Personally driven professional development: reflective self-study as a way for teachers to take control of their own professional development     

Karl Attard 《Teacher Development》2017,21(1):40-56

This article is about personally driven professional development through the use of reflective self-study. The argument that teachers need to take responsibility for their own learning while also taking decisions on how and in what areas to develop is strongly made throughout the article. Data for this article were gathered over a 10-year period where the author engaged in several studies using self-study as methodology. Between studies, the author kept using reflective self-study as a professional development tool, and it is these data between various studies that were analysed using thematic and reflective analysis. Such analysis resulted in various overarching themes that show how reflective self-study can be of benefit if used by teachers researching their own classrooms. Benefits include teachers taking full ownership of their learning, relevance of learning, learning that is ongoing and not restricted to specific times and places, taking problematic situations as learning opportunities and how other sources take on new relevance through reflective self-study. Some implications for teacher-education programmes and current school structures are also discussed.  相似文献   

Impact of the National Writing Project's College-Ready Writers Program in High-Need Rural Districts     

H. Alix Gallagher  Nicole Arshan  Katrina Woodworth 《Journal of research on educational effectiveness》2017,10(3):570-595

By 2013, all 50 states and the District of Columbia had adopted college- and career-ready standards in English language arts and mathematics, placing a greater emphasis on argument writing to prepare students for life after high school. Solving the specific problem of how to help teachers teach to new standards for argument writing as well as the broader problem of improving teaching and learning requires continued efforts to understand how to support teachers in making substantial changes in instruction. This paper reports on a district-randomized controlled trial of the National Writing Project's College-Ready Writers Program (CRWP), implemented in high-need rural districts in 10 states, testing one instance of professional development paired with supporting curricular resources and a formative assessment tool designed to shift instruction to align with the new college- and career-ready standards in English language arts classes in Grades 7–10. Researchers randomly assigned 44 rural districts either to receive two years of CRWP or to be in a business-as-usual control group and found positive impacts on teacher practice and student source-based argument writing.  相似文献   

The Impact of a Professional Development Program on Teachers' Mathematical Knowledge for Teaching,Instruction, and Student Achievement     

Robin Jacob  Heather Hill  Doug Corey 《Journal of research on educational effectiveness》2017,10(2):379-407

In this paper, we describe findings from a three-year evaluation of a well-developed mathematics professional development program that is commercially available on a wide scale. The professional development is designed to improve teachers' mathematical knowledge for teaching and to enable them to elicit more student thinking and reasoning during mathematics lessons. Specifically, it focused on helping teachers (a) learn more mathematics, (b) understand how children learn math, (c) use formative assessment to develop insight into what specific students know and do not know, and (d) develop effective classroom instructional strategies that enable student problem solving. Participants included 105 fourth- and fifth-grade teachers teaching in 19 low-income schools within a single district. Teachers were randomly assigned within schools either to a “business as usual” control group or to receive the professional development. The training consisted of a week-long summer institute and four to six in-service days during the school year. The training was run by full-time trained associates. We find some limited evidence of positive impacts on teachers' mathematical knowledge for teaching, but no effects on instructional practice or student outcomes.  相似文献   

农村职业美术教育的成功实践--以浙江缙云工艺美术学校为例     

钟朝芳 《丽水学院学报》2005,27(6):119-122

农村职业美术教育面临改革与发展的机遇。浙江缙云工艺美术学校实施的“教产结合”模式是一条经济效益与社会效益双丰收的发展路子。其主要特征有:学校与企业融合的办学模式,学生与工人融合的管理模式,教学与生产融合的教学模式。“教产结合”办学模式的成功实践启示我们:农村职业美术教育只有不断地改革教育思想、教育观念和传统的教学模式,走符合农村环境和教育需求的路子,才能在激烈竞争形势下立于不败之地,保证农村美术教育持续稳定地发展。  相似文献   

《多媒体技术》课程持续改进教学模式探讨     

杨金龙  吴秦  张涛 《教育教学论坛》2019,(28):263-264

工程教育专业认证是国际通行的工程教育质量保证制度。结合本校计算机科学与技术专业在申请工程教育专业认证过程中的一些体会,针对《多媒体技术》课程就持续改进教学模式进行一些探讨,从完善教学大纲到课堂教学环节、课程考核环节、持续改进环节等逐一进行分析,并给出一些改革建议,目的是能更好地促成教学目标的达成,以提高教学质量。  相似文献   

浅谈大学生创新创业教育与材料专业基础课程的融合     

杨牧南  汪航  王春明  陈辉明  蔡薇 《教育教学论坛》2019,(13):90-92

创新创业教育是我国教育综合改革的重要内容。本文以大学生创新创业教育为着手点,探究其与高校材料专业基础课程相互融合的教学模式,通过转变教学观念,构建适应型课程体系,推行理论与实践相结合的教学新模式,提升教学效果,培养大学生创新创业意识以及实践能力。  相似文献   

加强军队院校专业实验室建设的思考与对策     

潘高峰 《教育教学论坛》2020,(16):382-383

分析了军校专业实验室建设存在的问题,论述了军校专业实验室建设的指导原则,提出了加强军校专业实验室建设的具体对策。  相似文献   

Human Relations: The Cornerstone of a Roeper Education     

Lori A. Lutz  Susannah Nichols 《Roeper Review》2016,38(4):261-266

This article traces the evolution of a moral philosophy curriculum originally taught by George A. Roeper in the earliest years of The Roeper School. The first author, a student at The Roeper School in the 1960s and 1970s, describes the impact of the class George Roeper called “Human Relations” on her life. Returning to the School as a parent and trustee, she had the opportunity to re-create for current students the experience of the Human Relations class in a workshop, liberally borrowing material from a philosophy class taught by Harvard political philosopher Michael Sandel. In the second part of the article, a current English teacher at The Roeper School and attendee at that workshop discusses how she was inspired to revise her literature courses to incorporate the moral philosophy approach of George Roeper and Michael Sandel.  相似文献   

发展高等职业教育是调整高等教育结构的手段   总被引：2，自引：0，他引：2  

肖凤翔 《河北师范大学学报(教育科学版)》2001,3(2):101-104

我国单一的高等教育结构，虽然培养了大量的人才，但其规格与类型却不能满足社会对高层次实用型人才的需要，致使高等教育与经济的发展不相适应。对部分高等院校实行改革、改组和改制来发展高等职业教育，是调整我国高等教育结构的重要手段。  相似文献   

论当代中国行政伦理价值取向的基础与特征     

黎文龙  陈传伟 《忻州师范学院学报》2004,20(4):19-21

中国现代化进程中呈现出的多元社会形态并存的社会现状，是中国行政伦理价值取向的基础。这一基础从本质上影响和制约了中国行政伦理的价值判断与选择。在相当长的时期内，中国行政伦理价值的主要特征是多重跨越与共生。  相似文献