Co-constructors of data,co-constructors of meaning: Teacher professional development in an age of accountability     

Leyton M. Schnellert  Deborah L. ButlerStephanie K. Higginson 《Teaching and Teacher Education》2008

This research examines how engaging teachers in collaboratively constructing situated assessments enhances teacher professional development, fosters meaningful shifts to practice, and supports productive conceptions of accountability. We conducted case studies of six teachers engaged as partners in investigating new approaches to assessing and fostering literacy. Findings suggested that supporting teachers to generate, interpret, and act upon assessment data within instructional change cycles assisted them in monitoring student performance, grounding instructional decisions in data, and enacting changes to practice. We also document how collaboratively constructing assessments with teachers supported conceptions of accountability considered meaningful by individuals adopting differing socio-political perspectives.  相似文献   

A mixed-method study of EFL teachers’ Internet use in language instruction     

Yu-Li Chen 《Teaching and Teacher Education》2008

Information and communication technology has affected language instruction in Taiwanese higher education. Varieties of assorted Internet tools are incorporated in educational settings to engage students in learning. To facilitate the improvement of teacher preparation for Internet use, it is important to study the factors influencing teachers in integrating the Internet into their instruction. A concurrent mixed-method approach is employed in this study. Both quantitative and qualitative results show that teacher training is crucial for Internet-integration instruction by the teachers of English as a foreign language (EFL) in Northern Taiwanese higher education institutions. Continuous professional development focused on technology application in language instruction is imperative.  相似文献   

Untangling the effects of shared book reading: Multiple factors and their associations with preschool literacy outcomes   总被引：5，自引：0，他引：5  

Annemarie H. Hindman  Carol M. Connor  Abigail M. Jewkes  Frederick J. Morrison 《Early childhood research quarterly》2008

Evidence strongly suggests that shared book reading at home and in preschool is important for young children's development of the foundational skills required for the eventual mastery of decoding and comprehension. Yet the nuances of how learning from book reading might vary across these contexts and with children's skills are not well understood. One hundred and thirty children participating in a longitudinal investigation of literacy development were videotaped reading a storybook with a parent. Children were also videotaped in their 33 preschool classrooms during the instructional book-reading portion of the day. Readings were coded for adult and child contextualized and decontextualized language relating to both decoding and meaning-making skills, and relations between this talk and emergent literacy outcomes were analyzed. Results demonstrate that parents and teachers overwhelmingly focus their book-related talk on meaning-related rather than code-related information, and that the relations between outcomes and talk depend in part on children's initial levels of vocabulary skills. Implications for practice and research are discussed.  相似文献   

Assessment,and the literacy practices of trainee PCET teachers   总被引：1，自引：0，他引：1  

Jonathan Tummons 《International Journal of Educational Research》2008,47(3):184-191

Drawing on concepts of learning as socially situated within communities of practice and of literacy as social practice (the New Literacy Studies), this paper seeks to explore the assessment practices of a part-time teacher training course for teachers working in the post-compulsory education and training sector. This paper argues that the ways in which student teachers make sense of the assessment requirements of their course is not related to their prior experiences as students or as teachers, contradicting notions of transferable study skills. This paper also posits a conceptual framework for exploring the assessment process that seeks to reconcile assessment and pedagogy with the community of practice model.  相似文献   

谈大学生信息素养教育   总被引：1，自引：0，他引：1  

SHANG Hui 《教育理论与实践》2008,(30)

信息素养是现代人文化素养、整体素质的一部分,培育大学生的信息素养已成为当代高等教育面临的一个重要课题。培养大学生的信息素养要从以下方面进行,即制定信息素养教育目标、明确信息素养的教育内容、构建信息素养教育模式、加快文检课程教学改革和发挥图书馆的教育职能。  相似文献   

基于应用型本科人才培养的离散数学教学改革探讨     

王华  黄青 《教育教学论坛》2019,(19):135-136

《离散数学》作为信息管理与信息系统专业核心课程之一,由于概念多、理论性强且抽象,教学时容易造成知识点散、教师满堂灌的局面,使学生学习时感到吃力,从而失去对课程学习的兴趣。文章从信息管理与信息系统专业应用型人才培养的角度,对离散数学进行教学改革,广泛全面地增加应用案例,使学生在学习后能应用所学理论解决一定的实际问题。  相似文献   

信息技术与课程整合的现状与探讨     

许涛  孙义欣 《山东电大学报》2008,(2):13-15

信息技术与课程整合是当今教育界的热点问题。加快信息技术与课程整合,首先要明确目的。信息技术与课程整合的根本指导思想就是以提高国民素质为宗旨,全面推进素质教育,培养学生的创新精神和实践能力。这一思想全面渗透于新的课程目标、课程结构、科目设置、课程实施、课程评价以及课程政策之中。  相似文献   

广西高校图书情报信息服务功能的实现——广西高校图书馆与中国-东盟博览会研究之三     

卢山 《钦州师范高等专科学校学报》2008,(2):22-25

南博会连续四届在南宁市的成功举办,推动了广西高校图书情报信息．眼务的发展,同时又对广西高校图书情报信息服务的功能提出了新的要求。为适应广西经济社会的进一步发展,广西高校图书馆应从四个方面加强图书情报信息服务功能的建设：一是加强信息意识和协作精神,不断拓展服务领域;二是加强图书情报参考咨询的服务力度;三是为企业提供全面的特色信息和特色服务;四是不断拓展信息产品的开发和经营职能。  相似文献   

微视频在初中信息技术教学中的应用研究     

王清江 《天津教育》2021,(8):57-58

随着我国科学技术的快速发展,教育质量也在不断提高,特别是一些新型技术的运用。而微视频就是其中一项应用比较广泛的技术,不仅对提高教学质量有很好的帮助,还极大地增强了学生的学习兴趣。本文就微视频的发展趋势、微视频在初中信息技术中的应用现状和应用设计进行分析,促使更多教师将微视频应用到教学中。  相似文献   

信息技术在小学数学教学中的应用——以“混合运算”为例     

张亚红 《天津教育》2021,(11):49-51

本文立足于信息技术在小学数学教学中的应用,以“混合运算”为例,从用于课前,进行有效预习;用于课堂,激发学生兴趣;用于课下,巩固数学知识三个方面展开探究。  相似文献