Across secondary to postsecondary institutional expectations, contrasting common curricular experiences of secondary students and postsecondary curricular expectations.
Between and within disciplines (including mathematics and science), which often have different ways of communicating and representing a single concept, especially in theoretical applications and practical calculations.
From the traditional pedagogies of classrooms to the different methods and expectations of laboratory settings (for example, collaborative engagement in planning, experimentation, an understanding of experimental error, and an understanding of how all three are communicated and represented).
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Law lecturers are unclear about course objectives. Moreover, where course objectives are specified they tend not to be explicitly related to criteria for student assessment.
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Methods used for assessment often do not match specified course objectives.
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Law lecturers tend to be ‘conservative’ markers who use a narrow range of marks clustered round relatively low average points.
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identify and understand the theoretical and practical needs of kindergarten teachers with regard to ICT education;
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establish plans for the training of educators, in the application of ICT;
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develop interactive learning materials for educators in order to support the established plans for continuing training in ICT;
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implement pilot training schemes and promote transnational collaboration between tutors and students through the use of ICTs;
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evaluate the pilot training schemes.
In the framework of these overall aims set by the KINDERET project, this paper reports upon the joint work that was developed by the partnership as the first stage of analysis in the training needs of kindergarten teachers. The analysis of the information that was collected at this stage has provided an empirical basis for the development of the pilot training schemes. 相似文献
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definition of distant studies
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the social image of the distant student (society's appreciation, acceptance etc.)
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the reasons behind the introduction of distant study
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students’ situation in this form of study
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planning and organization, of distant study courses
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functions of distant study courses
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interaction between tutors and students;
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construction of study materials for distant study;
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methods and media;
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research on and development of distant study.
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the future programme of the Committee.
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A.Drawbacks to attending evening classes
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(i) In the group of students investigated the main drawback to attending evening classes was item 3 (the rush to get to classes from work).
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(ii) The main difference among the students was in the importance attached to item 9 (domestic commitments), married students finding it as important as item 3.
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(iii) Choices made by students in different courses were fairly homogeneous, apart from the domestic courses. This seems to indicate that the factors making for wastage are not functions of the courses taken, so much as of age, sex, marital status, etc.
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B. Incentives to attending evening classes
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(i) The main incentive was item 1 (it will be useful in getting a better job).
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(ii) Items 2 (it will help in getting promotion in my present job) and 3 (it will be of general educational value) were ranked next in importance to item 1.
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(iii) Responses to the preferred items 1, 2, and 3 were relatively homogeneous when the data were arranged to isolate sex difference, marital status, and age.
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(iv) All courses except the domestic ones made similar choices in this question.
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1.Wastage is a characteristic of all forms of further education, full-time and part-time.
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2.Wastage can be defined in more than one way, and the severest definitions obviously include amongst the wastage many students who have benefited from their participation in further education.
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3.Failure rates from first to final year in English Universities are at least 10 per cent on the average, to which have to be added the group—some 5 per cent—who withdrew for reasons other than academic failure. This gives an average total wastage of 15 per cent, from first to final year.
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4.Even in the relatively superior conditions of university life and teaching, precise prognostication is not possible; therefore, either some failures must be admitted or some who would succeed must be excluded. To eliminate failures altogether would mean applying selection procedures that would exclude large numbers of those who now succeed.
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5.Wastage is a product of multiple causation. Hence, there are no simple or sweeping remedies. On the other hand, such success as is achieved remains unknown because it is not recorded and published.
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6.Wastage in technical education can be classified into three sorts: natural, built-in and imposed.
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7.Natural wastage is largely, if not entirely, irremediable (in the given conditions). It is valuable to identify it, important to estimate its size and sensible to devote to other causes efforts to improve the situation. It seems likely that natural wastage amounts to something like 25 per cent of the entrants to a five year part-time course—although there is no evidence of a convincing kind to support any particular figure.
