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101.
This study of classroom discourse and other data from a physical science course for in-service teachers show the areas of
success and challenge of the participants in making claims supported by justifications. It also shows that the teachers learned
to make scientific claims and were able to make some justifications. Nevertheless, many found the process difficult. Some
of those who performed well in the course did not consider the pedagogy suitable for their own students. The implications
of the findings for elementary teacher education are discussed. 相似文献
102.
To mark the 50th anniversary of Lamaze International, Childbirth Connection celebrates landmark accomplishments in education for childbearing women and families, and takes stock of the changing educational needs and preferences of current childbearing families in looking toward the future. Childbirth Connection's multi-year, multi-stakeholder Transforming Maternity Care initiative resulted in two landmark reports: 2020 Vision for a High-Quality, High-Value Maternity Care System and Blueprint for Action: Steps Toward a High-Quality, High-Value Maternity Care System. Selected recommendations of greatest relevance to the field of childbirth education are discussed, and the new Transforming Maternity Care Partnership is introduced. 相似文献
103.
Tünde Varga-Atkins Mark O’Brien Diana Burton Anne Campbell Anne Qualter 《Journal of Educational Change》2010,11(3):241-272
Previous literature has demonstrated that networks can be valuable sources of professional learning. In 2005 all Liverpool
schools formed into ten Learning Networks with the aim of improving the quality, and entitlement of, continuing professional
development (CPD) for staff as part of a whole-scale local authority initiative. The Liverpool Learning Networks Research
explored professionals’ CPD experiences following this organizational change and whether it has enhanced their practice. Triangulated
data, a large-scale survey and qualitative interviews conducted in 2007, seem to suggest that where professionals benefited
from professional learning in a networked context, the quality of the networked CPD as well as a positive school culture and
intra-school collaboration were all important contributors to the success of networked-CPD. This finding can usefully apply
Turbill’s (Teacher learning for educational change. Open University Press, Buckingham, 94–114, 2002) model of professional learning to the intersection between school-based and networked-CPD, which suggests that it is at
this intersection between internal and external domains that teacher learning can take place. Two scenarios, where this interplay
between school-based and networked CPD is positive (enhancement) or negative (tension), are reported through five case studies
of professionals underpinned by the survey data, where relevant. 相似文献
104.
Whilst an academic working in the arts may have been appointed as a consequence of artistic accomplishment and a capacity to teach, the research that underpins such work is an intrinsic part of its production and also needs to be recognised. In Australia, the ability of the artist‐academic to translate research into a form that is respected and rewarded is an issue of contention. This paper gathers responses to this issue. Perceptions of and attitudes to creative work as research are canvassed alongside life decisions arising from those perceptions and attitudes. This research occurs in the context of a new Australian framework for the evaluation of research. This framework offers some recognition of the research that supports creative practice. Thus, the long‐standing experience of compromise reported by the Australian artist‐academics interviewed for this study are discussed alongside new policies that seek to construct methodologies for its amelioration. 相似文献
105.
Maureen Tam 《Educational gerontology》2018,44(1):54-63
This paper discusses retirement as a learning process, where learning, be it formal or informal, enables retirees to adjust to the transition from work to retirement. Such discussion is important given the fact that the world population is aging and that more people are retiring in the next few decades. Moreover, people are experiencing an increased length of retirement due to longer lifespan. Promoting the retirement experience as a productive learning process will bring huge social benefits to impact all involved, including the individual retirees themselves. Much early retirement research considered retirement as a monolithic event, which affects all retirees in similar ways, thereby justifying a cross-sectional approach to take a snapshot of the adjustment process. Such approach falls short of capturing the dynamic process that is characteristic of the retirement transition; and masks individual differences as retirees conceptualize, experience, and negotiate their own ways through the process of adaptation as it unfolds during the transition from work to retirement. This paper argues that in order to obtain in-depth understanding of the individual experiences in the retirement transition and to gain insight into the role of learning in the process, we need to use a qualitative, longitudinal approach to track and reflect the different patterns of change for retirees at different points in time. By examining the process of change and the retirement experiences of retirees using a longitudinal qualitative approach, we should be able to illustrate, how an individual learn to experience and adapt to retirement, so as to support the claim that the retirement process is unique and that learning is an integral part of that process. 相似文献
106.
Diana Valero Gisella Redondo-Sama Carmen Elboj 《International Journal of Inclusive Education》2018,22(7):787-802
Student’s learning is the result of a large number of interactions in all areas. Consequently, with an increasing number of intercultural students, we need to bring to the classrooms successful educational actions that enhance interactions and that have an impact on improving education. Based on the CONEXITO project, this article shows how interactive groups (IGs) have contributed to increase not only the educational success of native students but also the success of immigrant students in different schools of Spain, for which IGs have particular educational outcomes. The communicative qualitative data presents evidence that, especially focusing on them, IGs increase instrumental learning and facilitate the bonds of solidarity and mutual help. 相似文献
107.
Maureen W. Carroll Robert M. Otto John Wygand 《Research quarterly for exercise and sport》2013,84(4):420-423
Abstract To determine the energy cost of low impact aerobic dance while varying arm movement height and the use of hand weights, 10 adults volunteered to participate in four choreographed trials. All trials consisted of identical leg movements. Arm movements, however, were performed above shoulder level both with and without 0.9-kg hand weights and below shoulder level both with and without 0.9-kg hand weights. Open circuit spirometry was employed throughout the 10-min videotape guided trials, and heart rate was measured by telemetry. Neither the use of hand weights nor the change in arm position height significantly altered the energy cost of low impact aerobic dance. However, heart rate responses were significantly different. Caution should be observed by aerobics instructors and participants as to the use of heart rate as an indicator of intensity for low impact aerobic dance. 相似文献
108.
109.
Maureen Reed Mandivavarira Maodzwa – Taruvinga Elizabeth S. Ndofirepi Raazia Moosa 《Compare》2019,49(6):964-982
ABSTRACTFirst-generation students are often described as disadvantaged in university adjustment, self-efficacy and grades. Yet this deficit model of understanding first-generation students ignores their cultural capital, which could increase resilience and resourcefulness. Here, 844 students (31% first-generation) in South Africa and Canada completed measures of resilience, resourcefulness, university adjustment, academic self-efficacy and self-reported grades. Overall, the results reveal that the characterisation of first-generation students is culturally specific and, in some ways, differs between Canada and South Africa. That is, the deficit model may better describe Canadian than South African first-generation students. Yet, in many ways first-generation students are like their peers and their academic outcomes are predicted by their culturally specific levels of resourcefulness and resilience. This study support the notion that the positives students bring to university should be considered and that students would benefit from being taught the requisite skills involved in increasing resourcefulness and resilience. 相似文献
110.
Because several studies have investigated student outcomes in schools implementing Response to Intervention (RtI), relatively little research has investigated the impact of implementation on students’ long‐term achievement outcomes (i.e., several years after exposure). The purpose of this study was to describe one elementary school's RtI implementation process and to examine students’ long‐term reading comprehension outcomes following their exposure to various phases of implementation. Four cohorts of students who experienced different implementation phases (i.e., a baseline condition or Phases I, II, or III of implementation) during Grade 2 were subsequently followed across Grades 3, 4, and 5 to examine their outcomes on two reading comprehension measures. Results indicated that students who experienced the early phases of RtI implementation (i.e., Phases I and II) during Grade 2 generally had higher mean comprehension scores in Grades 4 and 5 than students in the baseline condition. Implications for practice and future research are discussed. 相似文献