Different Argentine Rural Extensionists' Mindsets and Their Practical Implications     

Fernando Landini 《The Journal of Agricultural Education and Extension》2015,21(3):219-234

Purpose: This paper reflects upon the practice of Argentine rural extensionists working in the extension public system through the process of identifying different rural extensionists' types of mindsets and comparing them with transfer of technology extension approach, dialogical processes of horizontal knowledge exchange, participatory perspectives and innovation system approach.

Design/Methodology/approach: A quali-quantitative investigation was conducted. Surveys containing closed and open questions were sent via email to rural extensionists. This allowed the researcher to identify their beliefs about different issues connected to extension practice. The sample was incidental (n = 219; 143 men, 76 women). Qualitative data was categorized and quantified. Finally, a two-steps cluster analysis was implemented.

Findings: Two types of rural extensionists' mindsets were identified, one of which relates to the transfer of technology approach and other to the dialogical/horizontal model, yet neither of them fitting the ideal of the most important extension institution of the country, which supports an innovation system approach.

Practical implications: Extensionists' practices and institutional ideals do not coincide. Reflexive training processes are required to make beliefs about rural extension explicit in order to build a contextually suitable extension proposal. Originality/Value: Through a quali-quantitative approach to the issue of rural extensionists' mindsets, this paper contributes to a better understanding of Argentine rural extensionists' practices.  相似文献   

平面设计类网络课程的教学交互研究     

邓朝晖  刘诗安  刘建高 《成人教育》2013,(12):29-32

网络课程教学交互水平的质量决定了网络教学效果。针对目前平面设计类网络课程存在的问题,分析网络教学交互理论,构建基于项目引导的"主导—主体"平面设计类网络课程教学交互模式。在分析学生特点、课程性质及教学目标的基础上,结合媒介从教学内容、教学支持两方面开展教学交互设计,以期为网络课程教学质量提供保障。  相似文献   

Professional development to support principals' vision of science instruction: Building from their prior experiences to support the science practices     

Katherine L. McNeill  Rebecca Lowenhaupt  Kevin Cherbow  Benjamin R. Lowell 《科学教学研究杂志》2022,59(1):3-29

The implementation of science reform must be viewed as a systems-level problem and not just focus on resources for teachers and students. High-capacity instructional leadership is essential for supporting classroom science instruction. Recent reform efforts include a shift from learning about science facts to figuring out scientific phenomena in which students use science practices as they build and apply disciplinary core ideas. We report findings from a research study on professional development (PD) to support instructional leaders' learning about the science practices. After participating in the PD, the instructional leaders' familiarity with and leadership content knowledge of the science practices significantly improved. Initially, principals used their understandings from other disciplines and content neutral visions of classrooms to make sense of science instruction. For example, they initially used their understandings of models and argument from ELA and math to make sense of science classroom instruction. Furthermore, some principals focused on content neutral strategies, like a clear objective. Over the course of the PD workshops, principals took up the language of the science practices in more nuanced and sophisticated ways. Principals' use of the language of the science practices became more frequent and shifted from identifying or defining them to considering quality and implementation in science classrooms. As we design tools to support science, we need to consider instructional leaders as important stakeholders and develop resources to specifically meet their needs. If the science feels too unfamiliar or intimidating, principals may avoid or reframe science reform efforts. Consequently, it is important to leverage instructional leaders' resources from other disciplines and content neutral strategies as bridges for building understanding in science. We argue that the science practices are one potential lever to engage in this work and shift instructional leaders' understandings of science instruction.  相似文献   

Teachers of learners with ASD in mainstream schools and classrooms in Spain: attitudes towards inclusive education     

Yolanda Muñoz Martínez  Cecilia Simón Rueda  Mª José de Dios Pérez 《British Journal of Special Education》2023,50(1):104-126

This study analyses the attitudes of teachers in Spain towards the inclusion of learners with autism spectrum disorder in mainstream education settings and their relationship with the perceived benefits of inclusion. The ex post facto prospective design included 180 teachers from 14 schools. Data were collected using a questionnaire on teachers' attitudes towards inclusive education and a second questionnaire on the benefits of inclusion developed for the specific purposes of this study. The results show teachers' positive attitudes towards inclusion as well as the benefits perceived. This study demonstrates the fundamental role of teachers' previous experience. Implications for inclusive cultures and practices in schools are discussed.  相似文献   

Instructional practices in secondary science: How teachers achieve local and standards-based success     

Beth A. Covitt  Elizabeth Xeng de los Santos  Qinyun Lin  Christie Morrison Thomas  Charles W. Anderson 《科学教学研究杂志》2024,61(1):170-202

