排序方式： 共有71条查询结果，搜索用时 15 毫秒
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Michael T. Miller Stephen M. Vacik Camilla Benton 《Community College Journal of Research & Practice》2013,37(7):645-654
The current study provided an investigation of 110 faculty who were very involved, moderately involved, and not involved in governance activities in community colleges. No differences were found between the three groups on characteristics of an ideal governance process or the roles faculty have in shared governance. Differences were found in responses to general perceptions toward faculty involvement in governance. 相似文献
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The effects of individual or group guidelines on the calibration accuracy and achievement of high school biology students 总被引：1，自引：0，他引：1
Linda Bol Douglas J. Hacker Camilla C. Walck John A. Nunnery 《Contemporary educational psychology》2012
A 2 × 2 factorial design was employed in a quasi-experiment to investigate the effects of guidelines in group or individual settings on the calibration accuracy and achievement of 82 high school biology students. Significant main effects indicated that calibration practice with guidelines and practice in group settings increased prediction and postdiction accuracy. A significant interaction showed that students who practiced calibration in groups using guidelines showed the greatest accuracy in their predictions and postdictions. Students in the guidelines condition and in the group setting condition had significantly higher achievement scores. The findings of this study suggest that the use of guidelines and group settings can promote calibration accuracy and achievement in high school biology courses. 相似文献
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Camilla Addey 《Critical Studies in Education》2017,58(3):311-325
ABSTRACTSetting this paper against the backdrop of scholarly research on recent changes in the OECD’s approach and workings in education, I analyse how the OECD has reinforced its infrastructural and epistemological global governance through the Programme for International Student Assessment (PISA) for Development (PISA-D). Drawing on qualitative data, this paper makes three arguments. First, there has been a reinforced effort at the OECD to align national and international large-scale assessments; second, the OECD-ensured PISA-D was enhanced only in so far as it remained comparable with PISA, with a view to joining up lower- and middle-income data infrastructures with the global PISA infrastructure; and third, the OECD has bound together the aims of PISA, PISA-D, the Education and Skills Directorate, the Organisation’s Strategy on Development and the global education agenda (Sustainable Development Goals), thus strengthening its global education governance potential. With a note of concern, I suggest these recent changes in the OECD’s work in education may be spreading a very narrow framework of educational values, which does not sufficiently recognise the complexity of learning and teaching. 相似文献
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Margrete Skar Line Camilla Wold Vegard Gundersen Liz O’Brien 《Journal of Adventure Education & Outdoor Learning》2016,16(3):239-255
Based on a nationwide Norwegian survey among 3160 parents of children aged 6–12 years, this article identifies and discusses barriers for children’s engagement with nearby nature. A set of social factors related to time pressure are evaluated as more significant barriers than environmental factors such as accessibility, safety and landscape quality. Children’s free play in nearby nature does not seem to be an alternative to a target-orientated and time-scheduled everyday life. Instead, parents give themselves, other adults and public institutions more responsibility to stimulate increased nature contact. Despite strong traditions in outdoor life and good accessibility to nearby nature, social and cultural trends seem to influence children’s engagement with nature in the same way in ‘Green Norway’ as it does in many other European countries. Implications of the findings are discussed in terms of policy and promotion according to nature management and adults’ roles. 相似文献
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Yvette?SolomonEmail author Elisabeta?Eriksen Bj?rn?Smestad Camilla?Rodal Annette?Hessen?Bjerke 《Journal of Mathematics Teacher Education》2017,20(2):141-158
An issue of particular concern in mathematics teacher education is the relationship between theory and practice, and the nature of university–school partnerships. We report here on results from a research project answering the call for a more systematic understanding of the practice learning context. The study focuses on the new Norwegian elementary teacher education programme and highlights the difficulties involved in connecting theory and practice and how prospective teachers may be supported in this respect. Focus group interviews involving 51 first-year prospective teachers and 25 teacher–mentors investigated early school placements, specifically prospective teachers’ positions in the classroom as teachers of mathematics, and the ways in which the mentoring relationship supported their developing role. Taking a communities of practice perspective, we found that the idea of movement across intersecting and sometimes conflicting communities of practice is helpful in aiding our understanding of the difficulty of connecting theory and practice. Additionally, variations in mentoring styles and perceptions of prospective teachers’ mathematics and pedagogic knowledge competencies play a part in some prospective teachers’ difficulties in taking up a role as legitimate peripheral participant in the school. We conclude by considering ways in which prospective teachers might be better supported to cope with school placement. 相似文献
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Camilla Schreiner Ellen K. Henriksen Pål J. Kirkeby Hansen 《Studies in Science Education》2013,49(1):3-49
This paper provides an introduction to the concept of pedagogical link‐making in the context of teaching and learning scientific conceptual knowledge. Pedagogical link‐making is concerned with the ways in which teachers and students make connections between ideas in the ongoing meaning‐making interactions of classroom teaching and learning. First of all we draw upon socio‐cultural perspectives to outline why we think that ‘link‐making’ is fundamental to science learning and consequently to science teaching and then we identify three main forms of pedagogical link‐making. The related research literature is then used to specify pedagogical link‐making approaches associated with each of the three main forms. Finally, the resultant framework of link‐making forms and approaches is applied in analysing a teaching sequence taken from a UK secondary school science classroom. Part of this analysis involves identifying specific pedagogical tools/strategies that might be employed in the classroom to support link‐making. 相似文献