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8.Built-in wastage is a feature of part-time technical courses. It could very easily be much reduced. The place to begin is with craft courses which are not hedged in by so many Rules and such powerful vested interests as are the National Certificates. The steps to take are simple, and are within the competence of Principals and Heads of Department. The examination results now available annually should be used differently; in particular, the results in the ‘noncrucial’ years should not, in general, preclude students from passing on to the next year of the course. Gross built-in wastage on the average five-year course amounts to 70 per cent or so, having allowed an off-set for students who repeat a year.
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9.It will be seen that 70 per cent built-in wastage plus 25 per cent natural wastage amounts to 95 per cent wastage over a five-year course. A success rate of 5 per cent in such courses is often exceeded—it may rise to 25 per cent, but a success rate even lower is by no means unknown, though the recording of some such instances by Lady Williams appears to have shocked many of her readers.
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10.The advantage of going through a course may be quite real to a student who does not gain a certificate. Presumably this is truer of craft courses than of other courses.
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11.Imposed wastage is remediable to some extent, though not perhaps as completely as might be hoped. At present there is much emphasis on selection, and it is most desirable that selection procedures should be improved.
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12.Even more important as an antidote to imposed wastage is an improved teaching force: improved in numbers and quality. This is not to say that teaching in technical colleges is bad—far from it. There always have been excellent teachers in technical colleges and their numbers have grown hearteningly since 1945. Nor is it to say that the need is for more graduates or more teachers with second degrees—although such are most welcome. What is needed is greater total numbers of teachers and far more whose main interests are in their pupils, in the difficulties of their pupils, in teaching rather than in scholarship. Senior lecturers promoted to that position because they are good teachers, because they are educationists, are more important to a college than those elevated on the strength of the letters after their names. Both kinds are valuable. Some splendid fellows are themselves of both kinds.
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13.In approaching any particular problem of wastage, it is necessary to know, or to estimate, how much is natural, how much built-in, how much imposed. Obviously the built-in wastage figure needs breaking down. It includes the out-and-out duds and slackers, a small number, probably no more than 2 per cent or 3 per cent over a five-year wastage of 70 per cent. It includes also the weak and doubtful who just don't make the grade—perhaps 7 per cent or 8 per cent more. And it includes a fair number affected by imposed wastage in its many forms—perhaps 25 per cent. The breakdown in a five-year wastage of 95 per cent in a part-time course might then take the form:
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14.The need for enquiries and research into these problems is acute. Much information is available, and ready for analysis. On the other hand, on some problems nothing at all has been done and no information exists. For instance, no college, so far as is known, has systematically followed up the part-time students of one year who do not enrol for a succeeding year. Such an enquiry, done over one or two typical National Certificate and craft courses might be illuminating.
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15.The price paid for a part-time system of education includes a high wastage rate. As long as part-time education goes on, wastage will be very high. As a route to a major qualification—professional or craft—part-time education is a wasteful anachronism; in its purely evening form it should be abolished immediately.
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— The need for an Automated Instructional Design
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— The integration of learning theory, instructional design and technology
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— Some approaches for automating instructional design
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— An exploration of ID Expert, ? an intelligent computer‐based multimedia instructional development system (beta version 1.0).
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(i)Adequate budget to allow for expenditure on models, visual materials, acquisition of background information, etc.
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(ii)Secretarial staff for typing and administration
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(iii)Laboratory technicians
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(iv)Visual aid staff
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(v)All resources available to the industrialist viz: information library, telephone, typing, stationery, workspace, storage, etc.
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(vi)The active cooperation of academic and technical staff
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(vii)Flexibility in timetabling and room allocations
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(viii)Seminar members who will command the respect of the students and will readily adapt to role playing where necessary
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(ix)Studio masters who are totally committed to the group analysis method of teaching and are, therefore, willing to allot substantial proportions of their time to student consultation
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(x)A cooperative administrative staff.
