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Education literature suggests that preservice teachers hold similar initial beliefs, viewing the teacher as the authority figure passing knowledge to the students. In consistency with constructivist practice, these beliefs should be challenged to enable the preservice teachers to develop alternative ideas, seeing the students capable of constructing knowledge with the help of the teacher. These beliefs are found difficult to change in the course environment. Drawing on surveys and teaching observations from four preservice teachers in an introduction methods course, the study showed that the four participants had different epistemological beliefs, some beliefs being more resistant to change than others. 相似文献
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Leland Johnson Richard H. Baker David A. Stamper Masanao Tanase 《Communication Booknotes Quarterly》2013,44(4-5):52-54
TELECOMMUNICATIONS ALTERNATIVES FOR FEDERAL USERS: MARKET TRENDS AND DECISIONMAKING CRITERIA by Leland Johnson et al. (Santa Monica, CA: Rand, R-3355-NSF, 1985—$20.00) A BIBLIOGRAPHY OF SELECTED RAND PUBLICATIONS (titles as follows—free on request, paper) include SB-1020 on communication satellites (19 pp.) Rand publications, three recent titles THE COMPUTER SECURITY HANDBOOK by Richard H. Baker (Blue Ridge Summit, PA: Tab Professional and Reference Books, 1985—$25.00) BUSINESS DATA COMMUNICATIONS by David A. Stamper (Menlo Park, CA: Benjamin/Cummings Publishing, 1986—price not given) BEHIND THE TELEPHONE DEBATES 5: INTEGRATED SERVICES DIGITAL NETWORKS (ISDN): CONCEPTS AND ISSUES IN THE U.S. AND JAPAN by Masanao Tanase (Program on Information Resourcews Policy, 200 Aiken, Harvard University, Cambridge, MA 02138—price not given, paper) 相似文献
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Beliefs about knowledge, learning and teaching are assumed to impact teachers＇ practice （Brownlee, 2004; N. Entwistle, Skinner, D. Entwistle, ＆ Orr, 2000）. A change of beliefs is an important step for teacher learning, but it is often seen as difficult if not impossible （Cooney, Shealy, ＆ Arvold, 1998）. This study investigated the impact some teacher education programs from China and the USA had on the teachers＇ beliefs and teaching strategies and how these teachers integrated the acquired knowledge and teaching strategies in their practice. Researchers were particularly interested in investigating teachers＇ ability and willingness to use the strategies congruent with constructivist learning theory in their classrooms. 相似文献
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Bob Ives Madalina Alama Liviu Cosmin Mosora Mihaela Mosora Lucia Grosu-Radulescu Aurel Ion Clinciu Ana-Maria Cazan Gabriel Badescu Claudiu Tufis Mihaela Diaconu Amalia Dutu 《Higher Education》2017,74(5):815-831
Academic dishonesty in higher education is an increasingly visible problem throughout the world and in Romania in particular. A total of 1127 university students from six public Romanian universities were surveyed for their experiences and beliefs with 22 behaviors that might be considered academically dishonest. A five-factor solution to the frequencies of these behaviors was interpretable and accounted for more than half of the total variance. How acceptable students believed the behaviors were and how often students witnessed other students engage in these behaviors were consistent predictors of the frequency of the behaviors, with small to medium effect sizes. Demographic predictors of these behaviors, including gender, academic specialty, year in school, institution, grade average, and scholarship status, predicted very little variance in the behaviors. Implications and limitations of the study, as well as limitations of research in the field, are discussed. 相似文献
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