共查询到20条相似文献，搜索用时 31 毫秒
1.
Marie Kelly 《Irish Educational Studies》2013,32(2-3):207-221
This article is concerned with the effects that growing numbers of mature students have on the pedagogical practices of lecturing staff in the Institutes of Technology in Ireland. It is predicted by the Commission on the Points System and Mature Students that mature student enrolment may reach 15% by 2006, increasing to 25% by 2015. Lecturers in the institutes have primarily designed courses, employed teaching approaches, strategies and methods of assessment for a student who is 18 years of age and has just completed the Leaving Certificate. Mature students do not fall within these parameters, and have approaches to learning and pedagogical needs that are quite distinct from the mainstream student. It is important that the needs of this cohort of students are recognised. A small survey of lecturers from various Institutes of Technology, using semi-structured interviews, was undertaken to ascertain the level of understanding and insight they have towards mature students and how their pedagogical approach may have been extended to include both the mature and mainstream students within the learning environment. While respondents revealed a high level of awareness towards the needs of adult learners, reflecting many of the theories and approaches expounded by educational theorists, it was found that incorporating growing numbers of mature students into mainstream classes presents many unprecedented challenges for which little or no provision has been made in terms of staff development. 相似文献
2.
This study examines how the teaching staff composition with respect to certification affects student achievement in compulsory Swedish schools. We apply an instrumental variable to estimate the effect of the share of non-certified teachers on student achievement (measured by grade point average, GPA). We find statistically significant negative effects on the GPA. The effect is stronger for students with highly educated parents. A one percentage point increase in the share of non-certified teachers is expected to decrease student's GPA by, on average, 1.8 standard deviations per year. This is a substantial effect considering the large differences in the shares of non-certified teachers across schools and municipalities. 相似文献
3.
Stuart Tennant Mike Murray Alan Forster Nick Pilcher 《Teaching in Higher Education》2013,18(7):723-737
Construction education is context-laden, navigating and reflecting the byzantine influences of period, place and person. Despite considerable rhetoric, in UK higher education and construction studies in particular the importance of contextualized teaching is being devalued. Over the past decade a growing number of new teaching staff to university lecturing has limited or no industrial experience of the construction sector. This paper explores the rise of the career academic in construction education and implications for teaching standards and student learning. Whilst career academics exhibit research skills and afford funding possibilities that universities find appealing, pedagogical studies suggest that experience-led, contextualized teaching offer students enhanced educational value. Policy-making and pedagogical strategies that continue to value research at the expense of teaching excellence coupled with recruitment of career academics as opposed to industry professionals present new challenges for construction education, teaching and student learning. 相似文献
4.
In this paper I use a rich dataset in order to observe each student in different subjects and courses over time. Unlike most peer studies, I identify the peers and the teachers that each student has had in every classroom. This enables me to handle the simultaneity and selection problems, which are inherent in estimating peer effects in the educational production function. I use a value-added approach with lagged peer achievement to avoid simultaneity and extensive fixed effects to rule out selection. To be specific, it is within-student across-subject variation with additional controls for time-invariant teacher characteristics that is exploited. Moreover, I identify students that are attending classes in which they have no peers from previous education which otherwise might bias the result. I find positive peer effects for the average student but also that there is a non-linear dimension. Lower-achieving students benefit more from an increase in both mean peer achievement and the spread in peer achievement within the classroom than their higher-achieving peers. 相似文献
5.
The educational literature, the popular press, and educated laypeople have all echoed a conclusion from the book Academically Adrift by Richard Arum and Josipa Roksa (which has now become received wisdom), namely, that 45% of college students showed no significant gains in critical thinking skills. Similar results were reported by Pascarella, Blaich, Martin, and Hanson after the publication of Arum and Roksa's book in 2011. However, these authors' statistical tests were conducted incorrectly, and therefore this 45% finding is fundamentally untrue. We demonstrate that a correct statistical analysis would have found that far fewer students show significant gains in critical thinking. However, this does not reflect on student learning; instead, it reflects on how hard it is to find a statistically significant result when assessing student change on a student‐by‐student basis. This article discusses valid methods for testing the significance of gain scores of individual students. 相似文献
6.
