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1.
A sociocultural analysis of the development of pre-service and beginning teachers’ pedagogical identities as users of technology 总被引：1，自引：0，他引：1
This paper reports on a study that investigated the pedagogical practices and beliefs of pre-service and beginning teachers in integrating technology into the teaching of secondary school mathematics. A case study documents how one teachers modes of working with technology changed over time and across different school contexts, and identifies relationships between a range of personal and contextual factors that influenced the development of his identity as a teacher. This analysis views teachers learning as increasing participation in sociocultural practices, and uses Valsiners concepts of the Zone of Proximal Development, Zone of Free Movement, and Zone of Promoted Action to offer a dynamic way of theorising teacher learning as identity formation. 相似文献
2.
Swedish universities are required to change towards more effective self-regulation as the government has recently reduced state steering and devolved further responsibilities to them. In this paper, self-regulation is related to the concept of autonomy, a concept which is analysed on the two dimensions of purpose and authority, resulting in four models of state governance and consequently in a different space of action for the institutions. However, in order to develop self-regulation, the space granted must also be used effectively to realise autonomy. Six Swedish higher education institutions are analysed concerning how they have used their new space of action and what restrictions they have met in their efforts for self-regulation. 相似文献
3.
In spite of advances in course design software and experience with online offerings, the question of how web-based education affects teaching and learning remains largely unanswered, and the terrain of online learning remains largely unmapped. In this paper, through the stories of 10 faculties of education and one computer science instructor in Ontario, we map out a small piece of the frontier of web-based course delivery and plot a course for future exploration. We argue that most existing offerings take the form of a Lone Ranger or Greenhorn approach but that there is a need to move toward a strategic institutional Wagon Train approach that consolidates and integrates support for online teaching and learning. We argue, as well, that failures in online instruction cannot simply be attributed to improper instruction or inappropriate course design. Rather, at least part of the problem locates in the ways in which conversation is structured in the online environment. 相似文献
4.
Science and technology are connected to each other and are mutually inspiring. The science-technology curriculum for junior-high school in Israel suggests that teachers integrate these subjects. In addition, this curriculum calls for infusing thinking competencies into the learning subjects and for implementing alternatives in assessment methods in the classes. The current research included three stages: field research, pilot research and expanded research. In the field research, an intervention program was planned and implemented. The intervention program included a three-year inservice training workshop consisting of 224 hours each year. Quantitative and qualitative tools were used to assess teachers implementation of the intervention program. The findings revealed the characteristics of the science-technology learning environment and various learning outcomes. The pilot research enabled the development and validation of a questionnaire called the Science-Technology Learning Environment Questionnaire (STLEQ). The STLEQ was aimed at assessing teachers and pupils perceptions of learning environment. The conclusions from the pilot research showed differences between teachers and pupils perceptions towards the impact of learning environment characteristics on learning outcomes.In the expanded research, two cohorts of pupils participated, namely, the 2002 cohort (N = 207) and the 2003 cohort (N = 159). These cohorts had studied science-technology in junior-high school. The findings of the expanded research partly match the findings from the pilot research, leading to insight into the pupils perspective of the science-technology learning environment. No gender differences were found in pupils scoring of learning outcomes. On the other hand, boys scored higher than girls on Computer Usage. This research enables researchers and teachers to use the questionnaire in order to investigate pupils perceptions of their learning environment. 相似文献
5.
This article presents examples that illustrate how teachers use childrens literature in the teaching of mathematics. The examples are related to four curriculum ideologies that have influenced mathematics education in the USA for the last 75 years. It discusses why it is relevant to help teachers understand the ideological positions that influence their use of childrens literature during mathematics instruction, summarizes the four ideological positions, and presents results of a study of how teachers ideological positions relate to their use of childrens literature in the teaching of mathematics. The study examines two research questionsCan an instructional tool be developed that will highlight for teachers the different ways in which they and others use childrens literature to teach mathematics? and Can that instructional tool stimulate teacher discussion and reflection about their own beliefs and the ideological nature of the instructional environment in which they learned (as students) and teach (as teachers)? Study results indicate that both questions can be answered in the affirmative. 相似文献
6.
Isabel Kaprielian-Churchill 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1996,42(4):349-365
This article summarizes some of the findings and recommendations of a research project focusing on the nature and needs of refugee students in Canadian schools. The school performance of refugee students is examined under the following headings: immigration regulations; initial identification, assessment, placement and monitoring; unaccompanied youngsters; at risk students; academic needs; the conflict of cultures. In particular, the article discusses the changing role of the school in the light of recent immigration trends. Many of the findings are applicable to other national settings.
