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An examination of recruitment materials and interviews with personnel involved in the employment of teacher educators to positions in university-based New Zealand initial teacher education (ITE) courses reveals three constructions of teacher educator as academic worker: the professional expert, the dually qualified, and the traditional academic. However, this study’s analysis shows how these constructions allow universities to pursue a bifurcated approach for the employment of teacher educators, an approach that maintains binaries within teacher education and hinders development in the field. Furthermore, as the spectre of a major cultural shift in the provision of New Zealand ITE arises, the extent to which the professional expert and traditional academic constructions of teacher educator might serve the scope of work required of postgraduate ITE going forth is questioned. 相似文献
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In this paper we explore newly qualified New Zealand secondary teachers’ varied accounts of induction. We claim that multiple interpretations of objectives for induction programs are a significant source of this variation. With reference to an activity system framework, we identify four primary objects of induction that were represented in the induction accounts as follows: ‘orientation to learning about the context’, ‘fitting into the school’, ‘completing registration requirements’, and ‘becoming a professional inquirer’. Whilst teachers would be expected to experience all of these objects within their induction experiences, the balance and emphases of these objects within programs varied considerably. 相似文献
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Harris argues that peer relationships are the chief determinants of personality development. Harris's thesis makes the behavioral genetic investigation of peer groups particularly timely. The present study examined genetic and environmental contribution to self-reported peer-group characteristics in two samples of adolescent siblings: 180 adoptive and nonadoptive sibling pairs from the Colorado Adoption Project, and 386 sibling pairs from the Nonshared Environment and Adolescent Development Study. Substantial genetic influence emerged for college orientation, with the remaining variance accounted for by nonshared environment. For delinquency, however, the majority of the variance was explained by nonshared environment. Although genetic influence was implicated for peer popularity in twin analyses, genetic factors were not important in explaining individual differences in nontwin siblings. These results suggest that although some dimensions of peers are somewhat mediated by genetic factors, nonshared environmental influence is substantial. 相似文献
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The conceptual change approach to improving teaching and learning: An evaluation of a Hong Kong staff development programme 总被引：2，自引：0，他引：2
This paper reports a study ofthe effectiveness of an innovative approach tostaff development, the conceptual changeapproach, which attempts to change teachers'frameworks for conceptualising teaching andlearning. The evaluation investigated theprogramme at three levels: the impact on theconceptions of teaching of the participants,the resultant impact on teaching practices, andthe consequential effect on student learning.Encouraging results were obtained. Theprogramme brought about detectable conceptualchange or conceptual development in two-thirdsof the sample group. Subsequently, all the`changed' teachers received better ratings ontheir teaching practices from their students inthe following academic year while none of thosewho did not change their conceptions showedsimilar gains in student rating scores. Aresultant positive impact on their students'studying approaches was observed for half ofthe teachers who changed their conceptions. 相似文献
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A Twin-Sibling Study of Observed Parent-Adolescent Interactions 总被引：2，自引：0，他引：2
Thomas G. O'Connor E. Mavis Hetherington David Reiss Robert Plomin 《Child development》1995,66(3):812-829
Numerous behavioral genetic studies call attention to the strong and pervasive genetic influence on developmental characteristics. However, this research has been criticized for its use of poor environmental measures and a failure to examine the complex processes that are a hallmark of research in child development. This study addresses this criticism by examining the genetic and environmental components of parent-child interactions. Mother, father, and 2 adolescent siblings (10–18 years) from each of 675 families were observed interacting in 10-min dyadic problem-solving sessions. 6 groups of siblings that differed in genetic relatedness were examined (MZ and DZ twins, full siblings in nondivorced families; full, half, and unrelated siblings in stepfamilies). Results suggest a greater genetic component to adolescent behavior than to parent behavior. Both adolescent and parent behavior showed strong effects of nonshared environment, even after error of measurement was removed. 相似文献
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This study investigated the relations among parenting, sibling relationship, peer group, and adolescent externalizing behaviors. With data obtained from a sample of 341 male and 313 female adolescents (M age = 14.4 years) and their parents and siblings from nonstepfamilies and stepfather families, cross-sectional analyses supported the hypothesis that the contributions of parental negativity, parental monitoring, and sibling negativity to adolescents' externalizing behaviors would operate directly and also indirectly through deviant peer associations. The findings of multigroup comparison analyses suggested that the relationships between family and peer correlates and adolescent externalizing behaviors vary as a function of family type and adolescent gender. 相似文献
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Illustrative practical work is commonly used in chemistry education to enrich students?? understandings of chemical phenomena. However, it is possible that such practical work may not serve to foster understanding but rather cause further confusion. This paper reports the struggles experienced by a group of senior (Year 12) secondary chemistry students as they sought to understand redox chemical concepts involved in the reactions occurring when steel wool is added to copper sulfate solution. The results showed that the students lacked the skills required to make accurate observations during the practical work. Nor were they able to link the observed phenomena with previously taught redox concepts. The paper also presents possible ways to overcome the difficulties encountered by students as they move between macroscopic and submicroscopic levels of representation of redox reactions. 相似文献
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E. Mavis Hetherington 《Infancia y Aprendizaje》2013,36(18):53-64
RESUMENEl artículo analiza el impacto del divorcio en los hijos y las diversas variables que pueden influir, como el temperamento, el estrés acumulativo, el estado de desarrollo o las diferencias sexuales. Se examinan las consecuencias del paso a una familia uniparental, que supone cambios prácticos en la vida cotidiana y cambios en las relaciones padres-hijos. Se hace patente la necesidad de investigaciones sobre el funcionamiento de la familia uniparental y la necesidad de establecer sistemas de apoyo que ayuden a las familias a hacer frente a todos estos cambios. 相似文献
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Towards understanding adult distance learners 总被引：2，自引：2，他引：0
We are all aware that adults who return to study at a distance may approach their studies in very different ways. The reasons for such differences, and their relation to students' personal contexts, are not well understood. In this paper, Mavis Kelly of the School of External Studies and Continuing Education, University of Queensland, and Margaret Shapcott of the Distance Education Unit, Deakin University, present some of their findings from research into this area. Analysing interviews with external students of the University of Queensland, at two distinct levels, has enabled them to identify both attitudes to study common to all those interviewed and two basic kinds of study orientation. These differences are closely related to the students' personal background and experiences. 相似文献