Instruction in secondary cotaught classrooms: Three elements,two teachers,one unique approach     

Margaret P. Weiss  Wendy J. Rodgers 《Psychology in the schools》2020,57(6):959-972

Coteaching is a widely used service delivery model for students with disabilities who access the general curriculum. Instruction in cotaught classrooms is meant to be qualitatively different from instruction in solo-taught classrooms; however, this is not always the case. In this article, we describe a framework for thinking about and planning instruction in cotaught classrooms that includes evidence-based practices from special education and specially designed instruction. Examples are included and discussed.  相似文献   

Global citizenship education in conflict-affected settings: Implications of teachers’ views and contextual challenges for the Lebanese case     

《Teaching and Teacher Education》2020

Despite embracing GCED themes, the Lebanese National Curriculum faces multifaceted challenges rooted in conflict. The 1997 curriculum is still in effect with revision attempts encumbered. Interviews with 56 public school teachers in Lebanon confirm prevalent knowledge transmission practices of prescribed civics content and lack of support for progressive teaching and critical dialogue. Findings suggest few teachers prioritise GCED constructs, while most promote nationalistic citizenship notions contributing to marginalisation. Moving forward, teacher education should develop teaching practice and mindsets for sustainable GCED with the intent of emancipating teachers and students from the limitations of national curricula.  相似文献   

Thriving,not just surviving: The impact of teacher mentors on pre-service teachers in disadvantaged school contexts     

《Teaching and Teacher Education》2020

This study explores the perceptions held by nine mentor teachers from four Australian secondary schools about the impact they have on pre-service teachers during professional placement. Using Fraser’s (2000, 2005, 2008) social justice framework as a theoretical lens, this paper examines what can be learnt from these teacher mentors about mentoring in disadvantaged school contexts. These mentor teachers felt their most significant impact was in shaping pre-service teachers’ awareness and responsiveness to contextual factors so that they could not only fulfil professional experience requirements, but also be better prepared for potential future teaching opportunities in disadvantaged school contexts.  相似文献   

How can we evaluate the effectiveness of grammar schools in England? A regression discontinuity approach     

Binwei Lu 《British Educational Research Journal》2020,46(2):339-363

Previous research evaluating grammar school effectiveness has generally relied on snapshot or longitudinal regression models to deal with pre-existing differences between grammar school pupils and those in non-selective schools. These passive designs are based on correlations, and cannot demonstrate clear positive causal relationships between grammar school attendance and subsequent attainment. After accounting for the variables available for the analysis, pupils in different schools might still have distinct and unmeasured characteristics which threaten the validity of any conclusions drawn. Given that a randomised trial is not feasible under current conditions, this study addresses the limitations of previous research, using a regression discontinuity design (RDD) approach. This is the first use of RDD to attempt to make a robust causal inference about the effectiveness of grammar schools in one local authority in England. However, the authority, the Department for Education and the schools would not provide the individual data on pupils’ 11+ entry test scores, and the scores obtained could not be uniquely matched to Key Stage 4 outcomes. While the model presented suggests that there is an advantage to grammar school attendance, the incomplete data means that the study is more a feasibility trial of this strong design than any kind of definitive test intended to settle the debate on grammar school effectiveness. Conducting this design with national data on grammar school selection would create the most powerful evidence so far. To promote an effective and equitable education system for generations to come, those advocating the expansion of grammar schools should make the responsible decision to disclose all grammar school selection data for the purposes of research.  相似文献   

土司体育文化在永顺县中小学推广现状的调查与分析——以土家族摆手舞为例     

向依依  郑军 《体育科技文献通报》2020,(2):24-26

为促进土司体育文化更好的开展,扩展土家摆手舞的开展范围和提高摆手舞的质量,促进土司体育的发展,提高学生身体素质和文化修养。本文采用文献资料法、问卷调查法、座谈访问法、逻辑分析法,对永顺县中小学土家摆手舞开展的现状进行调查与分析。结果认为,永顺县中小学摆手舞存在学生学习兴趣不高、对摆手舞认知不足的现象,学校也因为资金受限,体育教学场地存在教学用面积不足及地面不平整状况,多数老师靠自学和其他老师所教学习的摆手舞,体育教师认为师资分配不合理现象存在,并且多数学生认为体育教师教学动作不够规范,直接影响了摆手舞在中小学的发展。  相似文献   

The social and emotional world of gifted students: Moving beyond the label     

Kristofor R. Wiley 《Psychology in the schools》2020,57(10):1528-1541

Students who are identified as gifted have academic, social, and emotional experiences that are informed by both their cognition and their identification. Similarly, highly able students who are overlooked and remain unidentified have extra layers of social and emotional complexity to negotiate. While the label should not uniquely define the treatment of the student, this review of the literature offers some supported themes that might inform service. Research on traditional and contemporary concerns is placed in the context of conceptual and methodological limitations, concluding with recommendations for the practitioner as a beginning to the conversation.  相似文献   

社会经济学的三大流派:一个简要述评     

王军 《湖州职业技术学院学报》2014,(4):45-49

社会经济学从萌芽发展繁荣,期间形成了众多流派,影响较大的主要有三大流派:天主教社会经济学、人本主义社会经济学、奥地利派社会经济学。天主教社会经济学强调受到天主教教义的指导,人本主义社会经济学则是以人为中心来开始研究,奥地利派社会经济学强调经济社会是一个整体。在发展过程中,奥地利派社会经济学到了21世纪30年代发展演变成了"奥地利经济学派";人本主义社会经济学则另立山头,出现了发展专门的人本主义经济学的趋势;天主教社会经济学则不断淡化宗教色彩,扩大开放,借鉴吸收其他学科的最新理论成果,大有融合、包容其他社会经济学的倾向。现阶段,当代社会经济学还在快速发展中,其发展走向还有待观察。  相似文献   

论华侨高等学校境外生培养的三个维度     

黄宗喜 《哈尔滨学院学报》2014,(11):126-129

文章针对境外生在思想、学习、生活三个层面存在的主要问题,从教育自觉、管理自信、服务自助的维度出发,通过内涵辨析和逻辑厘定,提出境外生培养工程的有益探索。  相似文献   

高职会计专业课程体系改革的调查与分析     

郭少东  胡志容  赵小刚  周萍 《重庆职业技术学院学报》2011,20(1):85-88

高职会计人员传统培养方式已经不能满足会计职业发展的新需要,高职会计课程体系应适应会计职业的要求,与时俱进,在现有教学条件与教育技术上大胆创新。结合会计专业特点进行会计专业课程体系改革,才能培养出符合社会需求的会计人才。文章在对高职授课教师、高职会计毕业生及其用人单位分类调查的基础上展开研究,通过对调查问卷的分析,得出相关结论,以期对高职会计专业课程体系改革有所帮助。  相似文献   

在中小学校本培训中开展教育科研的探索     

彭贤智  高智军 《教育理论与实践》2004,(24)

校本培训是在教育专家指导下,以教师任职学校为基本培训单位,以提高教师教育教学能力为主要目标,通过教育教学和教育科研活动来培训全校教师的一种继续教育形式。校本培训的目标是:具有现代教育观念、积极进行研究探索、确立终身学习观念、主体意识强。开展校本培训的策略:学校校长是校本培训的设计者和管理者;校本培训要得到校外教育专家的指导;校本培训要与课题研究紧密结合;建立教师校本培训的相关组织和制度,使中小学教师的校本培训逐步走上制度化的轨道。  相似文献