共查询到20条相似文献，搜索用时 687 毫秒
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R. ELLIOTT INGERSOLL 《Counselor Education & Supervision》2000,40(1):58-69
The use of medication to treat various psychological disorders has expanded greatly over the last decade. Therefore, counselors need more sophisticated knowledge about psychopharmacology to work effectively in school and community settings. This article describes the curriculum, structure, resources, and teaching methods for effective instruction in psychopharmacology for counselors. 相似文献
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Nikolai D. Nikandrov 《比较教育学》1989,25(3):275-282
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Turner Kristal Louise Adams Jennifer D. Eaton Sarah Elaine 《Cultural Studies of Science Education》2022,17(2):331-339
Cultural Studies of Science Education - With the global pandemic educators have had to move their courses to virtual spaces, and this quick change has brought up concerns, especially in STEM... 相似文献
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David Fortus Marcus Kubsch Tom Bielik Joseph Krajcik Yaron Lehavi Knut Neumann Jeffrey Nordine Sebastian Opitz Israel Touitou 《科学教学研究杂志》2019,56(10):1341-1361
Energy is a central concept in science in every discipline and also an essential player in many of the issues facing people everywhere on the globe. However, studies have shown that by the end of K-12 schooling, most students do not reach the level of understanding required to be able to use energy to make sense of a wide range of phenomena. Many researchers have questioned whether the conceptual foundations of traditional approaches to energy instruction may be responsible for students' difficulties. In response to these concerns, we developed and tested a novel approach to middle school physical science energy instruction that was informed by the recommendations of the Framework for K-12 Science Education (National Research Council, 2012a) and the Next Generation Science Standards (NGSS) (NGSS Lead States, 2013). This new approach differs substantially from more traditional approaches to energy instruction in that it does not require energy forms and it emphasizes connections between energy, systems, and fields that mediate interaction-at-a-distance. We investigated student learning during this novel approach and contrasted it with student learning within a comparable unit based on a more traditional approach to energy instruction. Our findings indicate that students who learned in the new approach outperformed students who learned in the traditional approach in every quantitative and qualitative aspect considered in this study, irrespective of their prior knowledge of energy. They developed more parsimonious knowledge networks in relation to energy that focused primarily around the concept of energy transfer. This study warrants further investigation into the value of this new approach to energy instruction in both middle and high school. 相似文献
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This paper draws from our experiences of an EU Life Long Learning Programme Project: GATE Understanding Dyslexia Phenomena Between Pre-Primary And Primary (2009–2011) to discuss different conceptual positions concerning dyslexia. It compares medical notions of dyslexia with perspectives from childhood and disability studies to question the ways in which we encourage children, parents and professionals to understand dyslexia in educational settings. In so doing, it highlights a contrast between medical literature, social model perspectives and practical approaches among the contrasting work contexts of the partners of the GATE project. The paper indicates that the GATE partners found there was a lack of clarity concerning theory and policy on dyslexia across their countries. The paper compares different practices concerning dyslexia in Bulgaria, Spain, Italy, Turkey and Scotland and concludes there is a need to balance out impairment-specific approaches with those that are based on more political notions of inclusion, community and relationship-building. 相似文献
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B Algozzine L Maheady K C Sacca L O'Shea D O'Shea 《Exceptional children》1990,56(6):552-7; discussion 558-60
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Selena Chan 《Vocations and Learning》2013,6(3):367-383
The transition from school to work, in the form of a trade-based apprenticeship, is one with a long history. Recent socio-historical changes include increased use of technology, the changing nature of work and shifting patters in the employment market are influencing both the apprenticeship journey and its destination. In this article, the contemporary apprenticeship experience is described and explored using the metaphoric phases consisting of belonging to a workplace, becoming a baker and eventually being a baker. These phases are derived from a longitudinal case study of 13 baking apprentices as they entered bakery work mainly by happenstance and began to belong to the workplace; became bakers through various processes of skill acquisition, knowledge consolidation, dispositional transformation and occupational identity formation; and continued to be bakers, with many attaining a strong sense of vocation and identification with bakers’ occupation. An updated understanding of apprenticeship may inform the development of entry pathways into apprenticeship; improve workplace learning opportunities; and widen the means for recognition and certification of skill/knowledge attainment and dispositional transformation. 相似文献
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John Trent 《Asia-Pacific Journal of Teacher Education》2013,41(4):426-440
This paper reports on a qualitative study that investigated the lived experiences of a group of pre-service English language teachers during a teaching practicum in Hong Kong. Multiple, in-depth interviews with student teachers were conducted during a 6-week practicum to understand the students’ experiences of becoming teachers. A contribution of this study is to use the analytic lens of teacher identity to understand the challenges, one group of pre-service teachers confronted as they positioned themselves, and were positioned by others, as particular types of teachers during their practicum. The results of this study suggest that a critical perspective, grounded in an identity-theoretic understanding of pre-service teachers’ practicum experiences, is needed to reveal and then overcome antagonistic relations that might threaten the identity work of trainee teachers. Endorsing calls to rethink the practicum, the types of support that might be offered to pre-service teachers are critically examined and suggestions for the ways in which stakeholders, such as teacher educators and school-based supporting teachers, can best facilitate the identity work of pre-service teachers undertaking a teaching practicum are offered. Implications for future research are also discussed. 相似文献
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《College Teaching》2013,61(1):202-207
Abstract. By creating a space for fun, interaction, and trust, teachers and students together can build a learning environment that promotes engagement, deep learning, and meaning. Such a space emphasizes process, not product, personalizes learning, and contributes to whole person development. To facilitate the creation of this space, the teachers show respect for students as individuals, encourage original thinking, and expand the boundaries of the classroom through field trips and guest speakers, and the students share written reflections on critical issues that link to personal experience and conviction, contribute to dynamic class dialogues, and develop and present creative responses to environmental and social complexities. 相似文献
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T. H. McLaughlin 《Journal of Philosophy of Education》1985,19(1):119-127