共查询到20条相似文献，搜索用时 15 毫秒
1.
Gerard Gervedink Nijhuis Betty Collis 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(6):1035-1049
As universities transform into enterprises, academics are facing new challenges, especially in their teaching. This is because of the demands for student‐centred programmes that offer more flexibility, the use of Course Management Systems such as Blackboard, and the expectation that instructors will perform (more) efficiently and effectively. In this research, the focus is on teaching‐related activities to support instructors to stay in control, given these increasing pressures. A Personal Performance Model that shows key aspects of academics’ performance relating to teaching tasks was developed. A series of studies relating to gaps between expected and actual performance was carried out using the Human Performance Technology methodology. As an intervention based on these gaps, a Personal Performance Support Tool was developed to support instructors with their time and task management in relation to teaching, as well as to develop an elaborated insight on how to support instructors as they respond to changing expectations for their teaching performance. Key steps to guide universities in implementing such a support tool have been identified as a result of the research. 相似文献
2.
Vanessa Rodriguez 《Mind, Brain, and Education》2013,7(1):2-12
The teaching brain is a new concept that mirrors the complex, dynamic, and context‐dependent nature of the learning brain. In this article, I use the structure of the human nervous system and its sensing, processing, and responding components as a framework for a re‐conceptualized teaching system. This teaching system is capable of responses on an instinctual level (e.g., spinal cord teaching) as well as higher order student‐centered teaching and even more complex teaching brain teaching. At the most complex level the teacher and student engage in a synchronistic teaching flow that achieves the optimal teaching and learning experience. 相似文献
3.
James D. Finn 《Educational technology research and development : ETR & D》1957,5(1):343-360
Summary An attempt has been made in this paper to describe automation, both as an industrial process involving flow and control and
as an intellectual system involving planning and decision-making. General effects on education in the areas of curriculum
and program of studies, administration, general education, organization for instruction, the necessity for teaching new patterns
of thinking, vocational and technical education were discussed. The concept of the possibility of automatizing the instructional
process itself was introduced, and the outlines of a new content for education as a discipline were suggested. The following
paper will deal with the problem of automatizing instruction through audio-visual means, and the third and last paper in the
series will consider the dangers and difficulties involved in such a process.
This is the first in a series of three articles that will discuss one of the most important and timely problems that educators
face today-the effects of automation upon education. 相似文献
4.
Linda M. Huglin 《Performance Improvement Quarterly》2009,21(4):95-115
This article is the first of a series of three that reviews the citation patterns of references cited in the entire collection of International Society for Performance Improvement (ISPI) journal articles (1962–2007) and all chapters published in the three editions of Handbook of Human Performance Technology (1992, 1999, and 2006). It includes an analysis of journal articles cited and lists which journals and particular articles are cited most frequently, both overall and by decade. Part 2 in this series will present an analysis of books cited in the entire ISPI literature collection, and part 3 will report on the most cited authors, both overall and by type of reference (e.g., journal articles, books, sections of books, reports, conference papers, dissertations). 相似文献
5.
6.
Carl Ludwig Schleich (1859–1922) was an anaesthetist and a surgeon who for the first time emphasized the role of neuroglia
in brain function. In an era that was dominated by the idea that neurons alone were functional units of the nervous system
and that glial cells were a mere glue holding neurons in place, Schleich insisted that glia had a prominent functional role
to play. He suggested that interactions between neurons and glia were so strong that it is necessary to consider brain as
a neuron-glia system whose performance is dependent on both the cell types. Today Carl Ludwig Schleich is considered the forgotten
ancestor to a new breed of neurobiologists, the gliologists, who specialize in working on these neglected cells of the nervous
system. Though outnumbering the neurons and occupying almost half the volume of the brain, glial cells have been given little
importance in textbooks of neurobiology and are very often cursorily mentioned in discussions related to brain function. Glial
cells deserve a better deal, for over the years a lot of evidence has accumulated to prove that they perform a wide spectrum
of functions. This is the first of a series of articles that aims to update students on what is known about glia today. It
provides an overview of the various types of glia and their origins. The following articles will deal with each of the glial
sub-types and their functions. 相似文献
7.
The aim of the study is to describe and analyse research articles relating to the subject of education for sustainable development (ESD) for early childhood education (ECE), published during the years 1996–2013. This is done by answering three specific questions: (1) How is ESD defined by researchers in ECE? (2) What are the major research inquiries and results? (3) What does the research say about young children acting for change in relation to sustainability? Our analysis identified two different definitions of ESD: first, as a threefold approach to education based on questions concerning education about, in and for the environment; and, second, as an approach to education that includes three interrelated dimensions: economic, social and environmental. Two major research areas are identified in this study. The first area relates to how teachers understand ESD, while the second area focuses on how ESD can be implemented in educational practice. During the period studied, the research has evolved from teaching children facts about the environment and sustainability issues to educating children to act for change. This new approach reveals a more competent child who can think for him- or herself and make well-considered decisions. The decisions are made by investigating and participating in critical discussions about alternative ways of acting for change. 相似文献
8.
