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Microteaching is a practice – based teaching method that can be applied at various stages in teacher training programs and it gives the opportunity to engage in self-evaluation and to eliminate or correct inadequacies of both pre-service and in-service teachers. It is believed that this study is important in determining the inadequacies of prospective teachers through microteaching applications, and in determining the steps to be taken to eliminate the inadequacies. Therefore, this study aims to exhibit prospective teachers’ individual, methodological and social performances through two microteaching applications. It is found from this research that prospective teachers’ discipline over the classroom developed, and students’ motivation and their interest in the lesson increased with reinforcement and effective communication in the second microteaching application. This showed that feedback given at the end of the first microteaching application was effective. 相似文献
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The authors analyze the problems of the Russian education system and discuss their origins and causes, as well as their detrimental impact on all spheres of public life. After looking at some solutions and controversial reform measures, they describe the Russian and foreign experiences of implementing reforms in education. They weigh the pros and cons of these experiences and assess their applicability to Russian conditions, discussing possible ways out of this crisis. 相似文献
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Ivan Gerě Norbert Jaušcvec 《Educational technology research and development : ETR & D》1999,47(3):5-14
This study investigated the cognitive processes involved in learning information presented in multimedia and text format using electroencephalographic (EEG) measures. Thirty-eight students (19 gifted, and 19 average) learned material presented with text (text); text, sound, and picture (picture); and text, sound and video (video), while their EEG was recorded. Alpha power, which is inversely related to mental effort, was analyzed. For thetext presentation, the alpha power measures showed higher amplitudes (less mental activity) over the occipital and temporal lobes, and less alpha power (higher mental activity) over the frontal lobes. The results support the assumption that thevideo andpicture presentations induced visualization strategies, whereas thetext presentation mainly generated processes related to verbal processing. The results further showed that gifted students displayed less mental activity during all three formats of presentation. These differences were especially pronounced for thevideo format. No gender-related differences in EEG patterns related to the format of presentation were observed. 相似文献
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Vermeulen AM van Bon W Schreuder R Knoors H Snik A 《Journal of deaf studies and deaf education》2007,12(3):283-302
The reading comprehension and visual word recognition in 50 deaf children and adolescents with at least 3 years of cochlear implant (CI) use were evaluated. Their skills were contrasted with reference data of 500 deaf children without CIs. The reading comprehension level in children with CIs was expected to surpass that in deaf children without implants, partly via improved visual word recognition. Reading comprehension scores of children with implants were significantly better than those of deaf children without implants, although the performance in implant users was substantially lagging behind that in hearing children. Visual word recognition was better in children with CIs than in children without implants, in secondary education only. No difference in visual word recognition was found between the children with CIs and the hearing children, whereas the deaf children without implants showed a slightly poorer performance. The difference in reading comprehension performance of the deaf children with and without CIs remained present when visual word recognition was controlled for. This indicates that other reading-related skills were also contributing to the improved reading comprehension skills of deaf children with CIs. 相似文献
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Geschiere SD Ziemecka I van Steijn V Koper GJ Esch JH Kreutzer MT 《Biomicrofluidics》2012,6(2):22007-2200711
This paper studies the Rayleigh-Plateau instability for co-flowing immiscible aqueous polymer solutions in a microfluidic channel. Careful vibration-free experiments with controlled actuation of the flow allowed direct measurement of the growth rate of this instability. Experiments for the well-known aqueous two phase system (ATPS, or aqueous biphasic systems) of dextran and polyethylene glycol solutions exhibited a growth rate of 1 s−1, which was more than an order of magnitude slower than an analogous experiment with two immiscible Newtonian fluids with viscosities and interfacial tension that closely matched the ATPS experiment. Viscoelastic effects and adhesion to the walls were ruled out as explanations for the observed behavior. The results are remarkable because all current theory suggests that such dilute polymer solutions should break up faster, not slower, than the analogous Newtonian case. Microfluidic uses of aqueous two phase systems include separation of labile biomolecules but have hitherto be limited because of the difficulty in making droplets. The results of this work teach how to design devices for biological microfluidic ATPS platforms. 相似文献
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Why Liberal State Funding of Denominational Schools Cannot be Unconditional: a reply to Neil Burtonwood 总被引：1，自引：0，他引：1
In this article we take up Burtonwood's criticism of our view that liberal states should, under certain conditions, fund denominational schools. We not only reject his plea for the accommodation of strong faith schools by liberalism but also criticise his portrayal of the character of the conflict between liberals and strong faith school advocates. Arguing that liberalism is not part of the diversity of goods, we maintain that liberals and strong faith school advocates should not be seen as competing on the same playing field. Rather, liberalism transcends the battleground both by enabling and conditioning the competition between adherents of rival conceptions of the good. 相似文献
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There is an increasing call for preventive state interventions in so‐called families at risk—that is, interventions before any overt harm has been done by parents to their children or by the children to a third party, in families that are statistically known to be liable to harm children. One of the basic principles of liberal morality, however, is the citizen's right to be free from state intervention so long as no demonstrable harm has been done. On the other hand, Joel Feinberg interprets the harm principle as a harm prevention principle, so that the risk of harm also might be a reason for interference. The question that needs to be asked, therefore, is whether enforced preventive intervention in the cases where families are judged to be at risk can be justified within the limits of liberalism. 相似文献
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Why Should States Fund Denominational Schools? 总被引：4，自引：0，他引：4
It is generally accepted that liberal states should fund public schools for compulsory education. But whether states should also finance denominational schools is controversial. Does such funding not compromise the principle of liberal neutrality? In this article we evaluate two opposing views on this question. Both views give different interpretations of liberal neutrality and both have contrasting views on the relation between education and conceptions of the good. Arguing that neither view is convincing, we defend an alternative view, which holds that the liberal state under certain conditions should fund denominational schools. 相似文献
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