Federick J. Ngo 《Educational Research for Policy and Practice》2013,12(2):81-100
Increasing teacher quality is a major objective of recent Cambodian education policy. In mathematics education literature, pedagogical content knowledge (PCK) has emerged as a critical component of teacher quality that is strongly linked to student achievement. In this study I use data from a large survey of Cambodian schools to investigate the effect of math teachers’ PCK on third grade student achievement. I use ordinary least squares and Quantile Regression analyses to examine this aspect of teacher quality. I find that pedagogical knowledge is a strong predictor of student math achievement in Cambodia in comparison to other student, school, and background variables, but that the effect is concentrated among higher achieving students. Quantile Regression with this dataset also exposes gaps and thresholds in achievement associated with other explanatory variables. In addition, I investigate the proportional distribution of teacher PCK in Cambodia and find that lower quality teachers are more likely to be teaching lower achieving students of lower socioeconomic status. 相似文献
7.
EDDY N. FORTE MARIA H. K. WENTLAND FORTE ERIK DUVAL 《European Journal of Engineering Education》1997,22(1):61-74
ARIADNE is a concept of computer-based and telematics-supported educational schemes. It relies primarily on a number of interconnected knowledge pools and suitable strategies for using them, in academic education—either classical or at a distance—and for certain types of corporate continuing training. In ARIADNE, the term ‘knowledge pool’ refers to a large, indexed, storage of pedagogical elements and the set of tools, methodologies and infrastructures necessary for maintaining and exploiting it, to build and distribute structured curricula. This concept is meant to address the weaknesses of many ‘open’ training schemes advocating the usefulness of unlimited and free access to the World Wide Web (WWW). In our view, this immense—but scarcely structured— document repository can all too easily become a maze and offers, in itself, little incentive to serious learning. On the other hand, ARIADNE will use a WWW based net-interface, suitable for—and inter-operable with—most platforms commonly in use by would-be learners. ARIADNE addresses two categories of users: those who contribute to the knowledge pool system and develop training curricula (professors and pedagogical engineers) and those who may enlist in and follow these curricula (students and trainees). The system's design accounts for the need for collaboration and communication between (a) trainers, to create, customize, share and reuse pedagogical documents; (b) trainers and learners, for coaching/tutoring activities and supervision of learning; and (c) students/trainees, in peer-supported learning or group work. Long-term survival of any such technology-supported education system depends primarily on motivated participants: teachers and trainers, students and trainees, academic institutions and corporations should all find some practical advantage in its use. In this paper (Part 1), we present an overview of the ARIADNE concept, describing its pragmatic educational approach and its specific approach to authoring of pedagogical material and construction of usable curricula. In a forthcoming paper (Part 2), we will address its technological approach and present a brief review of the tools needed to implement the concept as a viable computer-based and telematics-supported distance—but also open or even classical— educational system. 相似文献
8.
Estonia is a post-communist Baltic state in which neoliberal market ideologies and still prevailing socialist norms exist side by side in educational policies and practices. It is no longer self-evident what is ‘normal’ and what is ‘problematic’. Special education class for students regarded as having problems is a new innovation in Estonia. The paper analyses the history and current changes and discusses how a ‘problem child’ is constructed in Estonian teachers' perceptions and in the pedagogical methods used with these children. The paper draws on teachers' writings and on an ethnographic study in a special education class. Some comparisons with Finnish educational policies and ethnographic research on secondary schools are made. The findings suggests that in Estonia, a ‘problem child’ is a student who does not conform to the norms of the school, and in focus is behaviour that disturbs the teacher: problems in relation to schools' regulations of time, voice, embodiment and equipment, lack of engagement and unruly behaviour. We reflect the Estonian case with some comparisons with Finland using the concept ‘professional pupil’ introduced in an ethnographic research. 相似文献
9.
高师教育类课程有效性教学的调查与思考——基于小学教育本科专业的样本 总被引：3，自引：0，他引：3
黄小莲 《课程.教材.教法》2007,27(7)
新课程改革非常强调有效教学的理念,有效教学是所有教育教学改革的共同追求。对高师教育类课程有效性教学的调查主要从课程和教学两个角度,基于小学教育本科专业的样本,通过实证研究,发现师范生对教育类课程兴趣不高,教育类课程内容脱离教育实践,教育类教师的课堂教学方法有待改善。针对教育类课程教学存在的现状,我们从促进有效性教学的视点提出了相应的解决策略。 相似文献
10.
