Preparing elementary education majors to teach science using an inquiry-based approach: the Full Option Science System     

Mangrubang FR 《American annals of the deaf》2004,149(3):290-303

Science education traditionally has received insufficient attention. As a literature review shows, teacher preparation in science will be best served by improvements in pedagogy and in the content of required undergraduate science courses. The American Association for the Advancement of Science (1993, 1995) and the National Research Council (1993, 1995) have addressed this need in advocating a "science for all" that is highly significant for diverse learners. The No Child Left Behind Act emphasizes that reform of teacher preparation is part of an urgent national commitment to bring high-quality teacher candidates into the classroom. The Gallaudet University undergraduate teacher education program has developed an inquiry-based course that emphasizes integration of the sciences. Acquisition of the Full Option Science System, and its adaptation to and integration into the course, has resulted in specific curricular changes and positive results.  相似文献   

Instructional design for advanced learners: Establishing connections between the theoretical frameworks of cognitive load and deliberate practice     

Tamara van Gog  K. Anders Ericsson  Remy M. J. P. Rikers  Fred Paas 《Educational technology research and development : ETR & D》2005,53(3):73-81

Cognitive load theory (CLT) has been successful in identifying instructional formats that are more effective and efficient than conventional problem solving in the initial, novice phase of skill acquisition. However, recent findings regarding the “expertise reversal effect” have begun to stimulate cognitive load theorists to broaden their horizon to the question of how instructional design should be altered as a learner's knowledge increases. To answer this question, it is important to understand how expertise is acquired and what fosters its development. Expert performance research, and, in particular, the theoretical framework of deliberate practice have given us a better understanding of the principles and activities that are essential in order to excel in a domain. This article explores how these activities and principles can be used to design instructional formats based on CLT for higher levels of skills mastery. The value of these formats for e-learning environments in which learning tasks can be adaptively selected on the basis of online assessments of the learner's level of expertise is discussed. In their preparation of this article, the first and last authors were supported by an Internationalization grant from the Netherlands Organization for Scientific Research (NWO, The Hague, project number 411-01-010).  相似文献   

Implementing ICT in education faculty-wide     

Jenny Brakels  Els van Daalen  Wim Dik  Sofia Dopper  Fred Lohman  Andre van Peppen 《European Journal of Engineering Education》2002,27(1):63-76

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Scholastic effects of French immersion: An overview after ten years     

Fred Genesee 《Interchange》1978,9(4):20-29

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Using an Attribution Support Tool to Enhance the Teacher Efficacy of Student Science Teachers     

Eveline de Boer  Fred J. J. M. Janssen  Jan H. van Driel 《Journal of Science Teacher Education》2016,27(3):303-324

To increase the teacher efficacy of student teachers, they need positive classroom experiences: mastery experiences. These mastery experiences have to be created by the student teachers themselves. Therefore, student teachers need a tool to better understand problematic teaching experiences and help them create positive classroom experiences. Nine student biology teachers used this attribution support tool when reflecting on multiple lessons taught in classes they considered difficult. They scored their lessons and filled in a teacher efficacy questionnaire after each lesson. The results show that teacher efficacy increased and the number of failures during the lessons decreased; on average, the self-awarded marks per teacher per lesson increased, indicating an increase in mastery experiences. Therefore, the attribution tool seems to be a promising tool for student teachers to enhance their teacher efficacy and to support reflection on problematic teaching experiences.  相似文献   

Policy making in adult education: A comparative approach across 21 European regions     

Msiska  Fred Gennings Wanyavinkhumbo 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(1):187-190

International Review of Education -  相似文献   

An Essay: Reflecting on Your Laurels     

Fred Nickols 《Performance Improvement》2015,54(3):6-8

We all know we are not supposed to rest on our laurels but there is great benefit to be had from reflecting on them. This essay lays out a tool known as The Goals Grid. It can be used to examine how you got to where you are and to set directions for where you want to go from here. Its four quadrants—Achieve, Preserve, Avoid, and Eliminate—will accommodate all goals and objectives.  相似文献   

Major School Desegregation Problems: A Status Report     

Fred P. Venditti 《Equity & Excellence in Education》2013,46(3-6):35-39

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Complicity and control in the workplace: a critical case study of TQM,learning, and the management of knowledge     

Fred M. Schied  Vicki K. Carter  Judith A. Preston  Sharon L. Howell 《International Journal of Lifelong Education》2013,32(3):157-172

This article analyses how a Total Quality Management process with an embedded workplace literacy programme was implemented in an industrial manufacturing plant. Designed as an insider/outsider team research project, data were collected through interviews with management personnel, education and training providers, and hourly workers. Findings reveal that the Total Quality Management process and the literacy programme were implemented under the guise of providing education and training for workers, but were driven by corporate policy to reduce labour costs. The study also examines the way in which adult education was complicit in controlling workplace knowledge.  相似文献   

David Harris Russell     

Fred T. Tyler 《教育心理学家》2013,48(2)

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