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11.
The purpose of this study was to explore the nature of requisite teacher knowledge for teaching lower-track science students.
Using video accounts, student focus groups, and teacher reflections researchers documented missteps, dead-ends, and unfruitful
trajectories informed by the teacher’s incoming knowledge and compared these instances to necessary modifications informed
by students’ voices and cultural artifacts. Our study revealed the shifting nature of sociocultural and pedagogical content
knowledge of the teacher immersed in a context unlike that he experienced as a student. Results showed that teachers of majority
backgrounds could learn to teach diverse students with at least moderate success from the perspective of their students. Implications
for research and teacher education in diverse settings are discussed. 相似文献
12.
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J. Bruce Francis Michalina Vaughan Colin Flood Page Sally Tomlinson R. A. Becher Margaret C. Ives John Urry K. G. Collier Meir Zadok Charles Carter Jürgen Schramm Jean Barry Graeme C. Moodie Donald Bligh R. A. King D. G. Mulcahy Peter Scott F. R. Charmer T. R. Bone John A. Hughes Roger Greenhough Alec M. Ross John Wakeford Joyce Skinner Duncan B. Nimmo Cedric Cullingford L. R. B. Elton 《Higher Education》1979,8(6):709-744
14.
The expansion of higher education in Latin America before 1980 resulted from the growing demand of the urban middle classes. The state responded with a benevolent attitude, except when political circumstances led to police repression. The deep crisis and the emergence of new economic policies in the 1980s drastically changed this picture. Funds for further growth are not available and there is no longer a favorable political climate for the universities. The new ideological and political scene favors policies aimed at abandoning incremental formulae for state funding, increasing private funding, rationalizing spending, promoting institutional and program differentiation, introducing evaluation as a major policy instrument and checking enrolment growth. Negotiation over these issues in democratic regimes has become cumbersome and difficult. A set of policies for the private sector is also emerging though these are ineffectual if state funding is not forthcoming. Though flexibility over accreditation became common in the 1970s and 1980s there is now closer scrutiny of such matters. Legal frameworks have favored differentiation in the private sector also, including recognizing profit-oriented institutions which are capable of absorbing excess demand but which are less closely regulated than the older and more prestigious institutions. 相似文献
15.
Yuliya Ardasheva Sarah N. Newcomer Jonah B. Firestone Richard L. Lamb 《The Journal of educational research》2017,110(6):665-674
The authors investigated the mediating effects of general academic and science-specific vocabulary on science reading comprehension among English learners (ELs) of varied proficiency. The sample included 169 regular education Grade 7 students (86 current ELs; 83 former ELs) enrolled in 1 urban school in Pacific Northwest region of the United States. The results indicated that both vocabulary types—rarely explicitly taught at the secondary level—were significant contributors to reading comprehension, above and beyond EL status. The full parallel mediation model accounted for 55% of the variance in science reading comprehension. Notably, the mediating effects of both vocabulary types were significant and statistically similar in size, yet, not sufficient to fully explain ELs' reading scores. Implications and directions for future research are discussed. 相似文献
16.
Twisted roots: The Western impact on Asian higher education 总被引:1,自引:0,他引:1
Philip G. Altbach 《Higher Education》1989,18(1):9-29
The long historical and contemporary impact of Western academic models, practices and orientations on Asian universities in such countries as India, Malaysia, Indonesia and Singapore shaped the nature of higher education systems in these countries. The Japanese colonial impact in Korea and Taiwan is also significant and an interesting variation on the colonial theme. Several Asian countries, including Thailand, Japan and China were not formally colonized, but the mixture of influence on the academic institutions that has developed in these countries reflects considerable Western influence. Contemporary factors such as the international knowledge system, the numbers of students studying in Western nations and patterns of scientific interaction also have a major impact on the growth of universities in Asia. 相似文献
17.
Through a synthesis of test publisher norms and national longitudinal data sets, this study provides new national norms of academic growth in K–12 reading and math to help reinterpret conventional effect sizes in time units. We propose d?, a time-indexed–effect-size metric to estimate how long it would take for an “untreated” control group to reach the treatment group outcome in terms familiar to educators—years/months of schooling. It serves as a supplement to conventional effect-size metrics, such as Cohen's d, by taking into account different amounts of time needed for learning at different ages or grade levels. Through applications to Project STAR small class effects and NAEP racial achievement gaps, we demonstrate how to interpret and use d?. It is expected to provide a more developmentally appropriate context for interpreting the size of an effect, a step toward bridging the gap between educational research and practice. 相似文献
18.
Joan S. Rabin 《Learning & behavior》1975,3(4):290-294
The effect of quantity and quality of reinforcement on performance change following a shift to uniform high reward was studied in four groups of rats. Twenty or 200 licks of a 5% or 20% sucrose solution constituted the four incentive conditions. Two additional subject groups were run in the high (20%–200 licks) and low (5%-20 licks) reward conditions to determine how amobarbital sodium, an emotional depressant, influences incentive shift performance. All six groups received 60 preshift runway trials (6/day), followed by 30 high reward trials. Twenty-four extinction trials contrasted drugged and normal performance relating to high and low reward Postshift positive contrast appeared in all nondrugged groups. An emotional base for positive contrast is considered. 相似文献
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20.
Renate Nestvogel Harold J. Noah Sixten Marklund Richard Noonan John Nisbet Desmond J. Keegan Jeremy Greenland Robert G. Thomas Douglas Thom Mina J. Moore-Rinvolucri Wolfgang Tietze A. Harry Passow Michael A. White D. S. Anderson Philip G. Altbach R. Gardner Bogdan Suchodolski Malcolm Rosier Ronald H. Wilson David H. Partington 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1983,29(4):493-521