Zusammenfassung Dieser Artikel faßt einige der Ergebnisse und Empfehlungen eines Forschungsprojekts zusammen, das sich auf die Natur und die Bedürfnisse von Flüchtlingskindern in kanadischen Schulen konzentriert. Die Schulleistung der Flüchtlingskinder wird unter den folgenden Überschriften untersucht: Immigrationsvorschriften, ursprüngliche Identifizierung, Bewertung, Plazierung und Beobachtung, unbegleitete Schüler, Risiko studenten, akademische Bedürfnisse, der Konflikt der Kulturen. Der Artikel diskutiert im besonderen die sich ändernde Rolle der Schule hinsichtlich jüngster Immigrationstrends. Viele der Ergebnisse lassen sich auch auf andere nationale Gegebenheiten anwenden.
Resumen Este artículo compendia algunos de los resultados y recomendaciones referentes a un proyecto de investigación que enfoca la naturaleza y las necesidades de estudiantes refugiados, en escuelas canadienses. El desempeño escolar de estudiantes refugiados se estudia bajo los siguientes aspectos: regulaciones de inmigración, identificación inicial, evaluación, colocación y asesoramiento; menores no acompañados, estudiantes de riesgo, necesidades académicas y el conflicto entre las culturas. En particular, el artículo trata del cambio que experimenta el papel de la escuela en vista de las tendencias de inmigración recientes. Muchos de estos resultados son aplicables a las circunstancias reinantes en otras naciones.
Résumé Cet article présente un résumé des résultats et recommandations d'un travail de recherche, qui s'est penché sur les caractéristiques et les besoins de jeunes réfugiés fréquentant les écoles canadiennes. Les résultats scolaires de ces jeunes réfugiés sont étudiés par rapport aux critères suivants: réglementation de l'immigration; identification initiale, répartition, placement et suivi; mineurs non accompagnés; écoliers à risque; besoins intellectuels; conflits culturels. L'article examine en particulier l'évolution du rôle de l'école par rapport aux tendances apparues récemment dans la politique d'immigration. Nombre de ces résultats peuvent être appliqués à d'autres contextes nationaux.
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7.
Mark Bray 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1996,42(5):495-514
Community financing is an important source of supplementary funds for education, particularly where governments are unable to meet all the needs of their peoples. While this is widely recognised, little empirical research has been conducted on the topic. This paper analyses patterns in Bhutan. It observes that until the 1990s few resources for education were provided by communities, but that the scale of financing has increased during the present decade. The paper notes that although communities have in general responded positively to government calls for local inputs, local resourcing has some problematic aspects. The paper focuses particularly on issues of regional, rural/urban and socio-economic equity, and shows how discussion of Bhutanese experiences contributes to the international literature.
Zusammenfassung Finanzierungen über die Gemeinde sind eine wichtige Quelle der Bezuschussung von Bildung, besonders dort, wo Regierungen nicht in der Lage sind, den Bedürfnissen der Bevölkerung gerecht zu werden. Obwohl dies weitreichend bekannt ist, gibt es kaum empirische Studien zu diesem Thema. Dieser Artikel befaßt sich mit der Situation in Bhutan. Es wird festgestellt, daß die Gemeinden bis zu den 90ern kaum Gelder für die Bildung zur Verfügung stellten, daß aber der Rahmen der Finanzierung in diesem Jahrzehnt gestiegen ist. Der Autor beschreibt, daß trotz einer allgemein positiven Antwort seitens der Gemeinden auf Forderungen der Regierung nach lokalen Finanzbeiträgen, Probleme hinsichtlich lokaler Finanzierungen bestehen. Insbesondere befaßt sich der Artikel mit Themen über regionale, ländliche und städtische und sozialökonomische Gleichheit und zeigt, wie die Diskussion über die Erfahrungen in Bhutan zur internationalen Literatur beiträgt.