Richard Rymarz 《British Journal of Religious Education》2005,27(1):53-63
In 2002 a paper entitled Writing Church‐sponsored Religious Education Textbooks by Engebretson was published in the British Journal of Religious Education. This paper reported on and analysed some aspects of the development, by the Catholic Archdiocese in Melbourne, Victoria, of a series of religious education textbooks to be used in all Catholic schools in the Archdiocese. The paper contextualised the series, entitled To Know, Worship and Love, in the field of literature on textbooks in the classroom. It discussed some local issues that had led to the decision to produce religious education textbooks, explained and justified the choice of content for the middle secondary books, and discussed the presentation of the books. In the final section of the paper, it was indicated that future papers would report on the evaluation of the series and its implementation, as a three‐stage research project was completed. The first stage of the research project collected responses from teachers and Religious Education Co‐ordinators (RECs) to the Years 7 and 9 books, that is those books written for students of 12 and 14 years respectively. This paper discusses a significant finding that emerged from this stage of the research, that is the relationship between textbook use and level of qualifications and experience in the teaching of religious education. This major finding is of interest in relation to a range of educational issues in religious education, including the role and use of resources, the mandation of resources by Church hierarchies, creativity and flexibility in teaching religious education, teacher confidence and experience and the important issue of content knowledge. Further papers will explore evaluations of the Years 8 and 10 books, and overall issues that have emerged from this Archdiocesan curriculum project. 相似文献
9.
A new phase of research on teaching is under way that seeks to understand the teaching brain. In this vein, this study investigated the cognitive processes employed by master teachers. Using an interview protocol influenced by microgenetic techniques, 23 master teachers used the Self‐in‐Relation‐to‐Teaching (SiR2T) tool to answer “What are you focusing your mind on throughout the process of teaching?” A number of emergent themes were identified in participants' responses and one, awareness of interaction, is discussed here. This theme refers to teachers' recognition of the learner–teacher (L‐T) relationship as a separate entity or system. Within interaction, at least three types of awarenesses emerged in teachers' responses: (1) connection, (2) collaboration, and (3) mutual effects. Furthermore, some teachers described a sense of synergy with their students due to this L‐T interaction. The results suggest that a teacher's awareness of interaction plays an important role in the teaching brain, and support the implications of the proposed teaching brain framework. 相似文献
10.
《Australian Journal of Learning Difficulties》2013,18(4):185-196
Abstract Part Five in this series on the history of Learning Difficulties Australia continues the history, begun in Part Three, of the association's journal. During this time the quality of articles in the journal came under scrutiny, and refereeing, at first only of research reports, later of all contributions, came into practice. Editorial policy continued to embrace reports of new teaching methods and therapies as a means of informing readers, but contributions also reflected changes taking place in special education and in teacher training. Articles about reading continued to dominate as the debate between whole language and phonics approaches heated up. In 1996 the name of the journal was changed to reflect the broader interests of the association in learning difficulties. 相似文献
11.
伴随"一流本科"建设步伐的加快,本科教学质量研究成为我国高等教育领域研究的重要主题。运用文献计量学方法,选取2009—2019年CNKI数据库,以"本科教学质量"为篇名进行文献检索,筛选得出2029篇有效文献。利用CiteSpace 5.6 R3软件进行可视化知识图谱分析。研究发现:(1)新建本科院校、实践教学、教学改革、人才培养、质量监控等关键词成为近10年来的热点;(2)我国本科教学质量研究脉络主要是以教学质量、质量工程、本科教学、应用型本科院校、教学评价等话题交织演进;(3)突发性检测揭示以应用型本科、国家标准、审核评估、保障体系、应用型本科院校为话题引领的研究前沿。文章分析指出,我国本科教学质量研究的多元交叉研究有待增强,影响机制研究有待深化,定量实证研究亟待推进。 相似文献
12.
近些年来,有关脑科学方面的研究空前高涨,随着大脑工作机制的深入研究,为教育学的发展带来新的突破,出现了"全脑教育"这一新的教育理念。本文依据这一理念,提出在普通高校的体育教学中实施"全脑教学"的设想,阐述了在体育教学中实施的社会学背景,并进一步分析了实施的生理心理学和体育学依据,最终得出了实施的可行性。 相似文献
13.
The research examined the impact on teachers of the grammar element of a new statutory test in Spelling, Punctuation and Grammar (SPaG) in primary schools in England. The research aimed to evaluate the nature and the extent of changes to the teaching of grammar and to wider literacy teaching since the introduction of the test in 2013. The research explored teachers’ responses to teaching grammar to a statutory test format, and how teachers implemented rapid curriculum change in their classrooms. The research sought to learn the perspectives of teachers as they adjusted to new English assessments and new expectations for children’s language in the primary school. This paper draws on teacher interviews (n = 16) and an online survey of teaching staff (n = 170). Teachers discuss their knowledge, understanding and enjoyment of grammar at their own level, and their skills for teaching pupils; they also discuss their observations of how pupils have responded to explicit grammar teaching and the grammar test. The data give some insights into the processes for teachers of applying new requirements for teaching and testing grammar, and how teachers strive to make grammar accessible to children. The findings discussed in this paper are: (1) since the introduction of the statutory SPaG test in primary schools, time spent teaching decontextualised and contextualised grammar has increased significantly; (2) grammar is now taught explicitly and formally as a classroom literacy routine; (3) the test format influences grammar teaching content and approaches; (4) teachers observe that pupils enjoy learning grammar and taking the test; (5) teachers disagree about the extent to which explicit grammar teaching and testing have a positive impact on pupils’ language and literacy skills; (6) teachers feel more confident about teaching grammar. 相似文献
14.
