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991.
John Dewar Wilson 《Asia-Pacific Journal of Teacher Education》2000,28(1):39-51
In 1996 and 1997, as part of the Bangladesh Higher Secondary Education Project, the author and three local colleagues provided consultancy support to assist college professors to become teacher trainers in four newly established teacher training institutes for higher secondary teachers (grades 11 and 12). At an individual level the process sought to introduce the concept of practical training and to develop relevant skills. At an institutional level staff were encouraged to work as a team in delivering training, especially in implementing an Action Research module developed by the consultants, and to recognise that the institutional context provided a vehicle for learning from each other. Surprisingly the professors developed positive attitudes to their role and productivity increased dramatically over the consultancy, although resources were inadequate and working conditions difficult. Strategies to sustain teacher training on the termination of the project are outlined. 相似文献
992.
A framework for investigating approaches to mathematics teaching in light of recent reforms is described. This framework is
used to explore the struggles of a veteran middle school mathematics teacher as he attempted to modify his practices. The
report was developed during a two-year period during which the teacher was interviewed and observed regularly. The teacher
was successful in broadening some aspects of his pedagogical thinking and practice. For example, he reformed his teaching
to emphasize important mathematical concepts. However, at least in part because of his views of pedagogical authority, he
was unable to let his students explore ideas, solve open-ended problems, and debate intended meanings of mathematical ideas
and solutions on a regular basis.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
993.
994.
John Hedley Brooke Terry Dartnall Celia Roberts Sally Newcomb Rafe Champion Andrew Milne Martin Kelly Wendy Varney Orin Thomas Craig R. Stillwell Leonard G. Wilson Peter Anstey Jay L. Garfield Mark Colyvan Mark Cortiula John Merson Nicolas Rasmussen Nickolas Vakas John Forge Sunny Y. Auyang Clair Scrine Katharina Rowold 《Metascience》1999,8(3):444-514
995.
John Wilson 《Cambridge Journal of Education》1998,28(1):129-133
It is argued that, contrary to much contemporary opinion, ‘conceptual analysis’ is not to be seen as a particular ‘school’ of philosophical thought beyond which we have now passed. It is, rather, a practice: an inter‐personal engagement which seeks to clarify meaning without making any ‘assumptions’ and without the benefit of ‘theory’. The necessity of this practice for educational research, indeed for any sharing of minds between people, is obvious: the difficulty lies rather in our own impatience and reluctance to engage in it. 相似文献
996.
997.
998.
999.
1000.
Brian Wilson 《Higher Education》1984,13(1):1-22
A considerable amount of information is available concerning the adjustment problems that students from developed countries experience when they transfer from school to university. Comparatively little is known about the problems of African students, despite the existence of a number of factors which might be expected to produce large numbers of problems and relatively severe problems. Having adopted certain criteria regarding the acceptability or otherwise of adjustment problems, a preliminary survey was conducted at the University of Zambia in order to see whether adjustment problems existed and to give some insight into the type of problem experienced. The survey indicated the presence of a large number and wide variety of problems and a questionnaire was subsequently developed in order to test the potency, generality and persistency of the student's difficulties. The results obtained with a representative sample of 242 first-year and 60 fourth-year students showed that there are problems which are sufficiently potent, general and/or persistent to be a cause for concern to the university authorities. 相似文献