Research on teaching practicum – a systematic review     

Tony Lawson  Melek Çakmak  Müge Gündüz  Hugh Busher 《欧洲师范教育杂志》2015,38(3):392-407

The aim of the present study is to conduct a systematic review research which focuses on research studies into the school practicum. In order to identify the main issues and also to provide a contemporary picture of practicum, 114 studies published on the topic are reviewed and analysed in terms of: (i) aims, (ii) main participants, (iii) methodology used and (iv) the main outcomes emerging. Many of the reviewed studies take pre-service teachers as their main participants. The review also shows that many practicum studies are relatively small-scale studies since they are mainly qualitative focused and findings derived from a relatively small sample. This suggests that more large-scale studies are needed in the field in order to provide greater insight into teaching practicum. Finally, this systematic review provides some food for thought in the area of practicum research and promotes further studies in this complex field.  相似文献   

Developing,expressing and contesting opinions of science: encouraging the student voice     

S.M. Howitt  A.N. Wilson 《高等教育研究与发展》2015,34(3):541-553

In a typical science degree, little emphasis is placed on the need for scientists to make judgements about evidence and little value is placed on the development of students' opinions about science, with the focus largely on assessment of declarative knowledge. Yet it is the ability to evaluate evidence that is crucial to the development of the student as a scientist. This study assesses the impact on students' conceptions of science of a course that aims to engage students in discussion and reflection on what scientists do and on their own learning about science. Analysis of written reflective assignments from the three years the course has been run shows that participants become more confident in their expression of opinions about science and also develop a more mature view of science and its inherent uncertainty. It appears that a critical factor enabling this development is the way the course activities are designed to explicitly value students' opinions and to provide a supportive environment in which they can be expressed and contested.  相似文献   

Standing by … standing off – troublesome compassion in the relationships of school boys     

Tuija Huuki  Vappu Sunnari 《Gender and education》2015,27(5):555-574

This paper draws on the story of ‘Mikael’, a schoolboy from northern Finland, to examine how his affective ties of compassion and his pursuit of dominant forms of masculinity evolve in his journey from middle childhood to young adulthood. In his earlier years, Mikael's speech regarding his relationships with peers and family members indicates a non-hierarchical sympathetic orientation, enabling sensitivity to diverse vulnerabilities. Over time, his speech reflects more and more the ideals of dominating masculinity and hierarchical relationality, and it is marked by ‘inner-circle’ compassion that excludes people considered vulnerable and/or ‘Other’. The authors argue that the challenge of balancing compassionate concern, masculinity and social position generates heavy costs, imposing on young men not only the heavy burden of fulfilling the requirements of culturally esteemed masculinity, but also a partial loss of being in touch with one's inner faculties of emotions and imagination.  相似文献   

Associations between different forms of peer victimization and school absences: The moderating role of teacher attachment and perceived school safety     

Anne Williford  Paula Fite  Kathleen Diaz  Mehar Singh 《Psychology in the schools》2021,58(1):185-202

Given the significant negative impacts of peer victimization on youth development, studies have sought to understand what buffers against these consequences. To that end, the present study examined whether teacher attachment and perceptions of school safety moderated the associations between different forms of victimization and school absences over the course of an academic year among a sample of 272 high school students. Findings indicated that teacher attachment moderated the associations between relational and cyber victimization and absences, while perceived school safety moderated associations between relational victimization and absences. However, findings pertaining to cyber victimization were not as anticipated. Implications for prevention and intervention efforts in high schools are discussed.  相似文献   

The impact of alternative authentic assessment outcomes in Palestinian fourth grade math classrooms     

《Studies in Educational Evaluation》2021

Focusing on evaluating students’ performance in basic math classrooms, the researchers in this study examined the impact of alternative assessments on learning outcomes in fourth grade Palestinian classrooms. Representing a large sector of education in the Palestinian territories, fourth grade students were randomly selected to participate in the study in which they participated in various math instructional and assessment activities throughout multiple lessons and cycles. Alternative assessment approaches were used including student self- assessment, peer assessment, and teacher assessment in terms of three main achievement levels to measure the extent to which students learned the math concepts by recall and remembrance, ability to apply, and making inferences. Mixed Design ANOVA measures were used to analyze and interpret the results which showed significant trends and correlations across the four cycles of math instruction and indicated that alternative authentic assessment methods have had a positive impact on students’ learning and application of math. Implications for integrating authentic assessment measures as well as peer and self- assessments were drawn in light of the promising outcomes of augmenting student motivation and developing critical life-long skills.  相似文献   

A scoping review on the notions of Assessment as Learning (AaL), Assessment for Learning (AfL), and Assessment of Learning (AoL)     

《Studies in Educational Evaluation》2021

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关于思维导图在初中化学实验复习中的应用研究     

崔继东 《天津教育》2021,(1):114-115

在初中化学复习课教学的过程中,为了加深学生对化学知识的理解,教师要合理运用思维导图的教学模式,将琐碎的知识点以图文的形式展现在学生面前,方便学生记忆的同时还能标注出知识的重点与难点,促使学生能高效解答实验习题。基于此,本文主要围绕初中化学复习课应用思维导图开展分析,并阐述了应用对策,仅供参考。  相似文献   

鲁迅汉字改革思想评介     

李志忠 《新疆教育学院学报》2004,20(2):19-22

在20世纪前期的国语运动中，鲁迅以一种对未来负责的积极态度，也加入到了汉字命运的讨论中。他认为字作为交际工具原是大众所创造，但后来却逐渐为士大夫所收揽独占，成为与大众无缘的东西。汉字已经成为民族发展甚至生存的桎梏，改革汉字，刻不容缓。汉字改革应该走拉丁化的道路。他的观点代表了当时汉字改革观点的潮流。  相似文献   

死刑复核程序有限正当论     

卜磊 《湖北广播电视大学学报》2007,27(9):72-73

最高人民法院已于今年初收回死刑核准权并统一行使,本文力图从刑事诉讼正当程序理论入手,探讨在我国死刑正当程序建立之前,分析死刑复核程序客观存在的有限正当性。  相似文献   

Faculty development in medicine: A field in evolution     

Kelley M. Skeff  Georgette A. StratosJane F.S. Mount 《Teaching and Teacher Education》2007

This article focuses on the evolution of faculty development in medicine. Of note, improving teaching in medical education is not a new concept. At a minimum, it was seriously discussed by pioneers like George Miller and Steve Abrahamson as early as the 1950s [Simpson & Bland (2002). Stephen Abrahamson, PhD, ScD, educationist: A stranger in a kind of paradise. Advances in Health Science Education Theory Practice, 7, 223–234]. By 2005, significant numbers of medical school faculty have participated in teaching improvement methods [Clark et al. (2004). Teaching the teachers: National survey of faculty development in departments of medicine of US teaching hospitals. Journal General Internal Medicine, 19, 205–14]. Yet, views of the importance and value of faculty development have evolved slowly. Fortunately, we are now in a more receptive era for program developers to assist faculty in their difficult roles.  相似文献