PLCs: Key PD component in learning transfer for teachers of English learners     

《Teaching and Teacher Education》2017

As part of a two-year long professional development program for in-service teachers leading to endorsement in English as a Second Language (ESL), this investigation examined teachers' perceptions of the role of professional learning communities on their professional development experience, particularly on their sharing and transfer of learning into their instructional practice. Results from this mixed-methods research indicated that teachers perceived their professional learning communities, especially the reflective dialogue enacted during their weekly Try It Out discussion based on peers’ strategy implementations, as the most relevant component of their professional development program to their transferring of learning into their instructional practice.  相似文献   

学校与社区互动的机制分析     

李卫英 《玉溪师范学院学报》2007,23(1):44-47

20世纪90年代以来,如何协调学校与社区的关系,促进学校与社区的互动已成为当代教育改革与发展面临的一个重要问题。通过对学校与社区互动的动力机制、目标导向机制、保障机制和评估激励机制的分析,可以促进学校与社区的互动。  相似文献   

论县域体育的改革与发展   总被引：4，自引：0，他引：4  

刘芳 《沈阳体育学院学报》1996,(3)

县城体育是从我国行政区划范围内划出的以县为单位的区域体育．它是中国体育的根基．本文论述了县域体育的地位、作用；对制约县域体育发展的因素进行了分析；提出了面向２１世纪，县域体育改革的思路和措施．  相似文献   

书院讲学、自修与研究精神及其现实意义     

洪波 《玉溪师范学院学报》2001,17(2):61-65

书院是我国封建社会特有的教育组织形式,它在中国历史上延续了千余年,为我国古代教育的发展和学术的繁荣做出了巨大的贡献.古代书院的主体性教育以及学习主体的学以求己和研讨切磋的研究型的学习模式,灵活的、优良的讲学、自修、研究精神,对当今教育具有现实指导意义.  相似文献   

论社区体育人居环境的构成与设计     

王立民  刘国钊 《吉林体育学院学报》2006,22(4):24-25

社区体育人居环境是指社区内部全部健身场所和适合体育锻炼的空地的整体环境，主要包括锻炼场所的光环境、声环境、绿化、服务环境和室内锻炼人居环境等方面。在体育锻炼空间人居环境设计中应倡导以人为本的设计思路、自然与现实实际相结合的设计方法、体育锻炼空间与社区景观设计相融合的设计倾向。  相似文献   

Triangulation of language assessment modes: learning benefits and socio-cognitive prospects     

Shima Ghahari  Farzaneh Farokhnia 《Pedagogies: An International Journal》2017,12(3):275-294

An experimental design was adopted in the present study to cross-compare the effect of two formative assessments, namely peer assessment (PA) and teacher assessment (TA), with summative assessment (SA) on the improvement of language learners’ writing skill and self-efficacy. Writing excellence was operationalized by structural (grammar), lexical (word choice), and discoursal (cohesion and coherence) well-formedness. Furthermore, focused group interview was run to elicit the learners' attitudes and preferences toward type of assessment. Three cohorts of proficiency-matched language learners sat for a semester-long experimentation (20 sessions × 90 min = 30 h) and three testing sessions. The results revealed that PA group significantly improved in the writing skill, but TA and SA groups did not. Self-efficacy was not enhanced in any of the assessment groups under study. The interviews and follow-up member checkings indicated that the pupils did not have positive attitudes toward PA and preferred TA. Among the sources of this disfavor, they referred to misunderstanding, lack of knowledge or attention, tiredness, poor handwriting of the assesse, shyness, friendship bias, and even feeling not qualified enough to judge their peers’ tasks. Overall, then, the study reported a mismatch between the students’ actual performance and attitudinal beliefs under different assessment conditions, implying that (a) Iranian students are more inclined toward teacher-dominated pedagogies and (b) triangulation of assessment modes provides more reliable optimal results.  相似文献   

Community Networks: Rules of Behavior and Social Structure     

Fiorella De Cindio  Oliverio Gentile  Philip Grew  Daniela Redolfi 《The Information Society》2003,19(5):395-406

This article investigates the intertwining relationships between the Gemeinschaft and the Gesellschaft dimension of a community network (CN)—that is, of a virtual community whose members' common interest is a locality, in our case the city of Milan, Italy. The article looks through the experience of the last 7 years of life on RCM—the Milan Community Network—to reflect on the role that the sharing of rules of behavior has on the evolution of social structure in a virtual community. It identifies three phases of development—the design phase, the first growth phase, and the most recent phase—and presents the social structure set up to guarantee governance of the CN. The conclusions show that the third phase is not an actual stable state, as the continuous evolution of the societal and technological context requires continuous redesign of the CN itself in order to meet the renewed demands of a new context.  相似文献   

Dealing with ‘fragile identities’: resistance and refiguring in women mathematics students     

Yvette Solomon  Duncan Lawson  Tony Croft 《Gender and education》2011,23(5):565-583

Many learners may be successful in mathematics but nevertheless see themselves as existing only on the margins of the practice, or as lacking stability in it – in this sense, they have what can be called a fragile identity. Although this kind of relationship with mathematics is not limited to girls and women, they do appear to express such fragile identities more often or more readily. Drawing on qualitative and quantitative data from undergraduates in three English universities, this paper presents an analysis of the way in which university mathematics is differentially experienced by men and women, and of the part this may play in women’s ongoing narratives of self as mathematicians. It is suggested that some women resist traditional positionings in the mathematics world, drawing on local resources which enable a sense of agency as successful students and a refiguring of their relationships with mathematics.  相似文献   

‘We tend to stick together and mostly we stick to our own kind’: British Indian women and support networks at university     

Kalwant Bhopal 《Gender and education》2011,23(5):519-534

This paper will examine the support networks that are available to British Indian women studying at a ‘new’ (post-1992) university in the South-East of England, UK. It will examine the support that women draw upon whilst at university and discuss the ways in which these support networks enable women to develop strategies for success. Thirty-two in-depth interviews were carried out with British Indian women who were studying for a Social Sciences or Education Studies degree in one university. All of the interviews were tape-recorded and the data transcribed. The findings suggest that British Indian women are able to use their support networks to enable them to succeed in higher education. The article will draw upon the work of Putnam to argue that within their communities at university, women engage in their support networks from which they develop ‘bonding’ and ‘bridging’ social capital.  相似文献   

Using Health Literacy in School to Overcome Inequalities     

Ainhoa Flecha  Rocío García  Rima Rudd 《European Journal of Education》2011,46(2):209-218

Health literacy has firmly established the links between literacy skills and health outcomes and is subsequently considered a key strategy for improving the health of disadvantaged populations and addressing social inequality. However, current research findings for improving health literacy have primarily focused on adults and actions within health and health care settings. Implementation studies outside the health sector are scarce. This study, a subset of the INCLUD-ED community- based project on social inclusion, reports on successful community-based approaches to health literacy. This article focuses on two schools that take advantage of the cultural intelligence of their students' family members, allowing them to make health literacy programmes more effective and useful for the participants. In addition, family involvement in educational activities addressed to children, including health programmes, has been found to improve the health literacy of the participating adults and their use of healthcare services. Findings indicate that schools in Europe can play a key role in breaking the cycle of health inequalities by promoting health literacy through education.  相似文献