by a number of industrialized nations to establish institutions of higher education better adapted than the traditional university to new cohorts of post-secondary students. The IUTs provide intensive short-cycle programs to train middle-level personnel in technical and administrative fields. Although the courses are designed as terminal, over one-third of IUT graduates go on to higher education, including a disproportionate number of students from lower social strata. Their staff are drawn from the universities, technical secondary education and the professions. Administratively, the IUTs occupy an uneasy position partly connected with the universities and partly under direct ministerial authority; there is substantial involvement on the part of representatives of employers and trade unions as well. Despite this ambivalence of function and status, the IUTs are now well established as a modestly successful innovation. They represent a major aspect of the attempt by French policy-makers to introduce more effective methods of instruction and evaluation into the universities and to render them more responsive to the needs of the society and the economy.The first draft of this paper was originally presented at the 1974 Annual Meeting of the Northeastern Political Science Association, Saratoga Springs, N.Y., November 7–9, 1974. A similar version appears in: Ladislav Cerych, ed., Between School and Work. Paris: European Cultural Foundation, The Institute of Education, 1975.  相似文献   

Retrospective course evaluation by analysis of examination results     

Tjeerd Plomp  Adri Van Der Meer 《Studies in Educational Evaluation》1980,6(2):137-148

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The educational trajectory of Newly Arrived Migrant Students: Insights from a structural analysis of cultural capital     

Laura Emery  Bram Spruyt  Simon Boone  Piet Van Avermaet 《Educational research; a review for teachers and all concerned with progress in education》2020,62(1):18-34

ABSTRACT

Background: The recent influx of Newly Arrived Migrant Students (NAMS) in Western-European societies poses important educational questions about how best to support migrant students within the education system.

Purpose: We sought to study how elements that are associated with cultural capital – namely a sense of entitlement and strategic knowledge – have relevance to NAMS’ educational trajectories. In studying the process of how cultural capital relates to educational careers, this study argues for a general shift from a resource-focused approach towards a strategy-focused approach to cultural capital.

Sample: We collected data from 33 NAMS from six secondary schools in a city in Flanders (the Dutch-speaking part of Belgium). A maximum difference approach was used: this allowed comparison of NAMS who followed the most academic track (general track) and the least academic track (vocational track) in secondary education in Flanders.

Design and methods: We undertook 33 in-depth biographical interviews during which the NAMS reconstructed their educational trajectories. Data were analysed qualitatively. We used structural approach analysis to identify each narrative’s core structure. These structured fragments were then thematically coded.

Results: Within the categories ‘a sense of entitlement’ and ‘strategic knowledge of the education system’, the analysis detected differences in strategies of action between pupils in the general track and in the vocational track.

Conclusion: The findings offer insights that could support the development of better strategies to guide and support NAMS in education. As NAMS’ integration in the educational system appears to be a stretched and slow process of orientation, studying their trajectory has the potential to deepen our understanding of known mechanisms of the reproduction of inequalities in education.  相似文献   

Teachers’ Attitudes Towards Children Who Use AAC in Italian Primary Schools     

Elena Radici  Vahé Heboyan  Fabrizia Mantovani  Gianluca De Leo 《International Journal of Disability, Development & Education》2019,66(3):284-297

ABSTRACT

Early Augmentative and Alternative Communication (AAC) interventions in school environments aim to support the development of the communication skills of children with complex communication needs. Goals of this study were to analyse the teachers’ attitudes towards children using AAC in primary schools in Italy and their perceptions of the barriers and the benefits of using AAC. Two groups of teachers, those with and without AAC experience, responded to an online survey. The five scales of the Teacher Attitude Scale (TAS) questionnaire and two open-ended questions were used to compare the attitudes and the perceptions between the groups of teachers. Results showed that there was a significant difference among the two groups for two of the five scales of the TAS questionnaire. Both groups reported similar barriers and benefits and indicated the use of AAC as being the main barrier. In conclusion, having experience with children who use AAC in class impacts the teachers’ perceptions of their own abilities and the teachers’ perceptions of the abilities of the children.  相似文献   

Problems in Teaching the Topic of Redox Reactions: Actions and Conceptions of Chemistry Teachers     

Onno De Jong  Jeannine Acampo  Adri Verdonk 《科学教学研究杂志》1995,32(10):1097-1110

Although there is growing interest in studies of teachers' actions and conceptions, little is known about content-related teaching problems arising in science classrooms. This article presents a case study of problems which can occur when teaching the topic of redox reactions to Grade 11 students. Two chemistry teachers, a senior and a junior teacher, were involved in the study. Their reflective comments on the teaching problems were also investigated. Research data were obtained from classroom observations and audiotaped recordings of classroom practice. After the lessons, we conducted semistructured interviews with the teachers. The teaching problems are reported in terms of teaching activities causing difficulties for students in considering new conceptions to be necessary, intelligible, plausible, or fruitful. Analyses of the teachers' comments on these teaching activities clarifies a number of reasons why they acted as they did. It can be concluded that teachers' scientific expertise is an important source of difficulties when teaching redox reactions. Implications for an improvement of current chemistry classroom practice and content-related teacher training are offered.  相似文献   

Long-term effects of primary schools on educational positions of students 2 and 4 years after the start of secondary education     

Griet Vanwynsberghe  Gudrun Vanlaar  Jan Van Damme  Bieke De Fraine 《School Effectiveness & School Improvement》2017,28(2):167-190

Although the importance of primary schools in the long term is of interest in educational effectiveness research, few studies have examined the long-term effects of schools over the past decades. In the present study, long-term effects of primary schools on the educational positions of students 2 and 4 years after starting secondary education are investigated. Moreover, it is examined which school factors play a role in this process. We specifically investigated whether effective primary schools make a difference in the long term. This study uses data from the longitudinal SiBO project, which followed 6,000 pupils in primary education in Flanders, Belgium, and has follow-up data during secondary education. Two-level models and cross-classified multilevel models show that primary schools have long-term effects on the educational positions of students in secondary education.  相似文献   

坚持党的领导，以“三个代表”重要思想为指导，努力推进我院的改革与发展     

李德兴 《十堰职业技术学院学报》2001,14(2):11-14

中国共产党成立以来，历经了两次历史性的变化。事实证明，中国共产党是伟大、光荣、正确的党、坚持党的领导，是革命事业走向胜利的保证。“三个代表”是我们党的立党立本，执政之基，力量之源，深化我院的改革要以“三个代表”重要思想为指导，“依法治校”和“以德治校”并重。  相似文献