Wilderness Schooling: A controlled trial of the impact of an outdoor education programme on attainment outcomes in primary school pupils          下载免费PDF全文

T. Quibell  J. Charlton  J. Law 《British Educational Research Journal》2017,43(3):572-587

Gaps in education attainment between high and low achieving children in the primary school years are frequently evidenced in educational reports. Linked to social disadvantage, these gaps have detrimental long‐term effects on learning. There is a need to close the gap in attainment by addressing barriers to learning and offering alternative contexts for education. There is increasing evidence for beneficial impacts of education delivered outdoors, yet most programmes are un‐structured, and evidence is anecdotal and lacks experimental rigour. In addition, there is a wealth of social‐emotional outcomes reported yet little in the way of educational attainment outcomes. The current study explores the educational impact of a structured curriculum‐based outdoor learning programme for primary school children: ‘Wilderness Schooling’. A matched‐groups design: Wilderness Schooling (n=223) and conventional schooling (n=217), was used to compare attainment data in English reading, English writing and maths, collected at three time‐points: Pre‐ (T1) and post‐intervention (T2) and at a 6‐week follow up (T3). Data show that children in the Wilderness Schooling group significantly improved their attainment in all three subjects compared to controls. Trajectories of impact indicated attainment continued to increase from baseline in the following weeks after the intervention concluded. These results allow the case to be made for the core curriculum to be conducted outdoors to improve children's learning. However, it is important to consider that there are likely to be various components of the intervention that could form a theory of change essential to reported outcomes.  相似文献   

Staying in the science stream: patterns of participation in A‐level science subjects in the UK     

Emma Smith 《Educational studies》2011,37(1):59-71

This paper describes patterns of participation and attainment in A‐level physics, chemistry and biology from 1961 to 2009. The A level has long been seen as an important gateway qualification for higher level study, particularly in the sciences. This long‐term overview examines how recruitment to these three subjects has changed in the context of numerous policies and initiatives that seek to retain more young people in the sciences. The results show that recruitment to the pure sciences has stagnated, general trends have hardly varied and the track record of government policy in influencing change is not strong. There is no evidence for increasing achievement gaps between the sexes at A level and even national policy requiring that all young people study science up to the age of 16 appears to have had little impact on recruitment at this level.  相似文献   

基于培养职业素养的高职数学课程教改实践探究     

柴彦红 《南昌教育学院学报》2011,(12):84-84

本文结合高职数学课程与经管类高职学院的专业课程相对接的教学实践,阐述了基于培养职业素养的高职数学教学模式与传统教学模式的不同,分析了在以工作实践为教学依托,着力于提高学生的职业素养培养方面对专业课程的基础性作用,从构建高职数学课程体系、改进教学模式和完善评价体系三个方面给出了具体方案。  相似文献   

物理教师科学素养的培养策略研究     

蔡志凌  叶建柱 《天水师范学院学报》2004,24(5):86-88

所谓科学素养也叫科学素质,是科学文化素质的一部分。从对中学物理教师科学素养的调查结果来看,物理教师科学素养的现状已难以适应当前课程改革的发展趋势,建议通过深化高等师范院校教育改革、加强教师在职培训的实效性和针对性、树立新的办学理念、制订配套的激励机制等途径提高教师的科学素质。  相似文献   

理论与实践良性互动的传播学教学模式     

贾平 《安顺师范高等专科学校学报》2013,(5):55-57

传播学的教学目的应以培养和提高学生的传播理论素养为宗旨,教学内容应以系统、新鲜生动、深入为原则,由师生互动共同选择决定;教学方法应以能发挥学生能动性的各种实践活动为依托,既提高学生的实践能力,又提高他们的理论素养,最终达到实践与理论的良性互动。  相似文献   

新闻记者如何提升职业敏感性     

钟丽君 《鸡西大学学报》2013,(7):150-151

新闻敏感是记者最重要的职业素质,甚至可以说是记者的职业生命。新闻敏感不是与生俱来的,需后天的培养和提升。在当今竞争激烈的时代,新闻记者要适应新闻这一行业并站稳脚跟,成为一个优秀记者,就必须具备新闻记者的职业素养,不断提升职业敏感性,坚持政治家办新闻,坚持正确的舆论导向,坚持理论联系实际,坚持全心全意为人民服务的思想,努力学习,注重积累,不断深入探索和实践。  相似文献   

Prediction of academic performance prior to intersections within a multi-tiered school system     

Wolfgang Lenhard  Daniela Schröppel 《Educational Research and Evaluation》2013,19(6):454-468

Diagnostic information is a centrepiece of educational decision making. Far-reaching decisions like placements within multi-tiered school systems may have a huge long-term impact on the achieved level of education. Therefore, such decisions should be substantiated or complemented by objective and prognostically valid information. To this end, we assessed academic self-concept, reading comprehension, orthographic abilities, and geometric and problem-solving skills prior to the selection of subsequent school forms in Grade 4 in order to model the pedagogical decisions of the teachers (Lenhard, Hasselhorn, & Schneider, 2011 Lenhard, W., Hasselhorn, M., & Schneider, W. (2011). Kombiniertes Leistungsinventar zur allgemeinen Schulleistung und für Schullaufbahnempfehlungen in der vierten Klassen (KLASSE 4) [Combined performance inventory for the determination of school performancy and schooling recommendations in Grade 4]. Göttingen, Germany: Hogrefe. [Google Scholar]). The article describes the longitudinal results of an independent sample of 76 students and how well their academic performance was predicted 18?months later by the psychometric approach compared to teacher recommendations. Standardized tests had a high prognostic validity and predicted the choice of higher educational levels in subsequent school years. Teachers were more successful in determining grouping decisions for students with lower educational attainments.  相似文献   

荀子的群思想对应用型高校学生分组学习研究的启示     

张芳芳 《黑龙江教育学院学报》2013,32(3):5-7

目前应用型高校学生普遍存在着自学能力不强、学习水平参差不齐、缺乏学习的主动性与积极性等现象。随着教改的推进,分组学习越来越受到重视,然而以往的分组学习主要是集中在西方理论思想指导下进行的,而利用我国传统文化的尝试几为空白。鉴于此,通过在荀子的群思想指导下,构建一种新型学习小组模式,通过科学组建小组,合理规划小组活动来提升学习质量,以期最大限度地挖掘学生的非智力因素,为社会培养全面发展的复合型人才。  相似文献   

初中数学教师数学理论素养的养成     

彭艳贵  徐伟 《鞍山师范学院学报》2013,(6):9-11

把初中数学教师的理论素养分为近现代数学理论素养、数学思想方法素养和数学文化素养三个方面,并从这三个方面讨论了初中数学教师的数学理论素养的养成。  相似文献   

A Study of Comparative Validity as Shown by a Group of Objective Tests     

《The Journal of educational research》2012,105(1):8-16

Abstract

The technique described was used as a trial method to achieve increased efficiency in teaching and to insure the highest possible performance of the class and especially among the below-average members. Programmed instruction material was modified as to style and used as a lecture preview. Freshmen medical students were divided into control and experimental groups with only the latter having access to programmed lecture preview material.

Expectations were supported in that the below-average student in the experimental group improved his performance and in this study the above-average student also showed significant improvement.

This teaching technique appears valuable and warrants further experimental use as an ancillary technique for teaching in professional schools.  相似文献