The Use of Dynamic Assessment by Educational Psychologists in the UK     

Ruth Deutsch  Yvonne Reynolds 《Educational Psychology in Practice》2000,16(3):311-331

Training in Dynamic Assessment (DA) was rarely available in the UK until 1994. This is the first study to explore the outcomes of its availability in terms of the practice of DA and perceptions about it among educational psychologists (EPs). One hundred and nineteen EPs, who had taken positive steps to inform themselves about DA by undertaking some degree of training or by joining a DA interest group, were surveyed to explore the extent of their initial training in DA, subsequent use of it and issues of implementation. Overall, the 88 responses (74%) received suggest, among those surveyed, widespread awareness of DA as a model of cognitive assessment and positive attitudes to it, coupled with a low level of implementation. The low level of use was frequently attributed to insufficient training in DA, to lack of time due to other assessment priorities, often set by the local education authority, and to lack of the ongoing expert support felt to be necessary to maintain use of a demanding form of assessment. The authors take the position that the EP's repertoire would be enriched by improved knowledge of and training in DA. The research raises important issues for cognitive assessment and raises the broader question whether there is a need for the more proactive involvement of educators in enhancing the cognitive functioning of children.  相似文献   

Teachers' Conceptions of Education: A Practical Knowledge Perspective on 'Good' Teaching     

Yvonne de Vries  Douwe Beijaard 《Interchange》1999,30(4):371-397

Research on teachers' practical knowledge is considered to be an alternative to several other research approaches to teaching which study teaching from a limited point of view and from an outsider's perspective, often with the aim of exerting control over teachers. It is argued that research on teachers' practical knowledge takes into account in a better way what really matters in teaching because it emphasizes the knowledge and beliefs of teachers themselves about teaching. In this study, the issue of 'good' teaching is highlighted from a perspective on teaching based on teachers' practical knowledge. The conceptions of education of eight experienced teachers were investigated with a multi-methodical approach. Teachers' conceptions of education consist of their views on the objectives of education, the contents of the curriculum, and the role of the teacher and the students in the teaching and learning process. Several contextual factors and teachers' interpretations of these factors seem to exert influence on teachers' conceptions of education, such as the schools in which they work, the characteristics of the students and subjects they teach, and general developments in society. It is concluded that it is difficult to give a precise definition of good teaching from a practical knowledge perspective because of the personal and context-embeddedness of teachers' practical knowledge. However, the results indicate that research on teachers' practical knowledge adds new information to the discussion of good teaching when compared with the results of more traditional research approaches to teaching.  相似文献   

Decision-Making Behaviour of Potential Higher Education Students   总被引：3，自引：0，他引：3  

Yvonne J. Moogan  Steve Baron  & Kim Harris 《Higher Education Quarterly》1999,53(3):211-228

This paper examines the decision-making behaviour adopted by candidates hoping to gain entry into Higher Education. Whether or not the potential students operate a systematic process, thinking logically throughout each step and choosing the alternative with the most favourable ranking, is worthy of discussion. Secondary research confirms the many variables influencing this process, particularly within the USA. However, in-depth knowledge concerning the criteria that British students employ and their thoughts regarding decision-making is limited. Hence an exploratory study incorporating Sixth Form pupils of a High School in the NW of England and students from across the UK attending an open-day at a university also in the NW was undertaken. Results indicate that applicants do follow the sequential stages from 'problem recognition'to 'evaluation of alternatives' using parents' as well as teachers'advice throughout, although there seems to be a gap in the information needs of potential students, which many universities are not currently satisfying.  相似文献   

体力活动与多发性硬化症研究的10大问题     

Robert W Motl  Yvonne C Learmonth  Lara A Pilutti  Eduard Gappmaier  Susan Cootec 《北京体育大学学报》2016,39(3):47-57