Resumen La financiación a través de la comunidad es una fuente importante de recursos adicionales para la educación, particularmente allí donde los gobiernos son incapaces de satisfacer todas las necesidades de sus habitantes. Si bien este es un hecho ampliamente conocido, existen muy pocos estudios empíricos sobre este tema. El trabajo analiza los modelos existentes en Bhután y observa que hasta los años noventa, eran pocos los recursos financieros provistos por las comunidades, mientras que durante la década actual han aumentado estos niveles de financiación. El estudio observa que, a pesar de que las comunidades, en general, han respondido de forma positiva a las llamadas del gobierno a realizar inversiones locales, la creación de recursos locales tiene algunos aspectos problemáticos. El trabajo se concentra particularmente en problemas de equidad regional, rural/urbana y socioeconómica, demostrando cómo la discusión sobre experiencias bhutanesas presta su aporte a la literatura internacional.
Résumé Le financement communautaire représente une source importante de fonds supplémentaires pour l'éducation, en particulier quand le gouvernement ne peut répondre à tous les besoins de la population. Bien que ce fait soit largement reconnu, il n'existe que peu de recherche empirique sur le sujet. Cet article analyse différents modèles existant au Bhoutan. Il constate tout d'abord que jusque dans les années 90, les communautés ne fournissaient qu'une faible partie des ressources de l'éducation, mais que cette forme de financement a augmenté au cours de la dernière décennie. Il relève également qu'en dépit de la réaction généralement positive de la part des communautés envers l'incitation du gouvernement à un financement local, ce modèle présente néanmoins des difficultés. L'article se concentre d'autre part sur les questions d'équitabilité entre régions, entre villes et provinces et entre niveaux socioéconomiques, et révèle que la discussion sur les expériences du Bhoutan contribue à enrichir la littérature internationale.
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8.
J. H. F. Meyer 《Higher Education》1996,31(1):51-71
A review of some contemporary studies based on an individual-difference model of student learning is presented. The exploratory fitting of conceptual models of student learning to atypical individual-similarity data structures is discussed, and an experimental categorisation procedure for producing such structures is outlined. Insofar as the features of some established conceptual models of student learning do not fit such atypical structures, either by virtue of their conceptual parsimony, or their underlying conceptual assumptions, the fitting of a locus model to such structures is explored. It is argued that, within the student experience of learning framework, conceptual models of student learning need to incorporate such additional dimensions of variation if such models are to be employed in individual-difference studies of student learning. 相似文献
9.
Ian Isaacs 《Educational Studies in Mathematics》1987,18(2):177-190
Two Grade 10 classes in an urban Jamaican High School were taught over a period of one academic year in two problem solving styles: an Explicit Style derived from Charles, and an Implicit Style derived from Isaacs. At the end of the academic year there was no significant difference in their performance on a problem solving test, or on the Problem Solving Profile of the Caribbean Examinations Council's Basic Proficiency papers. The two classes performed much better than the population who sat the Basic papers on the tasks measuring Recall and Algorithmic Thinking but only moderately better than the population on tasks measuring Problem Solving.The teaching project described in this paper was supported in part by grants from the Research and Publications Fund Committee of the University of the West Indies (Mona), and the Wolmers Trust, Kingston. The author wishes to thank the Registrar and the Pro-Registrar of the Caribbean Examinations Council for permission to use the CXC papers and data in this study. A modified version of this paper was presented at the 63rd Annual Conference of the National Council of Teachers of Mathematics held in San Antonio, Texas in 1985. 相似文献
10.
In chemical education, many secondary school students experience difficulties in understanding three mutual related meanings of topics, that is, the macroscopic meaning, the microscopic meaning, and the symbolic meaning. As a consequence, student teachers should be prepared carefully to learn how to teach this difficult issue. This article presents a naturalistic case study of the development of eight student teachers pedagogical content knowledge (PCK) of the multiple meanings of chemistry topics. The student teachers (all M.Sc.) participated in a teacher education program of which the initial phase focused on learning from teaching instead of learning of teaching. They were asked individually to choose and teach a chemistry curriculum topic with a focus on the macro-micro-symbolic issue. Research data were obtained by interviewing the student teachers individually before and after the lessons. The outcomes indicated a development of student teachers knowledge of teaching difficulties, for instance, too fast and mainly implicit reasoning between macro- and micro-meaning, and a dominant orientation towards the micro-meaning of topics. A development of knowledge of students difficulties was also indicated, for instance, difficulties in understanding the macro- and micro-meaning of reaction equations. Implications for the follow-up phases of the program are presented. 相似文献
11.