胡弼成教授有关教育学的论述始终围绕“人的幸福”这一价值取向,努力尝试从教育学理论的多个方面解读教育的“幸福”所在,形成了独具个人风格的教育学观点。这些观点主要包括：人性假设基础上的教育本质观;立足学生“现有”基础面向“待完成性”的发展指向的课程观;以学习为主的师生共通活动的教学过程观;师生关系的“一体两面”观;以精神活动为主的教育投入观;以个体质量为核心的教育质量观。 相似文献
11.
Katrina E. Jones 《Studying Teacher Education》2015,11(2):143-163
The goal of this research is to examine how implementing a new pedagogical structure, Academic Choice, informs my understanding of my students as learners and individuals. Using a self-study methodology over the course of eight working sessions in my Kindergarten classroom, I collected multiple forms of qualitative data, including student work samples, focal student observations, structured interviews, and research journal entries containing my own reflections as well as notes on consultations with critical friends. These data were analyzed inductively by connecting observations and patterns from across these sources. Findings indicated that providing a choice in content allowed struggling students to self-differentiate, that one-on-one interactions were essential to understanding a student's choice and work process, and that advanced students needed support to challenge themselves. Furthermore, I found that developmental stage, time allotted for working, and social construction of knowledge were important factors to consider in structuring these working sessions. 相似文献
12.
The main aim of this study was to find out how reading and writing education can work successfully in practice without being exclusive. The teachers preferred heterogenous groups and emphasised the importance of various teaching methods and approaches so as to be able to deal with student diversity. They had a good theoretical foundation and the ability to link-up their theoretical knowledge with what they learned from experience to create action-oriented knowledge. The importance of each student being challenged in the next development zone was stressed. The teachers’ positive belief in their students’ ability and their commitment to the pedagogical process were other central factors. The successful results of the teachers’ work showed the importance of mentorship, co-operation with colleagues and continuous pedagogical discussions, led by a researching teacher, so as to promote the teachers’ own reflective ability. This created an inclusive school culture in which all the students felt they were competent, valued and never excluded. 相似文献
13.
Using detailed individual-level data from public universities in the state of Ohio, I estimate the effect of various institutional expenditures on the probability of graduating from college. Using a competing risks regression framework, I find differential impacts of expenditure categories across student characteristics. I estimate that student service expenditures have a larger impact on students with low SAT/ACT scores, while instructional expenditures are more important for high test score students and those majoring in scientific/quantitative fields. The individual-level nature of these data allows me to address measurement error and endogeneity concerns the previous literature has been unable to deal with. 相似文献
14.
Matthew J. Mayhew Jeffrey S. Simonoff William J. Baumol Batia M. Wiesenfeld Michael W. Klein 《Research in higher education》2012,53(8):831-859
The purpose of this paper was to explore innovative entrepreneurship and to gain insight into the educational practices and experiences that increase the likelihood that a student would graduate with innovative entrepreneurial intentions. To this end, we administered a battery of assessments to 3,700 undergraduate seniors who matriculated in the spring of 2007; these students attended one of five institutions participating in this study. Results showed that, after controlling for a host of personality, demographic, educational, and political covariates, taking an entrepreneurial course and the assessments faculty use as pedagogical strategies for teaching course content were significantly related to innovation intentions. Implications for higher education stakeholders are discussed. 相似文献
15.
Using the ECLS-K and considering first graders in single-grade and K–1 and 1–2 combination classes, I discuss the mechanisms underlying the combination-class effect and address the systematic school-, teacher-, and student-level differences that confound estimates of this effect. I find evidence for positive selection into 1–2 classes, but using a rich set of control variables, find no relationship between class type and student achievement in first grade within schools, and no difference in overall first-grade achievement between single-grade and combination schools in a matched school sample. The results I present suggest that first graders are not harmed by being in a combination class or by their schools offering combination classes. As long as other stakeholders such as parents, teachers, and students in other grades are not made worse off, these results suggest that offering combination classes may be a Pareto-improving option for school administrators. 相似文献
16.