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objectives in their own progress towards which his students report they lack confidence
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teaching behaviours that seem to bear on these objectives
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changes of teaching strategy that may therefore help the students
AID is focussed on the individual class and subject discipline — it is not suitable for ‘accountability’ uses.
The paper describes the rationale for choosing a behaviourally referenced system (focussed on what teachers and students do or feel, and how often) rather than a ‘satisfaction scale’ (focussed on ‘do my students like me?'), and the way AID was developed from earlier, mainly North American behaviourally referenced systems, such as IDEA. Crucial changes in research methodology are explained and justified. The characteristics and capabilities of the developed system are then outlined, and how to use it is explained. Finally, illustrations are given of three typical uses of the system — a comparison of three elements in a part‐time course for use by the course team in a course review, and two analyses of particular teaching programmes for individual lecturers. 相似文献
A study on students' metacognitive strategies was carried out with over a thousand secondary and pre-university students from 12 schools. A questionnaire adapted from Biggs (1987) was administered to students at various levels (Secondary 2, Secondary 4, Pre-University 1), from different academic tracks (General, Science, Arts) and academic streams (Special, Express, and Normal). They were required to self-report on their metacognitive beliefs; their use of metacognitive strategies in mental tasks involving memory, problem solving and comprehension; and their attitudes towards the learning of various academic subjects. 20 items from the questionnaire which were related to problem solving were categorized into four stages, namely, orientation, organisation, execution and verification and data from these items were analysed.
Some findings that emerged were:
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(a) Normal stream students exhibited a lower usage of metacognitive strategies as compared to students from the Express and Special streams.
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(b) Metacognitive strategies used by Normal stream students tended to be of the “surface” type.
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(c) There was no significant difference in the frequency of usage of metacognitive strategies between students from different academic tracks.
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(d) During the problem solving process, students spent most time on evaluation of answers rather than on monitoring their understanding.
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(e) Students from different levels (Secondary 2, Secondary 4 and Pre-University) exhibited similar frequency of usage of metacognitive strategies in problem solving.
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The implications of these findings on future research and development projects as well as the teaching of metacognitive strategies are discussed in the paper.
The main points raised in discussions were as follows:
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the current situation and trends in tertiary education;
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the recognition of degrees and diplomas;
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the future existence of the Committee for Higher Education and Research;
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the current situation and trends in university research;
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the teaching of human rights;
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mobility of higher education staff and students;
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the future programme of the Committee.
The information presented below concentrates on some of the above points. 相似文献
The main points raised in discussions were as follows:
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the current situation and trends in tertiary education;
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the recognition of degrees and diplomas;
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the future existence of the Committee for Higher Education and Research;
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the current situation and trends in university research;
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the teaching of human rights;
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mobility of higher education staff and students;
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the future programme of the Committee.
The information presented below concentrates on some of the above points. 相似文献
Material is included on teachers' anticipations prior to being video‐recorded, and on their reactions after the session, which include their comments on personal presentation, on the anxiety of the experience and on their teaching.
The findings indicate that:
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first reactions to viewing the playback often include comment upon aspects of personal presentation (appearance, voice)
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relatively little comment is made about their teaching as such'(teachers may need a ‘language’ for describing and evaluating their teaching)
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steps need to be taken by staff developers to act supportively to reduce anxieties
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the recordings were thought by participating teachers to represent typical samples of their teaching.
Some 471 students of the teachers involved in the project completed a brief questionnaire and the largest single response supports the teachers' view that the recording was typical. 相似文献
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creation of one system of higher education with no distinction between university and higher vocational training;
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introduction of as large a range of courses as possible;
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inclusion of student research only where the study programme requires it;
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introduction of a more general type of higher education in addition, to courses providing students with specific professional qualifications.
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Questioning is not ‘normal’ for everyone;
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The experience of classroom safety may be different for student participants than for teacher participants;
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Reflection is a situated responsibility; and
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Assessment and authority interact within the context of learning in a formal classroom.