Larry D. Yore John O. Anderson James A. Shymansky 《Journal of Science Teacher Education》2005,16(1):65-88
This case study of a midwestern school districts reform effort explored the treatment fidelity of the Science: Parents, Activities, and Literature (Science PALs) project. Data were collected from the perspectives of three stakeholders: students, school district, and parents. Students and school district supervisors perceptions indicated that teachers were implementing predicted curricular and instructional features promoted by the Science PALs project. Students perceptions of their current teachers classroom performance did not parallel the supervisors perceptions of the teachers implementation. Parents perceptions and comments indicated a high level of satisfaction with the implemented features. Collectively, the three perspectives suggest that the Science PALs project was successful in changing the classroom practices of K–6 teachers involved in the professional development. The results of this study appear to support the findings of other recent studies that indicate the need for extended professional development and support to fully implement changes in elementary school science instruction. 相似文献
12.
Harry Morgan 《Early Childhood Education Journal》1985,13(2):12-15
In our current quest for excellence, we often miss the essential nature of it. It is trendy to use such terms as back-to-basics, gifted education, and excellence to describe a new teaching strategy or innovative educational program. It is also true that many of these programs designed for children are really intended to benefit others.Harry Morgan is Chairman of Early Childhood Education at West Georgia College in Carrollton. He is author ofThe Learning Community (Charles Merrill). 相似文献
13.
Computers, once available exclusively to wealthy industries, are now rapidly becoming as familiar in preschool and kindergarten classrooms as block and crayons. Articles making claims such as Learning by Computers at Age 4 and Computers Preparing Preschoolers for Kindergarten now permeate the news media. Increasing numbers of child care centers, attempting to maximize public interest in computers, now readily advertise Computer Tutor in their literature. Computer Tutor is often even listed above other important qualifications such as certified teachers and professional affiliations of centers.Theresa Rubens has had extensive experience working with children in both family day homes and child care centers. Jennifer Poole is the Nursery Director at the First United Methodist Church in Carrollton, TX. James L. Hoot is Assistant Professor of Early Childhood Education at North Texas State University in Denton, Texas. 相似文献
14.
Michael Robinson 《Instructional Science》1979,8(4):369-392
The application of basic cybernetic laws and information processing principles to the classroom situation suggests that traditional and modern teaching methods, regarded as control systems, are equivalent in terms of efficiency. As control structures, they embody different principles and are not decomposable. Examination of these principles reveals that the two methods are radically incompatible, in the sense that techniques developed in the one cannot be transferred to the other without dislocation of the system as a whole. Attempts to modernize the traditional method, or to formalize the modern method are ill-conceived. Such mixed methods violate basic laws of information and control, and cannot work. It is suggested that many of the problems underlying the Great Education Debate are a consequence of the impossible state of affairs created by the widespread introduction of mixed methods. 相似文献
15.
There has been a variety of approaches to the study of mathematical understanding, and some of these are reviewed before outlining the background to the model we are proposing for the growth of such understanding. The model is explained in detail and illustrated with reference to the concept of fractions. Key features of the model include don't need boundaries, folding back, and the complementarities of acting and expressing that occur at each level of understanding. The theory is illustrated by examples of pupils' work from a variety of topics and stages. Finally one of the practical applications of the theory, mapping, is explained in some detail. 相似文献
16.
Kamal K. Sridhar 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1996,42(4):327-347
The question of education in India cannot be properly discussed without referring to its socio-linguistic context. This paper provides background information on the linguistic profile of India. The term minorities in the Indian context is defined, and the protection offered to linguistic minorities in the Indian Constitution is examined. A discussion of language policy in Indian education follows in which the recommendations of the different education commissions are analysed. The important issues covered include: the number of languages that are taught, the medium of instruction, and the educational policies regarding speakers of minority languages. The article also discusses different language movements and their impact on Indian education.
Zusammenfassung Die Frage der Bildung in Indien kann ohne einen Bezug zum sozial-linguistischen Kontext nicht hinreichend diskutiert werden. Dieser Artikel liefert Hintergrundinformationen zum linguistischen Profil Indiens. Der Begriff Minderheiten wird im Zusammenhang mit Indien definiert und der den Sprachminderheiten in der indischen Verfassung zugestandene Schutz untersucht. Anschließend wird die Sprachpolitik im indischen Bildungssystem angesprochen und die Empfehlungen unterschiedlicher Bildungskommissionen werden analysiert. Die wesentlichen abgehandelten Themen beinhalten folgende Bereiche: die Anzahl der unterrichteten Sprachen, die Unterrichtssprache und die Bildungspolitik hinsichtlich der Sprachminderheiten. Der Artikel befaßt sich außerdem mit unterschiedlichen Sprachbewegungen und ihrem Einfluß auf die indische Bildung.
