What’s in a name: dimensions of social learning in teacher groups     

E. Vrieling  A. van den Beemt  M. de Laat 《Teachers and Teaching》2016,22(3):273-292

Induced by a literature review, this paper presents a framework of dimensions and indicators highlighting the underpinning aspects and values of social learning within teacher groups. Notions of social networks, communities of practice and learning teams were taken as the main perspectives to influence this social learning framework. The review exercise resulted in four dimensions: (1) practice, (2) domain and value creation, (3) collective identity and (4) organization. The indicators corresponding to these dimensions serve as the foundation for understanding social learning in practice. The framework of dimensions and indicators can be of assistance for researchers as well as teacher groups that aim to assess their views on social learning and analyse whether these views fit the learning goals of the group or that adjustments are required. In this way, learning processes within groups of teachers can be improved.  相似文献   

Organising and leading systematic quality work in the preschool – preschool managers’ perspectives     

Jan Håkansson 《School Leadership & Management》2016,36(3):292-310

Preschool managers’ responsibility for and leadership of systematic quality work has come to the fore in connection with changes made to the Swedish preschool curriculum. The aim of this study is to contribute to the understanding of preschool managers’ leadership and management of the systematic quality work in Swedish preschools with reference to three specific domains: (i) governance, leadership/management and organisation, (ii) content and methods and (iii) development work and collegiate learning. Using qualitative methods, 18 preschool managers’ perspectives of leading systematic quality work have been analysed in relation to previous research. The results show a tension between linear and interactive forms of governance in the systematic quality work, but also that knowledge gaps among the staff can lead to uncertainties that the preschool manager has to address. At the same time, the results show the diversity of and variation in how children’s development and increased proficiency are documented, while the documentation of the quality of the work focuses on learning environments rather than on teaching and teacher competence. In the study, there are traces of what can be characterised as leadership for learning. This needs to be investigated more closely using other methods in future research.  相似文献   

The clinical use of motivational messages: an inquiry into the validity of the ARCS model of motivational design   总被引：2，自引：0，他引：2  

Jan Visser  John M. Keller 《Instructional Science》1990,19(6):467-500

Instruction, even when prepared according to sound instructional design principles, often does not stimulate students' motivation to learn. A motivational intervention, developed according to the processes outlined inthe ARCS model of motivational design, was implemented and tested following the conventions of an embedded single-case study. It was tested with a group of 15 adults participating in a staff development course conducted within the Mozambique Ministry of Education. Results, based on concurrent and discriminant analysis of both quantitative and qualitative data, indicated that the primary treatment, motivational messages, had positive effects on student attitude and performance. It may be concluded that the specific intervention and the ARCS model which provided the basis for designing it provide a sound basis for positively influencing student motivation to learn.  相似文献   

Modular programming of curricula     

P. J. van Eijl 《Higher Education》1986,15(5):449-457

A large scale modularisation of curricula in higher education based on relatively large modules is discussed. These modules are flexible courses and not the well known small instructional modules within a course. The idea of these so-called programme modules, together with some applications and implications are discussed in the context of the Dutch higher educational system which is quite similar to that in other Western European countries. One implication is a less static concept of what a curriculum is. This may affect students, teachers, curriculum planners and legislators in their thinking about what kind of education a university can offer (in the near future) to its potential clients.  相似文献   

Screening for hearing loss in early childhood programs     

William D. Eiserman  Lenore Shisler  Terry Foust  Jan Buhrmann  Randi Winston  Karl R. White 《Early childhood research quarterly》2007

This study assessed the feasibility of doing hearing screening in Migrant, American Indian and Early Head Start programs using otoacoustic emissions (OAE) technology. Staff members were trained to screen 0–3-year-old children for hearing loss using hand-held OAE equipment and a multi-step screening and referral protocol. Of the 3486 children screened as a part of the study, 77% passed an OAE screening at the first step, 18% more passed an OAE screening at the second step, and 5% were ultimately referred for medical or audiological follow-up. Eighty children were identified as having a hearing loss or disorder of the outer, middle or inner ear requiring treatment. Of these 80, six had permanent bilateral or unilateral hearing loss. Although the protocol suggested that the multi-step screening procedure should be completed within a 4-week time period or less, analysis of the data showed that for children requiring more than an initial OAE screening, the length of time over which the screening was completed ranged from 7 to 12 weeks. The median time required to complete a single OAE screening session was 4 minutes per child. The results demonstrate that OAE screening of young children using this protocol is practical and effective. The implications for conducting periodic hearing screening throughout early childhood are discussed.  相似文献   

ADAPT<Superscript>IT</Superscript>: Tools for training design and evaluation     

Marcel?B.?M.?de?CroockEmail author  Fred?Paas  Henrik?Schlandbusch  Jeroen?J.?G.?van?Merri?nboer 《Educational technology research and development : ETR & D》2002,50(4):47-58

This article describes a set of computerized tools that support the design and evaluation of competency-based training programs. The training of complex skills such as air traffic control and process control requires a competency-based approach that focuses on the integration and coordination of constituent skills and transfer of learning. At the heart of the training are authentic whole-task practice situations. The instructional design tools are based on van Merriënboer's 4C/ID^* methodology (1997). The article describes a training design tool (Core) that supports the analysis and design for competency-based training programs and an evaluation tool (Eval) that supports the subsequent revision of this training design.  相似文献   

“Montrose” child life protection unit: A treatment and assessment model in child abuse intervention     

Jane Brazier B.A. Dip. Social Work  Alison A. Davis RGN  RMN RCHN DCHN MCN  Jan Shier B.A. Applied Science 《Child abuse & neglect》1982,6(4):389-394

In New South Wales, Australia, the Department of Youth and Community Services is empowered by statute to deal with cases of child abuse and neglect. Its child protection services include the Montrose Child Life Protection Unit which is designed to support and complement the work of both the Intake Service, Field Service and most importantly the work of child protective facilities in the community. The service has intake crisis counselling and call out resources; maintains a central register; provides a facility for crisis residential care for children and families, diagnostic assessment, and a day programme. The emphasis in service delivery in New South Wales in the area of child protection is on multidisciplinary intervention. The Department of Youth and Community Services is involved in promoting interagency cooperation and co-ordination. Over and above a philosophy that underlies service delivery is the Montrose Unit's involvement in sensitising the community to the difficult and often demanding role of parenting. Montrose represents an attempt to create an environment where parenting myths can be examined from a reality base and strategies implemented for reeducation.  相似文献   

EXPERTISE AND GIFTEDNESS     

Jan Elshout 《High Ability Studies》1991,1(2):197-203

The thesis of this paper is that to be gifted means being able to go through the developmental curve from novice to expert more rapidly. Central in growing expertise are the building up of pattern recognition capabilities, schema formation, proceduralization of the knowledge base, and the development of a multistrategy control structure. However gifted the person, in most domains this development takes thousands of hours of hard work. For this reason the contribution to success of sheer intellectual ability is hypothesized to be overshadowed by the personal and situational characteristics that have been found to differentiate between actually (not potentially) creative and less creative persons, e.g., an early, passionate, personal interest in a domain.  相似文献   

Technology,learning and corruption: Opportunities and hurdles in the search for the development of mind in an international development context     

Jan Visser 《Educational technology research and development : ETR & D》2002,50(2):85-94

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Movies and Disability: Positive impact or harm?     

Christa van Kraayenoord 《International Journal of Disability, Development & Education》2011,58(2):103-106

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