Preparing early childhood educators for global education: the implications of prior learning     

Mike W. Horsley  Kathy Anne Bauer 《欧洲师范教育杂志》2010,33(4):421-436

This paper outlines the increasing cultural diversity of Australia’s education settings and explicates the global education movement and the new Australian Early Years Learning Framework. It discusses the implication of these factors for early childhood education practice and early childhood teacher education. The key research question considered in this paper is what prior learnings do early childhood educators utilise to consider global education? Data are presented on a research project that explores the prior learning of pre‐service early childhood educators at a major Australian university. The paper shows that, unlike primary and secondary pre‐service teachers, most early childhood education pre‐service teachers have significant professional experiences in educational settings. These prior experiences have a significant impact on pre‐service early childhood educators’ knowledge, beliefs and attitudes in the area of global education and align strongly with the global education curriculum movement and new national curriculum.  相似文献   

Student experience of a scenario-centred curriculum   总被引：1，自引：1，他引：0  

Sarah Bell  Patricia Galilea  Reza Tolouei 《European Journal of Engineering Education》2010,35(3):235-245

In 2006 UCL implemented new scenario-centred degree programmes in Civil and Environmental Engineering. The new curriculum can be characterised as a hybrid of problem-based, project-based and traditional approaches to learning. Four times a year students work in teams for one week on a scenario which aims to integrate learning from lecture and laboratory classes and to develop generic skills including team working and communication. Student experience of the first two years the old and new curricula were evaluated using a modified Course Experience Questionnaire. The results showed that students on the new programme were motivated by the scenarios and perceived better generic skills development, but had a lower perception of teaching quality and the development of design skills. The results of the survey support the implementation new curriculum but highlight the importance of strong integration between conventional teaching and scenarios, and the challenges of adapting teaching styles to suit.  相似文献   

Performance appraisal applied to leadership     

Anne L. Jefferson 《Educational studies》2010,36(1):111-114

Performance appraisal is a measurement process of how well an individual is doing her or his job. In most organisations, this appraisal is an annual event. Generally, it is done to encourage job performance, to flag areas that need attention, to inform both parties as to expectations. Much of the literature speaks to this process in terms of the performance appraisal of the employee. However, the leader’s performance is as important to the success of an organisation as the employee’s. This article provides comment on actual use of a survey on leader performance. In so doing, the article highlights how a process, performance appraisal, can be responsible for undesirable consequences when results and actions taken are not necessarily aligned.  相似文献   

Engaging students through new literacies: the good, bad and curriculum of visual essays     

Janette Hughes  Sarah Tolley 《English in Education》2010,44(1):5-26

In this article, we share our experiences working with students to read and/or write visual essays, texts that rely more heavily on images with minimal print text. We explore how students consider elements of design as they create a visual essay, which entails new forms of semiotic processing of the combinations of the visual, audio, textual, gestural and spatial. In particular, we share a case study of how one adolescent engages with an alternative to the standard essay format when he is not restricted by the use of words alone, but is encouraged to tap into the affordances of digital media, expressing himself multimodally by using words, images and sound.  相似文献   

A conceptual guide to natural history museum visitors' understanding of evolution     

E. Margaret Evans  Amy N. Spiegel  Wendy Gram  Brandy N. Frazier  Medha Tare  Sarah Thompson  Judy Diamond 《科学教学研究杂志》2010,47(3):326-353

Museum visitors are an ideal population for assessing the persistence of the conceptual barriers that make it difficult to grasp Darwinian evolutionary theory. In comparison with other members of the public, they are more likely to be interested in natural history, have higher education levels, and be exposed to the relevant content. If museum visitors do not grasp evolutionary principles, it seems unlikely that other members of the general public would do so. In the current study, 32 systematically selected visitors to three Midwest museums of natural history provided detailed open‐ended explanations of biological change in seven diverse organisms. They were not told that these were evolutionary problems. Responses were coded as: informed naturalistic reasoning, featuring some understanding of key evolutionary concepts, novice naturalistic reasoning, featuring intuitive explanations that are also present in childhood, and creationist reasoning, featuring supernatural explanations. All visitors were mixed reasoners, using one or more of these patterns in different permutations across the seven organisms: 72% used a combination of informed naturalistic reasoning and novice naturalistic reasoning, while a further 28% added creationist reasoning to this mix. Correlational analyses indicated that for many visitors these reasoning patterns were coherent rather than fragmented. The theoretical model presented in this article contributes to an analysis of the developmental and cultural factors associated with these patterns. This could help educators working in diverse educational settings understand how to move visitors and students toward more informed reasoning patterns. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:326–353, 2010  相似文献   

