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1.
Ferry Boschman Susan McKenney Joke Voogt 《Educational technology research and development : ETR & D》2014,62(4):393-416
The goal of this study was to reach a better understanding of the intuitive decisions teachers make when designing a technology-rich learning environment. A multiple case-study design was employed to examine what kinds of factors (external priorities, existing orientations or practical concerns) influence design interactions of teams of kindergarten teachers. This study combines semi-structured interview data on teachers’ existing orientations with analysis of teachers’ design discussions during the design of learning material for a technology-rich learning environment. Three teams of teachers voluntarily participated. Findings on the existing orientations suggest that knowledge and beliefs about teaching and learning related to knowledge and beliefs on technology and early literacy. The analysis of teachers’ discussions revealed that the process could be characterized to a large extent as brainstorms; and that problems are not addressed in-depth. Rather they are resolved through brainstorming, and most argumentation falls in the realm of practical concerns: how to organize learning activities and how to respond to contingencies. The findings of this study suggest that teachers’ explicated design reasoning is mostly influenced by practical concerns, yet their own knowledge and beliefs play an important role at the start of the design process. However, these existing orientations as well as the practical concerns that emerge during the conversation tend to be narrow in scope. Theoretical and practical implications are discussed in light of how this study provides understanding of how to support these teachers. 相似文献
2.
This research investigated the statistical predictive power of organisational commitments for academics’ teaching approaches. Participants were 268 academics working in six elite universities in Beijing, mainland China. Results showed that academics’ organisational commitments as measured by the Organisational Commitment Inventory significantly predicted their teaching approaches as assessed by the Approaches to Teaching Inventory – beyond gender, age, taught academic discipline, academic rank and type of institution. Limitations and theoretical contributions of the study are noted; and practical implications of the findings are discussed in relation to academics and university senior managers. 相似文献
3.
Teaching in higher education encompasses more than merely helping students develop knowledge and skills. It entails engaging students in their own formation as persons, professionals and citizens. From this perspective, this article investigates how approaches to teaching academic writing contribute to formation. By analysing a case from initial teacher education in Norway, we identify and examine one teacher educator’s beliefs about writing and his approaches to teaching writing. Theoretical framework rests on six discourses of writing developed by Roz Ivani? and on the formative possibilities and constraints embedded in these different literacy discourses. Thus, we provide students’ experien-ces with this teacher’s approaches and discuss what formation his approaches seem to have initiated. The findings point to the need for more critical reflection on the formative impact of teaching approaches in higher education more generally. 相似文献
4.
Matthias Pilz Junmin Li Roy Canning Sarah Minty 《Journal of Vocational Education & Training》2018,70(1):1-26
One response to challenges of national vocational training systems has been a move towards greater flexibility within vocational training systems. This article focuses on an investigation of modularisation as a tool for achieving this flexibility. Many European countries have introduced modular forms into their vocational training system. We investigate whether the global trends set out are producing policy convergence in modularisation in differing countries. This study selects seven European countries to make a detailed analysis and entailed an analysis of each country’s Initial Vocational Education and Training programmes. The methodology involved both primary and secondary data collection. The findings demonstrate policy convergence that can be attributed to similar challenges at national level. Modularisation in some countries takes a ‘radical’ form. Other countries have followed a mixed approach. It is clear that no two countries have adopted the same form of modularisation, although some countries have cited common challenges in the modularisation process. 相似文献
5.
Recognition and toleration are ways of relating to the diversity characteristic of multicultural societies. The article concerns the possible meanings of toleration and recognition, and the conflict that is often claimed to exist between these two approaches to diversity. Different forms or interpretations of recognition and toleration are considered, confusing and problematic uses of the terms are noted, and the compatibility of toleration and recognition is discussed. The article argues that there is a range of legitimate and importantly different conceptions of both toleration and recognition that are often not clearly distinguished, and that compatibility varies across this range and depending on what one considers the conceptions in relation to. 相似文献
6.