This article reports on analyses of the instructional practices of six middle- and high-school science teachers in the United States who participated in a research-practice partnership that aims to support reform science education goals at scale. All six teachers were well qualified, experienced, and locally successful—respected by students, parents, colleagues, and administrators—but they differed in their success in supporting students' three-dimensional learning. Our goal is to understand how the teachers' instructional practices contributed to their similarities in achieving local success and to differences in enabling students' learning, and to consider the implications of these findings for research-practice partnerships. Data sources included classroom videos supplemented by interviews with teachers and focus students and examples of student work. We also compared students' learning gains by teacher using pre–post assessments that elicited three-dimensional performances. Analyses of classroom videos showed how all six teachers achieved local success—they led effectively managed classrooms, covered the curriculum by teaching almost all unit activities, and assessed students' work in fair and efficient ways. There were important differences, however, in how teachers engaged students in science practices. Teachers in classrooms where students achieved lower learning gains followed a pattern of practice we describe as activity-based teaching, in which students completed investigations and hands-on activities with few opportunities for sensemaking discussions or three-dimensional science performances. Teachers whose students achieved higher learning gains combined the social stability characteristic of local classroom success with more demanding instructional practices associated with scientific sensemaking and cognitive apprenticeship. We conclude with a discussion of implications for research-practice partnerships, highlighting how partnerships need to support all teachers in achieving both local and standards-based success.  相似文献   

巴润矿业公司选矿厂生产实践     

侯殿坤  ;唐绍义 《中国科技纵横》2014,(17):194-195

随着我国各项建设的需要,钢铁的产量也迅速攀升。在这个快速发展的浪潮中,包钢集团公司为了加强自有矿山资源的利用,增加原料的自有率,减轻进口矿价格上升的压力,于2004年成立巴润矿业公司,2008年开始建设巴润矿业公司选矿厂,2009年11月开始试车,2010年7月达到设计产能。本文介绍了巴润矿业公司选矿厂生产中的实际生产情况以及生产中遇到的问题。  相似文献   

教学设计有效性形成的途径探究     

汪辉  张耘硕 《六盘水师范高等专科学校学报》2014,(2):64-67

教学设计要围绕有效性展开,为实现有效教学提供可能性。要探究教学方案有效性得以形成的方法途径,必须要把握住学生的特点以及根据课程标准所生成的教学目标,将有效性的本质与学生和学习目标的特点结合起来。根据对教学方案有效性的本质的理解,可以采用立足于学生的学习准备、层级化多情节设计和预设与生成相结合等方法来形成教学方案的有效性。  相似文献   

李贺、李商隐“登仙”诗歌中的通感表现手法析论     

魏刚  龙科廷 《六盘水师范高等专科学校学报》2014,(3):15-20

从诗歌理论角度而言,通感是一种诗歌表现手法。唐代李贺与李商隐的"登仙"类诗歌,运用通感手法为"登仙"主题服务,可以引用通感理论来分析其具体艺术特色。另外,二李最大的不同在于是否愿意融入宗教核心。李贺宁可以艺术通感技法来"创造"一个生动活脱的仙境,也不愿深入宗教核心,这是他与义山最大的不同。而"登仙"对李贺而言是一种摹幻及创造性的审美活动,对义山而则为力图实践的宗教活动。  相似文献   

探究图式听力理论对英专学生听力成绩的影响及教学应用策略——一项基于图式理论的实证研究     

张洁琪 《科教文汇》2014,(23):110-111

图式理论不仅广泛适用于英语阅读理解教学,更应在英语听力教学中发挥作用。本文通过对图式、图式理论以及图式听力理论的概述,在实证研究的基础上证实背景知识水平与听力理解水平的相关性,揭示图式听力理论对英专学生听力成绩的影响,并探讨其在英语听力教学领域的启示。  相似文献   

Parenting styles and bullying. The mediating role of parental psychological aggression and physical punishment     

《Child abuse & neglect》2016

Studies concerning parenting styles and disciplinary practices have shown a relationship between both factors and bullying involvement in adolescence. The scarce available evidence suggests that abusive disciplinary practices increase teenagers’ vulnerability to abuse in school or the likelihood of them becoming abusers of their peers in the same context. However, there is a lack of knowledge about the indirect effect of parenting styles in adolescents’ bullying involvement through disciplinary practices, although a relationship between parenting styles and disciplinary practices has been shown. The aim of this research was to determine the mediating role of punitive parental discipline (physical punishment and psychological aggression) between the dimensions of parents’ parenting styles and their children's involvement in bullying victimization and aggression. We used a sample comprising 2060 Spanish high school students (47.9% girls; mean age = 14.34). Structural equation modeling was performed to analyze the data. The results confirmed the mediating role of parental discipline between the parenting practices analyzed and students’ aggression and victimization. Significant gender-related differences were found for aggression involvement, where boys were for the most part linked to psychological aggression disciplinary practices and girls to physical punishment. Victimization directly correlated with parental psychological aggression discipline behavior across both sexes. In conclusion, the results seem to suggest that non-democratic parenting styles favor the use of punitive discipline, which increases the risk of adolescents’ bullying involvement. Therefore, intervention programs must involve parents to make them aware about the important role they play in this process and to improve their parenting styles.  相似文献