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Research Findings: This study explores the beliefs, self-reported practices, and observed practices of Turkish preschool teachers toward children’s peer relationship problems as well as the gap between their beliefs and practices. Five female teachers of 5-year-old children were selected as participants for this multiple case study. Approximately 79 hr of observation was conducted on the children’s daily routines and activities in a natural classroom environment, which specifically included the teachers’ problem-solving strategies while confronting peer relationship problems. The participants were also interviewed regarding their beliefs and strategies for solving peer relationship problems. The findings of this qualitative investigation indicated that the teachers’ beliefs and self-reported practices included both teacher- and child-related factors. However, the observed practices included several teacher-initiated strategies; child-initiated strategies appeared, albeit less than teacher-initiated ones. This affirms the teachers’ stress on children’s role in managing peer problems. Although some of the teacher practices and beliefs were consistent, certain inconsistencies may indicate the presence of external constraints. Practice or Policy: The results of this study highlight the importance of teacher education programs providing preservice and in-service teachers with the knowledge and skills required to understand children’s peer relationships, guide their interactions, and apply appropriate intervention strategies for various peer relationship problems. 相似文献
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The aim of the present study is to conduct a systematic review research which focuses on research studies into the school practicum. In order to identify the main issues and also to provide a contemporary picture of practicum, 114 studies published on the topic are reviewed and analysed in terms of: (i) aims, (ii) main participants, (iii) methodology used and (iv) the main outcomes emerging. Many of the reviewed studies take pre-service teachers as their main participants. The review also shows that many practicum studies are relatively small-scale studies since they are mainly qualitative focused and findings derived from a relatively small sample. This suggests that more large-scale studies are needed in the field in order to provide greater insight into teaching practicum. Finally, this systematic review provides some food for thought in the area of practicum research and promotes further studies in this complex field. 相似文献
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以往对清朝诰命、敕命这类封赠文书的研究或较为抽象,且仅涉及相关制度在某一时间点的形态,或虽具体,却少见个案所处的历史脉络。因希望立体、生动地展示清朝的诰敕,故以世祖、圣祖、世宗三朝为时限,既研究诰敕制度的变迁,又呈现诰敕授予的趋势。由此发现,多民族的清朝有意以多种语言书写诰敕;在政局紧张时大量颁发以笼络人心,局势缓和后则修改制度、少量颁给以减少拥有者,以使诰敕珍贵;诰敕是清朝重要的政治工具。 相似文献
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Arslan Okan Haser Çiğdem Van Zoest Laura R. 《Journal of Mathematics Teacher Education》2022,25(4):429-452
Journal of Mathematics Teacher Education - To better understand the critical early years of teaching and teacher identity development, this study explored the mathematics teacher identity of two... 相似文献
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Muammer Çalik Tuncay Özsevgeç Jazlin Ebenezer Hüseyin Artun Zeynel Küçük 《Journal of Science Education and Technology》2014,23(3):412-430
The purpose of this study is to examine the effects of ‘environmental chemistry’ elective course via Technology-Embedded Scientific Inquiry (TESI) model on senior science student teachers’ (SSSTs) conceptions of environmental chemistry concepts/issues, attitudes toward chemistry, and technological pedagogical content knowledge (TPACK) levels. Within one group pre-test–post-test design, the study was conducted with 117 SSSTs (68 females and 49 males—aged 21–23 years) enrolled in an ‘environmental chemistry’ elective course in the spring semester of 2011–2012 academic-years. Instruments for data collection comprised of Environmental Chemistry Conceptual Understanding Questionnaire, TPACK survey, and Chemistry Attitudes and Experiences Questionnaire. Significant increases in the SSSTs’ conceptions of environmental chemistry concepts/issues, attitudes toward chemistry, and TPACK levels are attributed to the SSSTs learning how to use the innovative technologies in the contexts of the ‘environmental chemistry’ elective course and teaching practicum. The study implies that the TESI model may serve a useful purpose in experimental science courses that use the innovative technologies. However, to generalize feasibility of the TESI model, it should be evaluated with SSSTs in diverse learning contexts. 相似文献
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William F. Pinar 《Critical Studies in Education》2014,55(1):8-17
One of Canada’s greatest public intellectuals, George Grant (1918–1988) studied history as an undergraduate, focusing on concepts and themes rather than minutiae. That same intellectual disposition surfaced later at Oxford, where he had gone on a Rhodes scholarship to study law. Returning to Oxford after the war, he left law to study theology, earning extra money by writing historical articles on Canada for Chambers’ Encyclopedia. Even after becoming the most prominent Canadian philosopher of his time, Grant maintained he always thought like an historian. Reactivating the historical thinking of George Grant can encourage ‘becoming historical’. 相似文献
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Çakır Nur Akkuş Çakır Murat Perit Lee Frank J. 《Educational technology research and development : ETR & D》2021,69(5):2683-2703
Educational technology research and development - This paper presents a game-design workshop built around a digital art installation featuring video games displayed over a real-world skyscraper to... 相似文献
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ASMA BEKTAS Cigdem 《浙江大学学报(A卷英文版)》2006,7(12):2093-2096
INTRODUCTION Let w be the set of all sequences of real or com- plex numbers and R∞, c and c0 be the sequence spaces of bounded, convergent and null sequences x=(xk), respectively. A sequence x∈R∞ is said to be almost convergent (Lorentz, 1948) if all Banach limits of x coincide. Lorentz (1948) proved that 1 c? = ??? x =( xk ) :linm 1n ∑kn= xk s exists, uniformly in s???. Maddox (1967; 1978) has defined x to be strongly almost convergent to a number L if 1 linm 1n ∑k n= xk s? L=0,… 相似文献