This study investigated the relations between teachers’ emotions in teaching and their approaches to teaching in individual
courses. It is derived from two fields of study that have hitherto been largely unconnected in higher education. While the
research literature shows (a) a range of variables are related to the teaching approaches that teachers adopt and that these
approaches are related to the quality of their students’ learning, and (b) that the emotional experience of teachers is an
important factor in teaching, no studies have been reported on the connections between emotions and approaches in teaching
in higher education. Two self-report questionnaires: the Approach to Teaching Inventory-Revised and the Emotions in Teaching
Inventory, were completed by a sample of 175 Australian higher education teachers. The results suggest that there are significant
relations between the ways teachers emotionally experience the context of teaching and the ways they approach their teaching,
with positive emotions being associated with student-focused teaching approaches and negative emotions with transmission approaches.
The relations help explain why new teaching strategies may not be successful or not even adopted. 相似文献
7.
ABSTRACTThe aim of the present investigation was to analyse the role of academic self-efficacy and approaches to learning in general and in Physics and Chemistry academic achievements. The sample comprised 507 secondary school students of two Spanish schools and the study was conducted in the context of a Physics and Chemistry subject. Structural equation models showed that surface motive was the only type of learning approach directly related to performance. Besides, our models revealed that self-efficacy plays an important role as a mediating variable between the surface strategy and the deep motive learning approaches and academic achievement. Gender effects were also studied as girls showed higher levels of achievement both in general performance and in Physics and Chemistry. Implications for science education and suggestions for future research of these findings are also discussed. 相似文献
8.
Maria Öhrstedt Petra Lindfors 《European Journal of Psychology of Education - EJPE》2016,31(2):209-223
Research on students’ adoption of course-specific approaches to learning in parallel courses is limited and inconsistent. This study investigated second-semester psychology students’ levels of deep, surface and strategic approaches in two courses running in parallel within a real-life university setting. The results showed significant differences in course-specific adoption regardless of approach. However, the strategic approach seemed more stable. Sub-groups of students exhibited substantial variation: more than half of the students adopted similar approaches in both courses while large minorities showed great variability. Students scoring low on the surface approach, high on the deep approach or high on the strategic approach to learning were flexible in adopting different parallel approaches. However, students scoring high on the surface approach, low on the deep approach or low on the strategic approach seemed stable across contexts. This suggests that even smaller variations in teaching and learning environments can influence students’ approaches to learning. 相似文献
9.
Desiree Joosten‐ten Brinke Dominique M.A. Sluijsmans Wim M.G. Jochems 《Assessment & Evaluation in Higher Education》2010,35(1):55-70
In an effort to gain better understanding of the assessment of prior informal and non‐formal learning, this article explores assessors’ approaches to portfolio assessment. Through this portfolio assessment, candidates had requested exemptions from specific courses within an educational programme or admission to the programme based on their prior learning. The assessors judged the portfolios according to set rating criteria, and subsequently discussed their approaches. Their decision‐making processes, perception of portfolio use in the Assessment of Prior Learning (APL), deciding factors in portfolio assessment and use of the rating criteria were key elements in this discussion. The results show that they do use the rating criteria as an indicator in decision‐making, but have mixed perceptions regarding the fairness of APL portfolio assessment. They perceive the portfolio evidence in combination with sound argumentation as the deciding elements in portfolio assessment. 相似文献
10.
Naomi Hartnell 《Educational Psychology in Practice》2010,26(2):187-203
This study evaluates the work of a multi‐disciplinary Behaviour Support Team developed to support schools in managing problematic behaviour. An evidence base to inform future service delivery is developed, using a model of evaluation which incorporates both quantitative, outcome data and more explanatory qualitative data, incorporating the views of service users.
Focusing on the first year of service delivery, interventions are evaluated as effective by client schools and positive changes in pupil behaviour are demonstrated. The mechanisms contributing to successful interventions are analysed, including the importance of maintaining a collaborative and systemic approach to problem resolution. The evaluation suggests ways in which educational psychologists working in multi‐disciplinary teams can enhance schools’ capacity to manage challenging behaviour. 相似文献
11.
