Beliefs von Studierenden sonder- und grundschulpädagogischer Studiengänge     

Prof. Dr. Vera Moser  Dr. Jan Kuhl  Hubertus Redlich  Lea Schäfer 《Zeitschrift für Erziehungswissenschaft》2014,17(4):661-678

The implementation of inclusion in schools currently requires new reflections of competence profiles of the teachers involved. Especially in elementary school, which can so far be considered as the most developed institution of inclusive schooling in Germany, questions of differences in the profiles of elementary and special education teachers have been raised. As professional skills also have motivational and volitional aspects, a beliefs model (domain overlapping) was developed based on the construction of the TEDS-M research project, which aims to study specific special educational beliefs. Using a quantitative questionnaire designed in the context of a corresponding preliminary investigation a three-factor-solution for mapping a special supportive belief profile among student teachers and teachers in the field of elementary and special education was tested. Initially this profile model was confirmed by the results of a subsequent analysis based on a nationwide sample of elementary school and special education students (N = 951). In addition to these findings different manifestations of the beliefs model could be identified among student teachers for elementary schools and student teachers for special education.  相似文献   

The Training Evaluation Inventory (TEI) - Evaluation of Training Design and Measurement of Training Outcomes for Predicting Training Success     

Sandrina Ritzmann  Vera Hagemann  Annette Kluge 《Vocations and Learning》2014,7(1):41-73

Training evaluation in research and organisational contexts is vital to ensure informed decisions regarding the value of training. The present study describes the development of a valid and reliable training evaluation inventory (TEI), as it does not exist so far. The objectives were a) to construct an instrument that is theoretically and empirically founded, but at the same time applicable within typical organisational constraints, and b) to include the assessment and perception of training design as a formative evaluation aspect. Based on previous research, ten scales were constructed, covering the training outcome dimensions subjective enjoyment, perceived usefulness, perceived difficulty, subjective knowledge gain, and attitude towards training, as well as the training design dimensions problem-based learning, activation, demonstration, application, and integration. Reliabilities of the scales were satisfactory. Data from two training studies show that the training outcome dimensions were related to external training outcome measures, underlining the validity of the TEI. Two survey samples were used to predict training outcomes based on training design. Demonstration, application, and integration emerged as the most important design dimensions. The TEI is applicable in both training research projects and in organisational contexts. It can be used for formative and summative training evaluation purposes.  相似文献   

Reading: three to thirteen     

Vera Southgate 《Education 3-13》2013,41(1):47-52

Askew and his colleagues (1997), put forward a range of important notions as to what might constitute effective approaches to the teaching of numeracy. In particular, they place great emphasis on the way in which teachers who make links between different areas of mathematics are seen to be effective teachers of numeracy. (Askew et al term this approach ‘connectionist’)

The work reported here suggests that the notion of classifying a teacher as, say, connectionist is too simplistic. We report observations which suggest that effective teachers of numeracy incorporate a range of approaches into their teaching.  相似文献   

Suggestions for teaching oral reading     

Vera Alice Paul 《Quarterly Journal of Speech》2013,99(2):299-306

Recollections of Middle Life. By Francisque Sarcey. Translated by Elisabeth Luther Cary. New York: Charles Scribner's Sons, 1893.

Elocution. By Professor C. P. Bronson, A.M., M.D. John P. Morton &; Co., Louisville, Ky., 1845.

Advanced Elocution, By Mrs. J. W. Shoemaker, Principal of the National School of Elocution and Oratory. The Penn Publishing Company, Philadelphia, 1896.  相似文献   

Exploring the salient experiences of pre‐service teacher candidates who were former volunteer tutors     

Tiffany L. Gallagher  Vera E. Woloshyn  Anne Elliott 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):129-146

Teacher candidates were tracked to monitor whether their former tutoring experience influenced their experiences as teacher candidates. Through interviews, email and group discussions, participants reflected on their teacher preparation experiences and their orientations to effective reading and writing instruction. At times, teacher candidates identified pedagogical similarities between their tutoring experiences and teacher education programs. Other times, disparities between the classroom and tutorial instruction settings provoked some candidates to denounce the approaches of their teacher mentors during practica. We conclude by discussing the need for teacher education programs to assist candidates to assimilate newly acquired pedagogies into existing ones, including those acquired through volunteerism.  相似文献   

Naturalizing Assessment     

Vera Michalchik  Lawrence Gallagher 《Curator: The Museum Journal》2010,53(2):209-219