摘要：全世界约有250万人患有多发硬化症（MS）,并且发病率有增加趋势。MS是一种中枢神经系统疾病,与多种症状和功能障碍相关。目前一线治疗方法对晚期患者基本无效。越来越多的证据表明体力活动（PA）有益于MS患者,但是大多数MS患者存在PA不足和静坐少动行为。因此,我们提出了10个研究问题,旨在指导今后有关PA和MS的研究：1）PA是否是一种MS的缓解性治疗行为？2）PA对MS患者有哪些益处？3）什么样的PA处方最适合MS患者？4）MS患者在PA中有哪些安全问题？5）哪些MS患者可以通过PA获得益处？6）哪些变量可以用来解释PA对MS患者的作用？7）有效促进 MS患者进行PA的行为干预方法是什么？8）我们如何将研究成果用于实际临床工作中？9）静坐少动行为对MS患者有什么影响？10）评价MS患者PA的最佳方法是什么？这些问题对于帮助我们了解PAPA对MS患者长期和短期的效果,开发新方法促进和保持MS患者的PA至关重要,解决这些问题可以大大改善MS患者的生活质量。  相似文献   

‘Should you turn this into a complete gender matter?’ Gender mainstreaming in medical education     

Petra Verdonk  Yvonne Benschop  Hanneke de Haes  Linda Mans  Toine Lagro‐Janssen 《Gender and education》2009,21(6):703-719

The incorporation of a gender perspective in medical education aims toward better health, gender equity, and a better health care for both men and women. In this article, participants’ responses to a Dutch gender awareness‐raising project in medical education are discussed. Eighteen semi‐structured interviews were held with education directors and change agents. Resistance towards and obstacles for gender mainstreaming in medical education were implicit in four themes: (1) biomedical knowledge was perceived to be gender neutral, to which knowledge about women could be added to the body of knowledge either with or without framing them as gender issues; (2) the relevance of gender was unofficially denied by downplaying it, particularly in comparison with culture/ethnicity; (3) medical education’s social accountability was hardly mentioned and gender inequalities in health were framed as feminist political issues and not medical issues; and (4) we were urged to communicate carefully to increase acceptance and avoid overt resistance which situated gender inequalities outside the medical domain. Recommendations to change educational material were widely discussed; but specific features of gender were easily lost. This was especially true for power differences between men and women. Nevertheless, dominant systems of thought were challenged.  相似文献   

Parent involvement in early intervention: what role does setting play?     

Yvonne Kellar-Guenther  Steven A. Rosenberg  Stephen R. Block  Cordelia C. Robinson 《Early Years: An International Journal of Research and Development》2014,34(1):81-93

This study compared levels of parent involvement in early intervention services for children under three which were delivered in community settings (children’s homes and child care programs) and specialized settings (early intervention centers and provider offices) in the USA. Respondents reported the highest levels of parental involvement in the home. However, level of involvement in the home was not significantly higher than the provider’s office for parent attendance, quality and content of parent-provider communication, and effective instruction; level of provider communication and instruction to parents was not significantly higher in the home than in the early intervention center. Early intervention services in the child care setting were associated with the lowest levels of parent involvement. With the exception of child care, these results suggest that specialized and natural settings are associated with similar levels of parent involvement.  相似文献   

How Do Children Socially Learn from Narrative Fiction: Getting the Lesson,Simulating Social Worlds,or Dialogic Inquiry?     

Gasser  Luciano  Dammert  Yvonne  Murphy  P. Karen 《Educational Psychology Review》2022,34(3):1445-1475

Educational Psychology Review - Educators read narrative fiction with children not only to promote their literacy skills, but also to support their sociomoral development. However, different...  相似文献   

Correction to: How Do Children Socially Learn from Narrative Fiction: Getting the Lesson,Simulating Social Worlds,or Dialogic Inquiry?     

Gasser  Luciano  Dammert  Yvonne  Murphy  P. Karen 《Educational Psychology Review》2022,34(3):1477-1477

Educational Psychology Review -  相似文献   

Editorial     

Stephanie Hellekamps  Christoph Wulf  Yvonne Ehrenspeck 《Zeitschrift für Erziehungswissenschaft》2001,4(1):3-4

Ohne Zusammenfassung

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Editorial

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Stichwort: Ästhetik und Bildung     

Yvonne Ehrenspeck 《Zeitschrift für Erziehungswissenschaft》2001,4(1):5-21

Ohne Zusammenfassung  相似文献