Teaching about ethics through socioscientific issues in physics and chemistry: Teacher candidates' beliefs     

Sarah Elizabeth Barrett  Martina Nieswandt 《科学教学研究杂志》2010,47(4):380-401

The purpose of this qualitative study was to identify and explain the origins of physics and chemistry teacher candidates' beliefs about teaching about ethics through socioscientific issues (SSI). This study utilized a series of in‐depth interviews, while the participants (n = 12) were enrolled in a 9‐month teacher education program at an urban university in Canada. Our data analysis revealed that beliefs about teaching physics and chemistry using SSI derive from a complex web of fundamental beliefs exemplified by four archetypes representing the subject‐specific identities of our teacher candidates—Model Scientist/Engineer, Model Individual, Model Teacher, and Model Citizen. Furthermore, we found that the justification for belief change required by a particular teacher candidate depends on these subject‐discipline identities. Thus, the presence of each archetype in preservice classrooms has ramifications for the way a teacher educator should encourage his or her students to include SSI in their teaching. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 380–401, 2010  相似文献   

Benefits of omega‐3 supplementation for schoolchildren: Review of the current evidence     

Amanda Kirby  Amelia Woodward  Sarah Jackson 《British Educational Research Journal》2010,36(5):699-732

Despite the potential impact nutrition may have on learning, there have been surprisingly few papers published directed towards the educational research community. In contrast, omega‐3 supplementation studies are being frequently cited in the media, leading to parents asking for advice and guidance. The purpose of this article is to review the evidence to date for any effect of using omega‐3 supplementation in school‐aged children. This article focuses on the research that has been undertaken, particularly in relation to behaviour, education and cognitive development, in both typically developing populations as well as in children with specific learning difficulties and developmental disorders. Recommendations for future studies in this area have been highlighted in view of current knowledge. In conclusion, it was found that there is a shortage of properly controlled omega‐3 supplementation trials, particularly with typically developing children, to advocate the supplementation of all children with omega‐3 fatty acids, but due to the known importance of omega‐3 fatty acids in the brain and early development, further research is required.  相似文献   

A comparative study of peer and teacher feedback and of various peer feedback forms in a secondary school writing curriculum     

Sarah Gielen  Lies Tops  Filip Dochy  Patrick Onghena  Stijn Smeets 《British Educational Research Journal》2010,36(1):143-162

This study examines whether peer feedback can be a substitute for teacher feedback and which measures can be taken to improve its effectiveness. A pre‐test post‐test control group design examined the long‐term learning effects of individual peer feedback and of collective teacher feedback on writing assignments in secondary education. Moreover, it examined the added value of a priori question forms and a posteriori reply forms aimed at supporting the assessee's response to peer feedback. The study supports the ‘non‐inferiority’ hypothesis of there being no significant difference in students’ progress after plain substitutional peer feedback or teacher feedback. Both groups (plain peer feedback and teacher feedback), however, improved significantly less than the groups that worked with question or reply forms, confirming the added‐value of these forms. Almost half of the students found the received peer feedback helpful, but less than a quarter considered giving feedback an aid in their own learning process.  相似文献   

Tripping,slipping and losing the way: Moving beyond methodological difficulties in social research     

Anne Pirrie  Gale Macleod 《British Educational Research Journal》2010,36(3):367-378

This article is intended as a contribution to the debate on the epistemology of educational research. It is as much concerned with research as a social process as it is with the process of social research. The authors draw upon ways of walking, discussions of embodiment, place and materiality, and their analogues in relation to the processes of social research in order to explore alternative ways of knowing, and to explore what happens when accounts of the difficulties in conducting research are generally suppressed in sanitised reports of research findings. The distinctions between ‘occupant’ and ‘inhabitant’ knowledge, and between wayfaring and travelling betoken radically different conceptions of applied research in the social sciences. The authors explore the potential of anthropological and literary metaphors to explain the methodological challenges encountered during a specific research project: a three‐year study of ‘routes, destinations and outcomes’ for a group of young people excluded from special schools and Pupil Referral Units, funded by the Department for Children, Schools and Families.  相似文献   

Construct‐irrelevant variance sometimes has consequential validity     

Jo‐Anne Baird 《Assessment in Education: Principles, Policy & Practice》2010,17(4):339-343

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