Abstract Researchers and practitioners concerned with STEM learning (science, technology, engineering, and mathematics) occurring outside the institutional boundaries of schools recognize the need for assessment approaches that accommodate the characteristics of informal learning. These approaches, to be viable, must align with the activities, goals, roles, and outcomes we find in informal settings. A plausible starting point is in making use of naturalistic assessments—people’s own on‐going, developing awareness of who can do what under which circumstances. People regularly and informally assess one another to shape and support learning activities, goals, and outcomes. This article seeks to make a case for developing a new research program for assessing learning outcomes by capitalizing on people’s everyday attunements, which are already in place, and by getting more value out of the cultural apparatus that exists for recognizing one another’s capabilities.  相似文献   

Burning a Candle in a Vessel, a Simple Experiment with a Long History     

Francisco Vera  Rodrigo Rivera  César Nú?ez 《Science & Education》2011,20(9):881-893

The experiment in which a candle is burned inside an inverted vessel partially immersed in water has a history of more than 2,200 years, but even nowadays it is common that students and teachers relate the change in volume of the enclosed air to its oxygen content. Contrary to what many people think, Lavoisier concluded that any change in volume in this experiment is negligible; moreover, the explanation relating oxygen consumption in the air with its change in volume is known to be wrong. In this work we briefly review the history behind the candle experiment and its relationship with some typical erroneous explanations. One of the key factors behind Lavoisier’s success was the use of experiments carefully designed to test different hypotheses. Following these steps, we performed several closed volume experiments where the candle wick was replaced by a capillary stainless steel cylinder supported and heated by a nichrome filament connected to an external power supply. Our recorded experiments are displayed as web pages, designed with the purpose that the reader can easily visualize and analyze modern versions of Lavoisier’s experiments. These experiments clearly show an initial phase of complete combustion, followed by a phase of incomplete combustion with elemental carbon or soot rising to the top of the vessel, and a final phase where the hot artificial wick only evaporates a white steam of wax that cannot ignite because no oxygen is left in the closed atmosphere. After either a complete or incomplete combustion of the oxygen, our experiments show that the final gas volume is nearly equal to the initial air volume.  相似文献   

The subjective well-being of first-year tertiary students during an induction programme     

Shingairai Chigeza  Johannes H. de Kock  Vera Roos  Marie P. Wissing 《Africa Education Review》2017,14(3-4):20-35

This article describes the perceptions of first-year students’ subjective appraisal of ttheir wellbeing before, during and after participation in an induction programme at a higher education institution (HEI). Twenty-two first-year students participated in focus group discussions (FGDs) and semi-structured individual interviews. Thematic and interpretative analyses suggested shifts in the students’ levels of well-being: high before, low during, and increased after the induction programme. Low levels of well-being were linked to experiences of fear, feeling disrespected, and disillusionment with university life, leaders, and a perceived loss of autonomy, independency and social-relatedness. An increase in well-being was associated with social integration, support, the ability for self-reflection and perspective taking. Wellbeing is a relational and collective matter which is embedded in broader contexts. Therefore, historical legacies of oppression and inequality should be challenged through constructive debate, involving previously neglected voices intentionally; and creating opportunities for the expression of students’ needs and growth potential  相似文献   

Educating counseling and guidance professionals from a pedagogy perspective: experiences from a Latin American undergraduate academic program     

George Davy Vera  Dorelys Jiménez 《International Journal for Educational and Vocational Guidance》2015,15(3):247-261

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Supporting the teaching of the visual literacies in the earth and life sciences in higher education     

Moragh Paxton  Vera Frith  Roisin Kelly-Laubscher  Natashia Muna  Mathilde van der Merwe 《高等教育研究与发展》2017,36(6):1264-1279

Internationally, there has been increasing emphasis on the teaching of the academic literacies, particularly reading and writing, in higher education institutions. However, recent research is highlighting the need for more explicit teaching of multimodal forms of communication, such as the visual literacies, in undergraduate courses in a wide range of disciplines such as the sciences, engineering and architecture. The research recognises that this is an area of academic literacy teaching that has often been neglected. This article draws on the findings of a research project which set out to understand both the multimodal literacy requirements and current practices in the teaching of these literacies in the earth and life sciences at a South African university. Three key themes are discussed: learning to see like a scientist, the importance of learning by switching between and integrating different modes of representation and teaching the conventions of representation in the sciences. The conclusion proposes ways for academic developers to work with staff to develop more explicit ways of teaching the visual literacies.  相似文献