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11.
The aim of the present work was to see if storytelling in a clinical dental anatomy course would increase student satisfaction. We enhanced teaching by spontaneous storytelling in problem‐based learning, in half of the third‐year dentistry class. At the end of the course, we administered an anonymous questionnaire to the students in the class, consisting of 12 questions that students had to answer on a Likert scale of 1–5. An overall satisfaction score was obtained and we used a linear mixed model to compare differences in satisfaction between the two groups, with “group” as the fixed effect. We also conducted an exploratory factor analysis of the responses to investigate whether there were distinct constructs within the data. Overall satisfaction is high, with students “with stories” having higher satisfaction than those “without stories.” The former group consistently gives higher satisfaction scores, regardless of which question is being asked. Factor analysis provides evidence that storytelling nurtures reflective learning, while students work on their clinical anatomy problems. Anat Sci Ed 1:84–89, 2008. © 2008 American Association of Anatomists. 相似文献
12.
Marie Afua Baah Bakah Joke M. Voogt Jules M. Pieters 《International Journal of Educational Development》2012
Polytechnic staff perspectives are sought on the sustainability and large-scale implementation of design teams (DT), as a means for collaborative curriculum design and teacher professional development in Ghana's polytechnics, months after implementation. Data indicates that teachers still collaborate in DTs for curriculum design and professional development. Leaders support the sustenance of DTs however internal policies are needed for its official recognition. The local role of DTs in sustaining relevant polytechnic education and training efficient manpower for national development is discussed. Some identified inherent opportunities are examined for sustenance and conclusions drawn based on programme characteristics, contextual features and polytechnic climate. 相似文献
13.
Bart J. B. Ormel Natalie N. Pareja Roblin Susan E. McKenney Joke M. Voogt Jules M. Pieters 《Educational technology research and development : ETR & D》2012,60(6):967-986
This study portrays recent research?Cpractice connections found in 18 design research reports focusing on the creation of instructional solutions. Solutions in different stages of development varied greatly in duration, ranging from one lesson to a whole year curriculum, spanned all levels of education, many subjects (science, math, language, culture, teacher education, etc.). Close collaboration between researchers and practitioners was prominent in all of the 18 projects studied. Participants in primary and secondary education projects have quite distinct roles regarding the teaching and researching, but they design their instruction solutions often collaboratively. Nearly all projects reported on how designed solutions were anchored in research, either from literature or from in-house project data. All articles indicated that research fed (re-)design, but few specified how. Based on our findings, we call for increased research and reporting on the specific strategies employed by design research participants to facilitate the production of new theoretical understanding through design of instructional solutions. 相似文献
14.
Anthony Layne Vena Jules Peter Kutnick Clarissa Layne 《International Journal of Educational Development》2008
Studies have shown a positive relationship between a rise in schooling levels and economic production [World Bank, 2005. A Time to Choose: Caribbean Development in the 21st Century. World Bank, Washington, DC; Jules, V., Panneflek, A., 2000. EFA in the Caribbean: Assessment 2000, Sub-Regional Report, vol. 2, The State of Education in the Caribbean in the 1990s. UNESCO, Kingston, Jamaica; Haddad, W.D., 1990. Education and Development; Evidence for New Priorities. World Bank Discussion Paper 95. The World Bank, Washington, DC; McClelland, D., 1969. Does Education Accelerate Economic Growth. In: Eckstein, M.A., Noah, H.J. (Eds.), Scientific Investigations in Comparative Education. Macmillan, London], but this link may be limited in systems of education where traditional pedagogic methods have been dominant (such as the Caribbean islands of Trinidad and Barbados where underachievement is also associated with lack of participation and low levels of social inclusion skills by teachers: World Bank, 1992. Access, Quality and Efficiency in Caribbean Education: a Regional Study. World Bank, Washington, DC; Kutnick, P., Jules, V., Layne, A., 1997. Gender and School Achievement in the Caribbean. Department for International Development, London). Into traditional classroom contexts in Trinidad and Barbados, a new social pedagogic method was introduced by teachers and changes in attainment and motivation of pupils and attitudes of teachers were assessed over two terms in secondary schools. 相似文献
15.
