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Lois Barclay Murphy 《Journal of Experimental Education》2013,81(1):79-90
Using three stratified random samples of thirty-two teachers each from grades 2 through 5, a 3-group posttest-only control group research design was employed to determine the effectiveness of an in-service program utilizing simulation techniques on teacher awareness of pupils’ instructional reading levels. Pupils were selected randomly from each teacher’s classroom. Differences between the grade level of pupils’ readers and their performance on McCracken’s Standard Reading Inventory constituted the measure of teacher awareness. The importance of teachers’ grade level assignments and the time of year when this in-service training is conducted were also evaluated.Findings indicated that this in-service program is effective only when conducted before school begins. There was a significant difference in teacher awareness among grade levels but a contravertible one between primary and intermediate levels. 相似文献
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Maha Bali Maureen Crawford Rhonda Jessen Paul Signorelli Mia Zamora 《Educational Media International》2015,52(2):100-115
Imagine the challenge of being immersed in a dynamic learning network where you play brinkmanship with being overwhelmed by a plethora of information, comments, and conversations on a topic of intense interest to you. Through adept facilitation, the comments and encouragement of fellow participants, and your own perseverance, you develop a network of personal connections which serve as metaphorical flying buttresses creating enough stability that you are able to learn in a new, yet profoundly meaningful way – the connectivist massive open online course (cMOOC) way. Through the lens of autoethnography, five seasoned educators collaboratively reflect on their motivation for participating in their initial cMOOC. They analyze their lived experience, what they found most engaging, and most importantly, they grapple with why cMOOC communities often endure past official end-dates. This article attempts to provide insight into the thrill and depth of learning and connection possible through participation in cMOOCs. 相似文献
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