I use this paper to reexamine my role as a White researcher on a multi-racial research team. I reanalyze data I collected
during an evaluation project to reveal how I avoided seeing race in the schools I visited and how I dodged discussions of
race with members of those school communities. By analyzing my own discursive practice, I introduce a series of logics enacted
through a variety of strategies that I used to manage race talk. The purpose of this paper is two-fold: (1) an analysis of
the strategies I used to sustain White privilege and (2) an examination of the logics of those strategies in order to understand
the power they have in reproducing inequity. Only by understanding the self-perpetuating nature of White privilege will we
be able to begin to dismantle it.
Jenny Gordon is an assistant professor in the Division of Education, School of Education and Human Development at Binghamton
University. She teaches foundations courses for elementary education and courses on qualitative research methods. Her scholarly
work includes articles on methodological issues pertaining to qualitative research methods and narratives on the impact of
race on research and teaching. 相似文献
15.
Professionals serving as internal and external consultants, whether as performance technologists, human resource development facilitators, training specialists, organizational development change agents, or quality improvement engineers, are uniquely positioned to influence ethical awareness in the workplace. Yet it is unlikely that they will be able to exert much influence without knowledge of the factors that influence ethical behavior in organizations and knowledge of ethical decision making. Although the literature on ethics is proliferating, little of it is directly related to performance improvement professionals. Those who want to educate themselves in ethics have been left to their own devices. Part One in this series of two articles presents a review of key ethical theories and research. Part Two is a list of references available for those who are ready to examine the ethical responsibilities of HPT professionals, who have encountered ethical issues, who want to include an ethics audit in their needs assessment tool box, or who need to suggest ethics-related solutions to performance problems. 相似文献
16.
该文回顾了国内基于在线翻译教学的研究概况,并统计了2001至2011年国内期刊上与在线翻译教学研究相关的88篇文章,探讨在线翻译教学的发展历程,力求对在线翻译教学研究做一概括性介绍,让读者对在线翻译教学研究有比较全面的了解和正确的认识。其目的是借鉴这一领域已有的研究成果,为翻译教学拓展新的模式,从而更好地推进我国高校翻译的教学改革。 相似文献
17.
《师资教育杂志》2012,38(1):30-45
This paper addresses itself to the thorny question of validity in the appraisal of student teachers by their supervisors. The new light thrown by educational research in recent decades on the process of teaching and learning is considered but it is also noted that this research has failed to establish agreement on what constitutes good teaching. The paper argues that disagreement on this question persists because people's perceptions of education and of teaching are almost invariably bound up with their own ideologies or undisclosed prejudices. An attempt is then made, by concentrating on the form of the educational enterprise, to free our understanding of education and teaching from ideological influences. It is proposed that prejudgement of one kind or another has an ineradicable place in human understanding and judgement. Hence a positive role for a non‐partisan ‘prejudice’ is suggested with a view to helping us to identify good teaching and providing us with a valid basis for its evaluation. 相似文献
18.
《欧洲教育》2013,45(2-3):161-178
The Scottish Central Committee on English has issued a bulletin and several working papers to assist teachers in modernizing their practices in English teaching. These guidelines were welcomed by many teachers and have elicited lively reactions. After trying out the suggested new approaches, teachers have discussed their experiences in various reports; we have selected two that illustrate new practices which American readers will find familiar (except, perhaps, for the emphasis on "rigour"). The author of the first article, Alistair H. B. Davidson, is an inspector of schools (HMI); the author of the second, James Mcintosh, is now Principal Lecturer in English at Dundee College of Education. Both articles appeared in Teaching English, October 1970, Vol. 4, No. 1. 相似文献
19.
《TechTrends》2010,54(3):27-37
Like many rapidly growing industries, advances in video game technology are far outpacing research on its design and effectiveness. Relatively little is understood about how to apply what we know about teaching and learning to optimize game-based learning. For the most part, instructional designers know little about game development and video game developers may know little about training, education and instructional design. In this three part series of articles, four recognized and emerging experts in instructional game design discuss their perspectives on preparing instructional designers to optimize game-based learning. In Part I, we set the context for the series of articles and one of four faculty members who teach a graduate level course on game design discusses what he believes instructional designers should know about instructional game design based on his experiences. Part II will present alternative perspectives from two additional faculty members who teach courses in instructional game design, and Part III will present a fourth perspective along with conclusion that compares the four views. 相似文献