Natalie N. Pareja Roblin Bart J.B. Ormel Susan E. McKenney Joke M. Voogt Jules M. Pieters 《欧洲师范教育杂志》2014,37(2):183-203
This study characterises the links between research and practice across 12 projects concerned with the collaborative design of lesson plans by teacher communities (TCs). Analyses focused on sources of knowledge used to inform lesson design, participants’ roles and knowledge generated by the teacher community. Three patterns emerged pertaining to the sources of knowledge informing lesson plans: design guided by formal and practical knowledge, by classroom-data and practical knowledge or by a combination of all three. Findings further suggest that the emphasis given to the use of formal knowledge over classroom-data or vice versa restrains the full accomplishment of research and practice links. Across the projects studied, university researchers contributed to linking research and practice by directly or indirectly supporting community activities. Surprisingly, the role of teachers in the generation and dissemination of formal knowledge was limited. Further research should explore the effects of collaboration within TCs on researchers and policy-makers. 相似文献
16.
James M. Royer Helen Abadzi Jules Kinda 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2004,6(2):53-71
This study compares the reading performance of adolescent and adult neoliterates in Burkina Faso who participated in one of
three experimental educational programs with the reading performance of neoliterates who took part in a standard (control)
educational program. The experimental programs involved training in phonological awareness, training in the rapid identification
of reading material and an approach that involved both phonological-awareness and rapid-reading training. Results show that
students enrolled in the experimental programs made greater gains in reading skills than did students enrolled in the standard
educational programs. 相似文献
17.
18.
Johanna Ebbeler Cindy L. Poortman Kim Schildkamp Jules M. Pieters 《Educational Assessment, Evaluation and Accountability》2017,29(1):83-105
Schools in many different countries are increasingly expected to use data for school improvement. However, schools struggle with the implementation of data use, because building human capacity around data use in education has not received enough attention. Educators urgently need to develop data literacy skills for being able to use data. For supporting schools with the endeavor of developing data literacy skills, we developed and implemented a data use intervention in secondary schools based in the Netherlands. This study therefore focuses on the effects of this intervention on educator satisfaction with the intervention and their data literacy skills and attitude toward data use. This study uses a quasi-experimental research design and employs a mixed-methods approach with a data use questionnaire filled in by data team schools (N = 9) and comparison schools (N = 42), a satisfaction questionnaire filled in by data team participants (N = 55), pre- and posttest knowledge tests filled in by data team participants (N = 36), and interview data (N = 11) from three case study schools. The results show that the participants were, for example, very satisfied with the support received during the intervention. Also, respondents developed new data literacy skills and showed a more positive attitude toward data use. The results show how teachers can be supported systematically in data use in their educational practice. In the conclusions, we discuss some important implications for practice regarding the intensity and duration of support and implications for further research. 相似文献
19.
Jules O. Pagano 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1977,23(2):205-216
Florida International University, a new upper level public university established in 1972, implemented a philosophical and programmatic objective of service to the community and fostering international understanding through the education of students. The University's primary clientele is composed of adult graduates of community colleges and older continuing education adults who are self-supporting. The changing student population demanded non-traditional methods for the delivery of the educational services. An External Degree mechanism was developed to deliver the educational services to the adult learner. The impact of this community of learners determined the values and assumptions of the External Degree Program. The adult role became a key factor in the development of the University. This role was manifested in programs as well as in administration of the University and it caused changes in the roles of the learners and the scholars in putting major emphasis on processes related to assessment of prior learning and development of an educational contract. The community of students helped define new roles for the community of scholars, especially the faculty adviser, content consultants, and adjunct professors. The major educational process that developed from this linking of the community of learners and a community of scholars was the educational contract. The challenge that faces this linkage is the development of and the support for quality standards that determine the learning outcome and are embodied in the learning contract process.
