The Relationships Between Perceived Teaching Behaviors and Motivation in Physical Education: A One-Year Longitudinal Study     

Andre Koka 《Scandinavian Journal of Educational Research》2013,57(1):33-53

This study aimed to examine the direction of relationships between specific dimensions of perceived teaching behaviors and motivation in physical education over time among 330 secondary school students. Cross-lagged path-analytic models revealed that autonomous motivation was reciprocally related over time with perceived decision-making style, and positive feedback and that prior situation consideration, social support, and teaching behavior were related to a higher level of subsequent autonomous motivation and a lower level of controlled motivation; however, prior autonomous motivation was related to a higher level of subsequent positive nonverbal feedback. Results suggest that differences in the direction of relationships between various dimensions of perceived teaching behaviors and students' motivation in physical education are due to differences in the nature of the teacher-student interaction behind each teaching behavior.  相似文献   

The National Environmental Education Development (Need) Program     

Wayne Miller 《The Journal of environmental education》2013,44(2):47-48

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La naturaleza del conocimiento práctico y sus implicaciones en la formación de docentes     

《Infancia y Aprendizaje》2013,36(2):171-187

Resumen

The article utilised data from two intervention studies carried out in low SES preschools in order to address issues in the realm of literacy interventions: Which components are more productive in promoting literacy skills (storybook reading or alphabetic training); at what age should these components be introduced (three or four years old); and who should implement the interventions (MA students or preschool teachers). The studies describe preplanned intensive interventions. The results demonstrated that storybook reading is productive in promoting vocabulary and that alphabetic training is productive in promoting a scope of alphabetic skills. Interestingly enough, a combined programme that encompasses both components, though to a lesser extent, bears the widest range of influence on both alphabetic and language skills. Three year old children benefit as much as or possibly even more from storybook reading and alphabetic skills training than their four year old peers. Both MA students and preschool teachers are efficient implementers. MA students promoted the children's skills more than preschool teachers. Yet, we recommend and discuss the benefits of preschool teachers as implementers.  相似文献   

Implementation of primary Social and Emotional Aspects of Learning small group work: a qualitative study     

Neil Humphrey  Ann Lendrum  Michael Wigelsworth  Afroditi Kalambouka 《Pastoral Care in Education》2013,31(3):219-239

The aim of this study was to build an implementation process model for social–emotional interventions. Case studies were conducted at five primary schools in England nominated as ‘lead practise’ by their local authorities. Data collection comprised interviews with school staff, children and parents, observations of intervention sessions and other settings, and document analysis. Data were analysed using qualitative content analysis. In brief, the process model of Social and Emotional Aspects of Learning small group work indicates that successful implementation is dependent upon a range of factors, ranging from the skills and experience of the group facilitator to the availability of an appropriate physical space to conduct the sessions. Key aspects of the delivery of small group interventions included setting achievable targets for children, providing constant reinforcement of desirable behaviour, and providing opportunities for pupils to verbalise their emotional experiences. We discuss the implications of the model and make recommendations for future development in this area.  相似文献   

Integrated teacher education programme for open distance learning: a model for development and implementation     

Sutapa Bose 《Open Learning》2013,28(2):120-134

Teacher education in India, including that offered by the open distance learning (ODL) system to thousands every year, imparts mainly pedagogic knowledge, although the need for integrated teacher education programmes has been underscored. As the Indira Gandhi National Open University (IGNOU), an ODL institution, will develop an integrated Bachelor of Education programme for secondary-level teachers, a model based on the Technological Pedagogical Content Knowledge (TPACK) framework has been proposed for developing and implementing it. The model takes cognisance of the systemic challenges to TPACK-based teacher education, but it does not envision radical changes in IGNOU’s teacher education framework for addressing these challenges. It includes propositions with theoretical underpinnings for redesigning the major components of the framework while retaining its basic structure. The model has been described in terms of its rationale, its structure and the way it envisages the progress of teacher trainees from a phase of learning with the help of self-learning material designed for imparting integrated theoretical knowledge to one whereby they apply such knowledge in simulated situations, and finally moving on to a phase of situated learning during internship.  相似文献   

Relays and relations: tracking a policy initiative for improving teacher professionalism     

Jenny Reeves  Valerie Drew 《教育政策杂志》2013,28(6):711-730

This paper offers a new way of exploring some of the complexities inherent in attempts by policy makers and others to promote educational change. The focus of this study is on the current drive in education policy to alter the basis of teacher professionalism through the application of principles of lifelong learning to teachers’ professional development. Drawing upon data from two studies of the Chartered Teacher (CT) initiative in Scotland the paper examines the formation of successive transmission points as material relays of relations during the process of implementing this policy objective. It explores how three key discursive elements of a professional standard for accomplished teaching: collaborative action, critical reflection and enquiry, and teacher leadership, were progressively recontextualised during the introduction of CT status in schools. The findings indicate some of the conceptual and political struggles involved at the critical junctures where policy implementation requires the movement of a discourse from one social context to another. The paper suggests that a discursive analysis of how a centrally mandated initiative is transmitted can help to promote an understanding of the complexities of this process and increase critical awareness of the issues at stake for those involved.  相似文献   

Pedagogising the university: on higher education policy implementation and its effects on social relations     

Sophia Stavrou 《教育政策杂志》2013,28(6):789-804

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CD-ROM Integration Peaks Student Interest in Inquiry     

《学校用计算机》2013,30(3-4):127-134

Summary

Members of the faculty of educational science and technology of the University of Twente, The Netherlands, have been making innovative use of WWW-based course-support sites since 1994. By 2000 all of the faculty were involved not only in using the WWW, but also more fundamentally in a new educational approach. In addition, our educational technologists collaborate with other faculties to support the same progression. How has this come about? In this article, the TeleTOP Method (http://teletop.edte.utwente.nl) is described, showing how it has developed based on an implementation model and experience acquired with innovative use of the WWW for course support. The applicability of the model to other faculties and settings is discussed.  相似文献   

Conditions for Ubiquitous Computing: What Can Be Learned from a Longitudinal Study   总被引：2，自引：1，他引：1  

Jing Lei 《学校用计算机》2013,30(1):35-53

Based on survey data and interview data collected over four academic years, this longitudinal study examined how a ubiquitous computing project evolved along with the changes in teachers, students, the human infrastructure, and technology infrastructure in the school. This study also investigated what conditions were necessary for successful ubiquitous computing and how these conditions changed at different stages of implementation. The results revealed that over the four academic years, this ubiquitous computing project had changed from a bold innovation to an integral component of everyday teaching and learning. Students’ use of the technology gradually matured, focusing more on learning-related activities. There were different issues and challenges regarding ubiquitous computing at different stages of implementation, and thus required continuous adjustment in the management and support system accordingly. Suggestions for practices and future research on ubiquitous computing are provided.  相似文献   

Assessing Gender Bias in Computer Software     

《学校用计算机》2013,30(1-2):153-164

No abstract available for this article.  相似文献