We evaluate the impact of Florida's test-based promotion policy on the probability that low-performing students are retained using data on the universe of third-grade students in the state of Florida from 2001 to 2004. We also examine the effect of formal exemptions to the policy on student proficiency in reading two years later. In an evaluation of retention for third-grade students over time with a logit model we find that Florida's policy has increased the probability that minority students are retained to a greater extent than white students. Contrary to previous research, this differential retention occurs after controlling for student academic proficiency. However, in an evaluation of the academic performance of students who were in the first class subject to the retention policy, we find that retained students outperform students who received an exemption from the policy in reading two years after baseline, indicating that on average exemptions have not been granted to those individuals who would benefit from promotion. 相似文献
17.
This study characterizes how learning and teaching differs as the responsibility for choosing curriculum goals and the strategies to reach those goals shifts between teacher and the students. Three different pedagogical approaches were used with 125 seventh‐grade and eighth‐grade students. All three curricula focus on electromagnetism, and were taught by two teachers in different schools over a two‐week period. When students had control over the strategies employed to reach goals, their engagement stayed high. All three curricula advanced student understanding to some degree; however, large and significant gains were seen only for the pedagogy in which teachers set the specific learning goals and students had control over how to achieve them. Microdevelopment, a principle by which short‐term learning recapitulates the stages seen in long‐term developmental growth, is found to be a useful framework for curriculum development and for analyzing changes in student understanding. In general, initial “tinkering” activities are best followed by attempts at representing phenomena, only then to be followed by abstract conceptualization. On balance, we find that students benefit most from freedom to control the procedures that they generate in response to well‐structured goals presented by the teacher. 相似文献
18.
Teamwork assessment creates a more comprehensive educational experience by broadening the diversity of skills that students develop. Developing teamwork skills is particularly important due to a recognised skills gap among science graduates. This study investigated student perceptions of developing teamwork skills during their undergraduate science degrees. A mixed methods approach was used, which included the analysis of both quantitative and qualitative online survey data. The key findings showed that, although students understood the importance of developing teamwork skills for their future, a substantial proportion did not feel sufficiently prepared with these skills by their science degree. To develop teamwork skills, more students valued working in teams during laboratory sessions, team sports and informal study groups than non-laboratory based formal teamwork assessment. In support of previous teamwork studies across disciplines, the most cited factors contributing to poor teamwork experiences were difficulties scheduling meetings and unequal contribution among team members. This study indicates pedagogical improvements that may enhance the teamwork experience of students during assessments. 相似文献
19.
In recent years, many countries within the Organisation for Economic Co-operation and Development have formulated educational policies aimed at providing better education to more students. However, this may be perceived as constituting dilemmatic spaces, where teachers must make efforts to reconcile coexisting political demands in their everyday work. The purpose of this article is to provide insight into how teachers handle coexisting educational policies of increased student retention and performance. Empirical findings from a one-year field study at a Danish vocational school explore how teachers’ decision-making as response to coexisting demands of increased student retention and performance involves the development of various pedagogical approaches to the students: an active ‘caring’ approach, a passive ‘wait until this class is over’ approach, an active ‘vocational gate-keeping’ approach, and a passive ‘wait and see whether they drop out’ approach. Based on the findings, it is argued that the various pedagogical approaches are developed through social negotiations with leaders, students, and other teachers. Moreover, these pedagogical approaches lead to the development of further negotiated, dilemmatic decisions to be made. Thus, a dynamic approach to teachers’ dilemmatic decision-making is proposed. 相似文献
20.
Paul Diver 《Distance Education》2015,36(1):5-25
Massive open online courses (MOOCs) offer many opportunities for research into several topics related to pedagogical methods and student incentives. In the context of over 20 years of online learning research, we discuss lessons to be learned from observational comparisons and experiments on randomly chosen groups of students. We target two MOOCs for our study. We investigate dropout rates and how students who decide to drop out differ from those who continue courses. We discuss class forums and video lectures and how these interactions correlate with achievement. We explore the strong correlation between procrastination and achievement and implications for MOOC design. We examine the role of certifications offered by MOOCs and how different options can affect outcomes. We also examine the potential of linking data across courses. We discuss survey data in the context of these MOOCs. These research opportunities offer big data challenges, which are addressed with parallel computing techniques. 相似文献