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Projects in Technology Education and Fostering Learning: The Potential and Its Realization 总被引：1，自引：1，他引：0
The current study aimed at examining the efficacy of technological projects as learning tools by exploring the following questions:
the extent to which projects in technology develop students as independent learners; the types of knowledge the students deal
with in working on their projects; the role of problem-solving in technological projects; and how projects integrate into
traditional schooling. The subjects were 53 high school (12th grade) students who prepared graduating projects in technology
under the supervision of nine teachers. Data were collected by observing the students in the laboratory, administrating two
questionnaires to both the students and the teachers, and analyzing 25 portfolios prepared by the students of their projects.
The findings indicate that projects in technology provide a good opportunity to engage students in challenging tasks that
enhance their learning skills. To maximize this potential, it is necessary to employ the project method from the early stages
of learning technology. It is especially important that teachers having a strong engineering orientation also acquire pedagogical
knowledge on issues such as fostering independent learning, creativity, peer learning and reflective practice in the technological
classroom. 相似文献
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This article describes the inter‐relationship between school organization and classroom instructional style. Two distinct models of school organization, the bureaucratic and open‐systems models, are characterized in terms of three major dimensions of school life; a. the behavior of administrators, teachers and students, b. work design and tasks, and c. space‐time allocations. It is shown that the bureaucratic model of school organization parallels, and sustains, the traditional whole‐class method of teaching in all of the three dimensions. An open‐systems model of staff organization at the school level is required to sustain an alternative form of classroom instruction such as cooperative learning. The approach presented here emphasizes the inter‐relatedness of all three dimensions of schooling at the organizational and classroom levels. It also claims that the implementation of genuine instructional change, that entails new patterns of interpersonal relations in the classroom, is contingent upon similar changes being made at the level of the school as an organization. Lack of attention to school organizational change may explain why efforts at changing instruction at the classroom level frequently fail to yield results. 相似文献
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Hanna Shachar 《Teaching and Teacher Education》1997,13(8):799-813
This study assessed teachers' satisfaction and dissatisfaction with their work, as well as their perceptions of the source of difficulties in teaching, as a function of their participation in an in-service instructional change project. A two-part questionnaire was administered to the teachers in the nine participating junior high schools both prior to the start of the project (n=393) and 2
years later (n=313). The first part obtained teachers' statements regarding their satisfaction or dissatisfaction with their work, while the second part asked about the sources of their difficulties in teaching heterogeneous classrooms. Analysis of the statements from part 1 revealed that teachers' satisfaction remained stable over the period of the study while their statements of dissatisfaction, referring primarily from their inability to reach their students and motivate them, declined significantly from the pretest to the post-test. The second part of the questionnaire found that teachers consider their pupils to constitute the main source of their difficulties in teaching rather than their training as teachers or the availability of the proper conditions. This factor declined considerably in salience over the period of the study, but nevertheless remained the most noteworthy source of difficulty, in the perception of these teachers. Results also reveal distinct differences between schools in teachers expression of satisfaction and dissatisfaction with their work. 相似文献
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The purpose of this study is to examine how the quality of teaching contributes to a sense of belonging and satisfaction, while considering students' personal and socioeconomic variables, in explaining the risk of dropping out of school. Two thousand, eight hundred and seventy 4th- to 9th-grade students from 105 classes in 18 schools participated in this research. A 3-level HLM6 analysis was performed: Students, classes, and schools. Findings showed the effect of the type of school (traditional vs. experimental) on the connections between quality of teaching and dropout risk; these connections are stronger in traditional schools. The conclusion was that quality of teaching plays an important role in decreasing the risk of dropout. Teaching quality has a significant effect on students' satisfaction and their sense of belonging, thereby affecting the risk of dropout. 相似文献
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The present study examines teachers’ perceptions of organizational changes in their elementary schools. These changes occurred
following the implementation of a long-term comprehensive school improvement project (CSIP). One hundred and seventy one teachers
who taught in six elementary schools located in two different school districts in Israel responded to a questionnaire both
before and after a period of 3 years during which they participated in a CSIP. The teachers, assisted by six professional
consultants, one in each school, studied cooperative learning as well as new forms of collaborative staff work. The study
addressed two primary research questions: What changes in teachers’ perceptions of their schools’ organizational culture emerged
from teachers’ participation in the project? How were the professional relationships between the schools’ supervisors and
the teachers in the two districts reflected in the teachers’ perception of school organizational changes? Results indicated
that teachers in three schools from one district recorded a significant improvement in their perceptions of their schools’
organizational culture at the end of the project, whereas the teachers from the other district indicated either no change,
or a significant decline in their evaluation of their schools’ organizational culture. A cross-validation of the teachers’
data was performed through a content analysis of 500 reports written over the course of 2 years, submitted by six external
consultants. The analysis yielded four categories: general difficulties to work with the school’s staff, problems implementing
the project, teacher resistance, and cancellations of planned meetings. The analysis provided valuable information as to why
the teachers from the two districts differed in their reactions to the project. 相似文献
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