Zusammenfassung Die Internationale Universität von Florida, eine neuere Universität, die 1972 gegründet wurde, hat die philosophische und programmatische Absicht in die Tat umgesetzt, den Dienst an der Gemeinschaft und die internationale Verständigung durch die Erziehung von Studenten zu fördern. Die hauptsächliche Zielgruppe der Universität sind erwachsene Absolventen von community-colleges und ältre, Erwachsene, die sich weiterbilden und das Studium selbst bezahlen. Die sich verändernde Studentenschaft verlangte auch nach untraditioneller Darbietung der Bildungsdienste. Ein Mechanismus wurde geschaffen, der über einen Externen Grad die Bildungsdienste an den erwachsenen Lernenden weitergeben sollte. Der Einfluss dieser Gemeinschaft von Lernenden bestimmte auch das Wertsystem und die allgemeinen Grundlagen des Externen Grad-Programms. Die Erwachsenenrolle wurde zum Schlüsselfaktor in der Entwicklung der Universität. Dies zeigte sich sowohl in den Programmen als auch in der Verwaltung der Universität, und führte zu Veränderungen sowohl in der der Lernenden als auch der Lehrenden durch die Betonung von Prozessen, die sich auf die Beurteilung bereits vorhandenen Wissens und die Entwicklung eines Bildungsvertrages. Die Gemeinschaft der Studenten half mit in der Definition neuer Rollen für die Gemeinschaft der Forschenden und Lehrenden, insbesondere für die Berater der Studenten, die Curriculumberater, und Professoren. Der hauptsächliche Bildungsprozess, der sich aus dieser Gemeinschaft von Lernenden und Lehrenden entwickelte, war der Bildungsvertrag. Der Test, den diese Verbindung noch bestehen muss, ist die Entwicklung und Unterstützung von Qualitätsansprüchen, die ihrerseits die Resultate bestimmen, und in den Bildungsvertrag mit eingeschlossen sind.
Résumé L'Université Internationale de la Floride, une nouvelle université publique d'un niveau supérieur établie en 1972, a mis en oeuvre un objectif philosophique et programmatique de service vis-à-vis de la communauté et encourageant la compréhension internationale par l'éducation des étudiants. La clientèle principale de l'Université se compose d'adultes diplômés dans les collèges de la communauté et d'adultes plus âgés poursuivant leur éducation à leurs propres frais. Le changement dans la population qui étudie a exigé des méthodes non-traditionnelles pour la mise à disposition de services pédagogiques. Un mécanisme de Grade Externe a été élaboré pour mettre les services pédagogiques à la disposition de l'adulte qui apprend. L'influence de cette communauté de ceux qui apprennent a déterminé les valeurs et les présomptions du programme du Grade Externe. Le rôle de l'adulte est devenu un facteur clé dans le développement de l'Université. Ce rôle s'est manifesté dans des programmes ainsi que dans l'administration de l'Université et a causé des changements dans les rôles de ceux qui apprennent et des écoliers, en posant une accentuation majeure sur les processus ayant trait à l'évaluation de l'apprentissage précédent et du développement d'un contrat éducatif. La communauté des étudiants a aidé à définir les nouveaux rôles pour la communauté des écoliers, en particulier pour le conseiller de la faculté, les conseillers concernant le contenu et les professeurs adjoints. Le processus principal éducatif qui s'est développé à la suite de cette liaison de la communauté de ceux qui apprennent et d'une communauté d'écoliers a été le contrat prédagogique. Le défi, auquel fait face cette liaison, est le développement de et le soutien de degrés de qualité qui déterminent le résultat de l'apprentissage et qui sont incorporés dans le processus de contrat d'apprentissage.相似文献
20.
Jules Gutin 《Journal of Jewish Education》2013,79(3):8-9
If I recall my first teaching experience, it is only to suggest that perhaps, in many congregations, the situation has not materially improved. It was the season of 1923–1924. I was a freshman student at Columbia College, and I was invited to assist the backward students at Temple Anshe Chesed (in Harlem, New York) in their reading of Hebrew, and to serve as substitute for any teachers who might be absent on any particular day. I had as much right to serve as anything at all in any classroom as I had to perform surgery in a hospital. But to Cantor Marcel Katz z”I who doubled as principal of the school (Dr. Jacob Kohn was the Rabbi) no further credentials were necessary besides my willingness to do my best — which was not, clearly, very good. 相似文献