Serendipitous science engagement: A family self‐ethnography          下载免费PDF全文

Dana Vedder‐Weiss 《科学教学研究杂志》2017,54(3):350-378

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Assessing and Promoting Self‐Regulated Strategy Use     

Carol VanZile‐Tamsen 《Journal of College Counseling》2002,5(2):182-186

College counselors can assist students in enhancing their academic performance by assessing student self‐regulated strategies. Key aspects of self‐regulated strategy use (SRSU) are identified, and a semistructured interview to assess SRSU is presented. The rich data collected in the interview can assist the counselor in designing academic counseling interventions consistent with the needs and life situation of the individual student.  相似文献   

‘Let's Save Energy!’: incorporating an environmental education dimension in the teaching of energy     

Mariacute;a Pilar Jiménez‐Aleixandre  Juan Ramón Gallástegui‐Otero 《Environmental Education Research》1995,1(1):75-83

A curricular unit called ‘Let's Save Energy!.’ was developed and tested as part of a project of Science Materials for Secondary Education. The project is focused on human needs, and how Science relates to them. This paper discusses how E.E. is built into a ‘traditional’ science topic (Energy), and some of the activities used to develop an awareness about the need and ways to ‘save’ Energy. A simulation game is presented with a focus on international co‐operation and environmental protection. The process of the development of the materials, and some results of its use in the classroom with 15/16‐year‐old pupils are discussed.  相似文献   

Touchstones as sprezzatura: the significance of attachment to teacher literary formation     

Teresa Strong‐Wilson 《Changing English: An International Journal of English Teaching》2006,13(1):69-81

A touchstone is a smooth dark stone that, when rubbed against gold and silver, proves the metal's quality. Figuratively, it has come to signify ‘that which serves to test or try the genuineness of anything’ (Oxford English Dictionary). Here I consider why certain literary ‘touchstones’ of teachers are more formative than others. This leads to an exploration of the close association between the aesthetics of literary response and the sprezzatura of childhood reading. The pedagogical question of involving teachers and teacher educators in critical reflection on their practices should begin with these formative stories.  相似文献   

English Language Teaching in Taiwan Today     

Chiou‐lan Chern 《Asia Pacific Journal of Education》2002,22(2):97-105

This paper gives an overview of English education in Taiwan. It traces the historical development of ELT in the country, discusses ELT today, and the implications of foreign language policies on ELT in schools in Taiwan.  相似文献   

Using item response theory to describe the Nonverbal Literacy Assessment (NVLA)          下载免费PDF全文

Danielle Fleming  Mark Wilson  Lynn Ahlgrim‐Delzell 《Psychology in the schools》2018,55(4):341-349

The Nonverbal Literacy Assessment (NVLA) is a literacy assessment designed for students with significant intellectual disabilities. The 218‐item test was initially examined using confirmatory factor analysis. This method showed that the test worked as expected, but the items loaded onto a single factor. This article uses item response theory to investigate the NVLA using Rasch models. First, we reduced the number of items using a unidimensional model, which resulted in high levels of test reliability despite decreasing the number of questions, providing the same information about student abilities in less time. Second, the multidimensional analysis indicated that it is possible to view the NVLA as a test with four dimensions, resulting in more detailed information about student abilities. Finally, we combined these approaches to obtain both specificity and brevity, with a four‐dimensional model using 133 items from the original NVLA.  相似文献   

ASSISTANCE IN HIGHER EDUCATION LEGISLATION: THE LEGISLATIVE REFORM PROGRAMME OF THE COUNCIL OF EUROPE     

Peter Fischer‐Appelt 《Higher Education in Europe》1996,21(2-3):82-89

Between 1989 and 1992, the Council of Europe responded to the perceived need to assist eastern and central European countries to develop a legal basis for their higher education systems that would lead to a workable and equitable balance between state control and university autonomy and academic freedom. Thus the Legislative Reform Project of the Council of Europe got underway in the spring of 1992. The results so far have been very positive. In 1996, the Council on Higher Education and Research of the Council of Europe recommended the continuation of the Project, now known as a Programme, for another four‐year period and its extension to the sectors of science and technology.  相似文献   

ASSISTING QUALITY ASSESSMENT AND IMPROVEMENT IN THE HIGHER EDUCATION INSTITUTIONS OF SLOVENIA     

Miroslav Kalisnik  Pavel Zgaga  Barica Marentic‐Pozarnik  Viljan Mahnic  Bogomir Mihevc 《Higher Education in Europe》1995,20(1-2):84-95

There are two universities in Slovenia which undertake research and teaching and offer professional services. The quality of the research performed by faculty members is assured by strict quantitative bibliographical criteria employed in the faculty rank award procedure. The criteria for teaching quality are less well defined. The new Higher Education Act of 1993, organized university staff development, the appearance of an integrated information system, and student evaluation of faculty teaching performance with the aid of student questionnaires can all be regarded as extrinsic assistance to intrinsic efforts on the part of faculty, students, and their organizations. Slovenia will endeavour to broaden and deepen its co‐operation with international organizations and foundations in the field of quality assessment and improvement of higher education institutions, particularly the quality of the teaching they offer.  相似文献   

Exploring high school students' and teachers' preferences toward the constructivist Internet‐based learning environments in Taiwan     

Min‐Hsien Lee & Chin‐Chung Tsai 《Educational studies》2005,31(2):149-167

This paper explores high school students' and teachers' preferences towards constructivist Internet‐based learning environments. The study proposes a framework, including two dimensions and five aspects, to illustrate the features of the Internet‐based learning environments. Based upon this framework, the Constructivist Internet‐based learning environment survey improvement (CILESI) was developed, which includes the scales of ease of use, multiple sources, student negotiation, reflective thinking, critical judgement and epistemological awareness. Questionnaire responses gathered from 630 high school students in Taiwan suggested that the CILESI showed adequate reliability in assessing students' preferences. Male students placed more emphasis on the student negotiation, critical judgement and epistemological awareness enhanced by the Internet‐based learning environments than female students did. In addition, the teachers of the sampled students (n?=?78) were also surveyed by CILESI. The teachers tended to express stronger preferences on the ease of use of the Internet‐based learning environments than did their students. However, students, when compared with their teachers, seemed to express more preferences towards the features of student negotiation, reflective thinking, critical judgement and epistemological awareness of Internet‐based learning environments.  相似文献   

Turning boys off? Listening to what five‐year‐olds say about reading     

Judy Lever‐Chain 《Literacy》2008,42(2):83-91

This paper reports the first part of a 2‐year longitudinal study, which examined the impact of age of entry to school on the reading development of 60 summer‐born boys during Key Stage One. The sample was drawn from 18 schools in six Local Education Authorities operating different admissions policies. Thirty‐one had attended nursery part‐time, while 29 had experienced full‐time reception class before their fifth birthday and before statutory age of entry to school. The data offer an original portrayal of learning to read through the voices of a group of 5‐year‐old boys as they reflected on home and school literacy events relating to reading. Reading acquisition was examined within a theoretical model which incorporates attitudinal factors as intrinsic and defining components of reading literacy. The data draw attention to the centrality of these factors in the complex structure which supports the process of reading acquisition, acknowledging the need to investigate this process from the perspective of the child. This paper discusses the findings in the context of the boys' early years experience and the implications in the light of the widespread debate about age of entry to school and appropriate early years practice. The data suggest the current wide‐spread skills‐based approach to reading often ignores the crucial motivational elements that make a real reader and that the formality associated with this approach may be damaging reading attitudes in the youngest children of our reception classes.  相似文献