Resumen La cuestión de educación en la India no podrá discutirse adecuadamente sin hacer referencia a su contexto sociolingüístico. Este trabajo provee informaciones de fondo sobre el perfil lingüistico de la India. Define el término de minorias en el contexto indio y examina la protección que la Constitución de la India ofrece a las minorías lingüísticas. A ello se agrega una discusión de la política lingüística en la educación india, en la que se analizan las recomendaciones de las diferentes comisiones de educación. Fntre otras cosas, los puntos tratados son: el número de lenguas que se enseñan, el medio de instrucción, y las políticas de educación referentes a las personas que hablan lenguuas minoritarias. El artículo también trata los diferentes movimientos lingüísticos y sus impactos en la educación en la India.
Résumé On ne peut vraiment débattre la question de l'éducation en Inde sans la replacer dans son contexts socio-linguistique. Cet article fournit une information de base sur le profil linguistique de l'Inde. Il y définit le terme de minorités dans le contexte de ce pays et étudie la protection que la Constitution indienne assure aux minorités linguistiques. Il s'ensuit un exposé de la politique linguistique dans l'enseignement de ce pays, incluant une analyse des recommandations des différentes commissions pédagogiques. Les points essentiels traités portent sur le nombre de langues enseignées, la langue d'enseignement et les politiques pédagogiques touchant les locuteurs de langues minoritaires. L'article analyse enfin les différents mouvements linguistiques et leur influence sur l'éducation en Inde.
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17.
Todd A. DeMitchell 《Journal of Personnel Evaluation in Education》1998,11(3):255-268
The current school reform movement, with its emphasis on teacher professionalism, teacher empowerment, and shared decision making, has challenged teachers unions to develop more collegial relations with school boards. Bob Chase, president of the National Education Association, has called for the union to reinvent itself and to assume responsibility for improving school quality and the quality of the teaching force. This article discusses the development of teachers unions in the 1960s as adversaries of school boards. From the beginning the unions adopted an industrial model of labor relations, one tailored for factories and assembly lines rather than school environments. Today, there are signs that teachers unions are accepting Bob Chases vision of a more professional union, one in which union leaders and school leaders can become public allies in the struggle to improve schools. 相似文献
18.
Diana Laurillard 《Instructional Science》1987,16(1):3-18
The paper considers two basic models of the teaching-learning process, described as the didactic and the communication model. These are applied to Computer Assisted Learning (CAL) in order to demonstrate that CAL has generally embodied a didactic model of teaching and learning. This imposes an unnecessary restriction on the student's freedom to choose their (Note 1) learning style, and the paper discusses how it is possible for CAL to support a less didactic model and to give more control to the student. 相似文献
19.
Visions for ICT, Ethics and the Practice of Teachers 总被引：1，自引：0，他引：1
The failure of educational computing is often attributed to deficiencies of practice: resisting teachers and lack of will, competence and sincerity on behalf of the teaching profession. But the complexity of school life and teachers work has been underestimated by the entrepreneurs of educational computing. Theoretically there is a need to approach this area from a different angle. We will suggest there is a need to reframe the issue of ICT in schools with educational policy and discourse with education, rather than with technology in mind. In order to reach that goal there is a need to inculcate technology as an ordinary part of teachers vocabulary about their own work and as a part of their professional ethos. Teachers need to examine the moral values inherent in their practices and use those values as bases for debate. Not taking up these issues and instead adopting defensive stances is dangerous to the profession. The danger is that defensiveness can be seen by others outside the school as rigidity and play into the hands of those who are impatient with teachers. It would serve teachers well if they had a more robust ability to communicate the nature of the difficulties they face and how they deal with them. 相似文献
20.
Ariko Kawabata 《Children‘s Literature in Education》2001,32(4):283-293
The focus of this article is the figure of the Indian gentleman, a friend of Sara's late father, and who later becomes her surrogate one, to clarify what this most Orientalised Englishman embodies. In other words, the story is read as the recovery of his English masculine identity. Examining the plot development from his perspective will make it possible to interpret the happy ending as the resolution of racial, cultural, and gender ambiguity as represented by him. It is also an opportunity to historicise the story in the India-England relationship during the age of New Imperialism. Having done this, it will be possible to re-examine the role of the heroine Sara in that context, as well. 相似文献