Teamwork and Entrepreneurial Behavior among K-12 Teachers in the United States     

Roque do Carmo Amorim Neto  Vinícius Picanço Rodrigues  Kathryn Campbell  Meaghan Polega  Torrie Ochsankehl 《The Educational forum》2020,84(2):179-193

Abstract

This study attempted to identify the predictors of entrepreneurial behavior by assessing a series of variables that included teamwork skills and demographic variables, and to explore teachers’ experiences with teamwork. A sample of 367?K-12 public school teachers completed the survey. The findings indicated that teamwork predicts entrepreneurial behavior. Most participants received teamwork training through their school districts. Barriers to teamwork included time constraints, individual differences, and inability to collaborate.  相似文献   

高职教学中提高英语交际能力的策略     

李娟  薛燕 《石家庄职业技术学院学报》2006,18(5):58-60

高职英语教学中,提高学生的交际能力可从以下方面入手:坚持情境教学,提高课堂教学质量;组织交流活动,加强语言知识转化;注重文化输入,突破跨文化障碍。  相似文献   

如何创建学习型高校档案室     

蒋娟 《重庆第二师范学院学报》2007,20(6):111-113

科学技术的发展,知识的更新,计算机的普及,给高校档案室的发展带来前所未有的挑战.要创建学习型档案室,只有通过各种途径拓展学习,提高挡案管理员的综合素质,才能解决现实存在的档案员知识老化、能力结构和知识结构欠缺的问题.  相似文献   

Should I use co-assessment in higher education? Pros and cons from teachers and students’ perspectives     

Victoria Quesada  Miguel Ángel Gómez Ruiz  Maria Beatriz Gallego Noche  Jaione Cubero-Ibáñez 《Assessment & Evaluation in Higher Education》2019,44(7):987-1002

Co-assessment is a type of participatory assessment in which the teacher and student jointly discuss, negotiate and assess the student’s task or performance. Although the literature on co-assessment is scarce, some authors highlight the benefits for students of participating in co-assessment in higher education, including learning, improved communication, and greater assessment literacy. This study has a double objective: on the one hand, to analyse the strengths and limitations perceived by students participating in co-assessment practices; on the other hand, to explore the strengths, weaknesses, opportunities and threats perceived by professors participating in the experience. The study was developed in 8 class groups with the participation of 470 students and 4 teachers. The qualitative analysis of the data obtained from the questionnaires and focus groups indicates that the students acknowledged several strengths, among which learning from mistakes was prominent. Students also noted some limitations, particularly the lack of adjusted scoring. Professors offered another perspective that complemented the vision of their students, noting that co-assessment presents opportunities as well as risks that may jeopardise its implementation.  相似文献   

邓小平对传统义利观的继承和发展     

杨娟 《遵义师范学院学报》2007,9(6):1-4

邓小平站在辩证唯物主义立场上,深刻地揭示了社会主义义和利的对立统一、相互依赖、相互渗透的关系,是我国极富特色的传统义利论在新形势下的新发展,是中华民族传统文化中的一切义利思想的精华与马克思主义的科学原理和我国改革开放伟大实践高度融合的结晶,是古老的义利观发展的新阶段。邓小平的义利观,是邓小平理论的重要组成部分之一,是义和利的辩证统一。认真学习和践行邓小平的义利观,对物质文明和精神文明建设,对社会主义现代化建设都具有重要的指导意义。  相似文献   

Feeling Brown in the Academy: Decolonizing Mentoring Through a Disidentification Muxerista Approach     

Jeannette D. Alarcón  Silvia Bettez 《Equity & Excellence in Education》2017,50(1):25-40

According to the Chronicle of Higher Education, “Hispanics” comprise only 4% of the full-time faculty in U.S. universities, although Latin@s comprise 16.4% of the U.S. population. Given the under-representation of Latin@ faculty, efforts to support and retain them are paramount. Recently a small body of literature has surfaced explicitly centering the practices of peer mentoring among Latin@s. Through collaborative auto-ethnography and counter-storytelling, using a framework of disidentification, muxerista mentoring, and community cultural wealth, we add to this literature by discussing our experience of engaging in non-hierarchical Latina peer mentoring at a predominantly White university. The main themes include: merging emotional needs with professional growth, forging learning and research partnerships, Browning teaching spaces and transforming institutional practices.  相似文献   

Editorial     

Juan Carlos Tedesco 《Prospects》1997,27(2):183-184

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兴之所至 兴趣使然——略谈高校英语兴趣教学法     

周娟 《郧阳师范高等专科学校学报》2004,24(1):142-144

兴趣是充分运用、调动学生积极性,激发学生学习动机以搞好大学英语教学的重要因素,从兴趣与动机,情感和态度的关系激发培养学生学习英语的兴趣。  相似文献   

美国马萨诸塞州K-12"技术/工程"课程标准的演进     

杨玉琴  倪娟 《比较教育研究》2017,39(10)

美国马萨诸塞州K-12"技术/工程"课程标准自1996年至2016年历经4版的修订.在课程标准演进过程中,课程理念随21世纪社会发展需求不断更新.内容主题的设置从STS视角向STEM视角转变,内容标准的呈现亦逐步明晰具体、易于把握、可操作性强,且充分体现了课程的整合趋势.马萨诸塞州对"技术/工程"学科面向21世纪技能培养的课程定位、一贯连续的政策支持以及"相关、严格、连贯"的课程开发值得借鉴.  相似文献   

The Impact of Socio-Scientific Controversies in Portuguese Natural Science Teachers' Conceptions and Practices   总被引：1，自引：0，他引：1  

Reis  Pedro  Galvão  Cecília 《Research in Science Education》2004,34(2):153-171

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