INVESTIGATING A POSSIBLE GAP BETWEEN STUDENTS’ EXPECTATIONS AND PERCEPTIONS: THE CASE OF A PRE-ENTRY SCIENCE PROGRAM     

Eunice Kolitsoe Moru  Jan Persens  Trygve Breiteig 《International Journal of Science and Mathematics Education》2010,8(2):323-348

This study investigated a gap that may have existed between students’ expectations and perceptions of the 2007 Pre-Entry Science Program (PESP) cohort at the National University of Lesotho and factors that might have influenced these expectations and perceptions. Questionnaires and semi-structured interviews were used for data collection and administered to students participating in PESP. The gaps between expectations and perceptions that existed were measured using Cohen′s effect size. A large effect size was found for the ability of presenters to give students a good grasp of concepts within the subject area. Factors that seem to have influenced the students′ expectations and perceptions were identified as students′ background knowledge, previous experience, informal communication, and individual needs. Suggestions made to narrow the gap include knowing students′ expectations at the beginning of the program and then making a conscious effort to meet them.  相似文献   

Tailor-made: Towards a pedagogy for educating second-career teachers     

Anke Tigchelaar  Niels Brouwer  Jan D. Vermunt 《Educational Research Review》2010,5(2):164-183

Many countries suffer from teacher shortages. One possible solution to this problem is to recruit second-career teachers. These second-career teachers form an intriguing group. They bring an abundance of previous experiences into a new, professional domain. The purpose of this study is to identify pedagogical principles that support the training of second-career teachers. Special attention is given to the transfer of previous experiences obtained in different professional contexts. The literature on alternative certification programmes is reviewed from a pedagogical perspective. The results indicate that second-career teachers differ from first-career teachers in several respects. These differences appear to be related to their previous experiences. The differences also appear to influence their professional development. The study suggests that a tailor-made pedagogy for second-career teachers is needed, along with certain programme features, which take into account the specific needs of this group of students. Four design principles were identified, i.e.: addressing expectations, addressing challenges related to the transition to teaching, addressing transfer and developing a theory of practice.  相似文献   

Preparing LGBTQ-allies and combating homophobia in a U.S. teacher education program     

Caroline T. Clark 《Teaching and Teacher Education》2010

Interns in a US teacher education program were surveyed regarding their attitudes towards diversity, particularly issues of sexuality, their feelings of “cultural competence” around diversity, and the repertoires of practices and resources they feel prepared to draw on in their work with middle and high schools students (11–18 year olds). Analysis of course materials provided insight into distinctions between anti-homophobia and LGBTQ-ally stances among students. Extensive semi-structured interviews with 7 students explored these issues in more depth, documenting their sense of preparedness and cultural competence, where locate and how they identify “useful experiences in learning how to teach LGBTQ youth, and the concerns they face in their work against heterosexism and homophobia in schools.  相似文献   

Understanding the past—illuminating the future     

Nick Rushby  Jan Seabrook 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(2):198-233

This is the report of a project funded by the British Educational Communications and Technology Research Agency (Becta) to identify the key—but forgotten—information and communication technology research projects in the UK between 1980 and 1999 and to review the contribution that these projects can make in informing the current Becta research agenda and making future research more efficient.  相似文献   

Revisioning the Origin: Tracing Inventional Agency Through Genetic Inquiry     

John Angus Campbell  Ryan K. Clark 《Technical Communication Quarterly》2005,14(3):287-293

The authors respond to the charge that reading for intentionality necessarily leads critics into a naive conception of agency. They argue for methods that hold authors, texts, and audiences in productive tension. Genetic criticism is offered as a perspective in which the author may be integrated within this tension. Using Di Gregorio and Gill's study of Darwin's marginalia and Campbell's examination of Darwin's notebooks, the authors apply genetic criticism to Darwin's writings to demonstrate that intentionalist readings offer scholars a useful critical resource.  相似文献   

The mechanical theory of heat     

Daniel K. Clark  C. E. 《Journal of The Franklin Institute》1860

  相似文献   

Research Guides Come of Age     

John R. Clark 《Behavioral & Social Sciences Librarian》2013,32(3):85-87

  相似文献   

The gifted migrant child: An introduction     

Jan Hamilton 《Roeper Review》2013,35(3):146-147

This article discusses the need for educators of the gifted to work with educators of the migrant child in order to identify those students who are both migrant and gifted. The Federal definition of migrant, migrant streams, and typical factors that handicap the migrant student are explained. The Migrant Student Record Transfer System is described as a vehicle for nominating and identifying potentially gifted students.  相似文献   

HOW TO IMAGINE SOMETHING EXTERIOR TO THE SYSTEM: CRITICAL EDUCATION AS PROBLEMATIZATION     

Jan Masschelein 《Educational theory》1998,48(4):521-530

  相似文献   

A few words from the QSE Co‐editors     

Carolyn Clark  Jim Scheurich QSE Co‐editors 《International journal of qualitative studies in education》2013,26(2)

  相似文献