共查询到20条相似文献，搜索用时 15 毫秒
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Elizabeth A. Davis Fred J. J. M. Janssen Jan H. Van Driel 《Studies in Science Education》2016,52(2):127-160
Curriculum materials serve as a key conceptual tool for science teachers, and better understanding how science teachers use these tools could help to improve both curriculum design and theory related to teacher learning and decision-making. The authors review the literature on teachers and science curriculum materials. The review is organised around three main questions: What do teachers do when using science curriculum materials?, What happens when teachers use science curriculum materials? and Why do teachers make the decisions they do? For each question, the authors first summarise the findings of two key reviews from the mathematics education literature, then situate the findings from science education in juxtaposition with those findings. The review uncovers that relatively little is understood about the mechanism underlying how teachers interact with curriculum materials. To try to address this gap, complementing and extending the field’s existing understandings of the teacher–curriculum relationship, the authors make four propositions, grounded in the literature on self-regulation. The propositions reflect a mechanism for teacher curricular decision-making. The self-regulation perspective also helps to develop more targeted support for science teachers aimed at the uptake, adaptation and enactment of curriculum materials in ways that are intended, and that teachers themselves experience as an improvement in their teaching. The authors conclude with a call for research that further explores the ways in which individual science teachers’ decision-making is situated within the wider sociocultural context. 相似文献
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A:Where are you located? B:It's on Park Road just past the hospital. A:你们位于什么位置? B:在公园路,刚过医院不远. 相似文献
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The first part of this paper introduces a method for identifying the major patterns or trends of an institution. This method rests upon the identification of concrete decisions which are perceived as highly significant by individuals representing various segments of an institution. In the second part of the paper the method is applied to a recently established graduate school and research and development center. Five major institutional patterns which have characterized the development of this institution are identified and discussed: 1) democratization, 2) centralization of decision-making over research and development funds, 3) legitimation of development and implementation activities, 4) growth, and 5) entrenchment.Finally, the relevance of the findings is discussed in reference to all institutions of higher education; institutions which are faced with demands for broader participation on the one hand and increasing accountability on the other.The study upon which this paper is based was funded by the Research and Development Review Board, The Ontario Institute for Studies in Education. Thanks are also due to Professors John Holland and Michael Skolnik for many valuable suggestions. 相似文献
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合理的膳食搭配才能保证人体获得充足全面的营养。均衡的营养是身体健康的保证,所以,我们在日常生活中,要注意克服一些营养知识的误区,尽量优化自己的饮食结构,为健康的身体提供有力的保障。 相似文献
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Christmas was coming. Mr Smith had no money to buy any presents for his children. His wife was ill and he spent a lot of money on her medicine. And the harvest was bad and all his family were going to be hungry the next spring. He was quite worried about it."We had only a cock,"said Mrs Smith one day. "You'd better take it to the town. Sell it there and buy some cakes and sweets for our children." 相似文献
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Lawrence P. Shao Lorraine P. Anderson Michael Newsome 《Assessment & Evaluation in Higher Education》2007,32(3):355-371
Although many studies have examined techniques used to evaluate faculty performance, the literature has generally provided mixed results regarding the proper ways to measure teaching effectiveness. This paper provides the results of a survey of 1300 administrators and faculty of AACSB International accredited institutions. Respondents were asked what they believe is currently being used, and what should be used, to evaluate overall faculty performance and teaching effectiveness. Differences in responses are evaluated across school types, respondent positions, and respondent years of experience. The findings of this study provide a ‘benchmark’ of measures administrators can use to evaluate faculty performance. 相似文献
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《International Journal of Educational Research》1999,31(6):445-457
Self-regulated learning has emerged as an important new construct in education. Our understanding of self-regulated learning has been informed by three schools of thought: (1) research on learning styles, (2) research on metacognition and regulation styles, and (3) theories of the self, including goal-directed behavior. Based on these schools of thought, a three-layer model is presented. The innermost layer pertains to regulation of the processing modes. The middle layer represents regulation of the learning process. The outermost layer concerns regulation of the self. Educators and researchers would benefit from an integration of these three frames of reference into a comprehensive model of self-regulated learning. 相似文献
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罗贤龙 《中学英语园地(高三版)》2011,(4):4-4,60
If people are good at their jobs and like their jobs,they will be happy.If people don't like their jobs,they won't be happy.If people aren't good at their jobs,they won't feel happy,either.In order to find a suitable 相似文献
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一、意义的区别：
“How are you？”为问句，意为“你好吗”，而“How do you do？”形式上是问句，实际上为问候语，意为“你好”。 相似文献
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一、意义的区别: "How are you?"为问句,意为"你好吗",而"How do you do?"形式上是问句,实际上为问候语,意为"你好". 二、使用场合的区别: "How are you?"用以询问对方的身体健康状况,多用于朋友或熟人之间;"How do you do?"则用于两个人初次见面时的相互问候. 相似文献
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Ernesto Panadero Heidi Andrade Susan Brookhart 《The Australian Educational Researcher》2018,45(1):13-31
We have known for a long time that a relationship exists between how learning is assessed and the learning processes and strategies students employ when engaged in those assessments. Black and Wiliam pointed out in 1998 that self-regulated learning should be a primary goal of formative assessment (FA). Since then, a growing body of research on this relationship has been produced. The purpose of this paper is to present and discuss keystone publications that inform our current understandings of the relationship between FA and self-regulated learning. The result is a roadmap of the development of the field and directions for future research. 相似文献