This study focused on the relationships between experiences with portfolio assessment, students’ approaches to learning and their assessment preferences by means of a pre- and post-test design in an authentic class setting. The participants were 138 first-year professional bachelor’s degree students in office management. They were assessed by means of portfolio assessment in a course that combined constructivist design principles and lectures. Approaches to learning and assessment preferences were measured by means of the Revised Two-Factor Study Process Questionnaire and the Assessment Preferences Inventory. Results showed that students’ preferences for student participation in examination and for permanent evaluation decreased significantly. Moreover, deep approaches were not enhanced. On the contrary, surface learning increased significantly. Notwithstanding, the surface approach proved to be a significant negative predictor of the portfolio assessment score. 相似文献
12.
Good teaching that supports final year students’ learning in clinical placements is critical for students’ successful transition from an academic environment to professional practice. Final year internship programmes are designed to encourage student-centred approaches to teaching and deep approaches to learning, but the extent to which clinical supervisors adopt a student-centred teaching approach is unknown. Survey data (n?=?117) from veterinary supervisors were analysed using phenomenography. The results revealed qualitative differences in supervisors’ conceptions of and approaches to supervision. Quantitative statistical analysis was used to investigate relationships between supervisors’ conceptions and approaches. These analyses identified the types of supervisor experiences more likely to encourage students to participate in clinical practice in ways that will help them transition successfully to independent professional practice. The results have value for clinical educators and administrators seeking to improve the quality of placement supervision in a range of professional education programmes. 相似文献
13.
This paper (1) presents a conceptual framework for analyzing the mathematics addressed in probability lessons and (2) uses
the framework to compare the mathematics that two teachers with contrasting teaching approaches addressed in class when teaching
the topic of probability. One teaching approach aimed to develop understanding; the other emphasized mechanistic answer finding.
Class work on 193 problems was analyzed qualitatively and quantitatively, showing some similarities and some differences in
the mathematics that the two teachers offered to students. The differences found seemed to be linked to the teachers’ teaching
approaches. The findings suggest that teachers who adopt different teaching approaches, to some extent, make available to
learn different mathematics even when they use the same textbooks. 相似文献
14.
WANG Jun-hui GAN Lian-jun 《重庆大学学报(英文版)》2007,6(3):166-171
The eco-environment and the condition of economic development in the Three Gorges area were evaluated with emergy indices calculated with the statistic data of the years from 1997 to 2005. The rising environmental loading ratio indicates an increasing pressure of economic activities on the environment and the economic development achieved at the cost of over-exploitation of resources and environment deterioration. The net emergy yield ratio implies that the economic system of this area was a self-contained, resource-export-oriented type at a relatively low level of technology. The emergy sustainability index of about 6 implies the economy of this area was under developed but had a potential to grow. According to the results of the emergy analysis, circular economy should be taken as the economic model of this region's development. This economic system should be water-resource-oriented and more open, make combined use of local and extraneous resources, and have an updated systematic structure with emphasis on emergy recirculation. 相似文献
15.
S. Haase 《European Journal of Engineering Education》2014,39(3):247-271
Sustainability issues are increasingly important in engineering work all over the world. This article explores systematic differences in self-assessed competencies, interests, importance, engagement and practices of newly enrolled engineering students in Denmark in relation to environmental and non-environmental sustainability issues. The empirical base of the article is a nation-wide, web-based survey sent to all newly enrolled engineering students in Denmark commencing their education in the fall term 2010. The response rate was 46%. The survey focused on a variety of different aspects of what can be conceived as sustainability. By means of cluster analysis, three engineering student approaches to sustainability are identified and described. The article provides knowledge on the different prerequisites of engineering students in relation to the role of sustainability in engineering. This information is important input to educators trying to target new engineering students and contribute to the provision of engineers equipped to meet sustainability challenges. 相似文献
16.
Eva Osterlind 《美中教育评论》2010,(2):16-27
Individualized schoolwork and self-regulated learning has expanded in Sweden during the last decades. Such teaching methods affect the roles of teachers and students, and the demand for student responsibility increases. Upper secondary school in Sweden includes vocational and study preparation programmes, which both give general access to higher education. Since 2000 all students entering upper secondary school have to take a course called Project Work （100 credits）. The preceding course Special Work （20 credits） was only part of the study preparation programmes. This expansion from 20 to 100 credits and from a few to all study programmes was a considerable change. The study is built on data from interviews with upper secondary school students about their approaches to Project Work, as an example of self-regulated learning practices. Qualitative analyse and classification is based on earlier developed categories, and to some extent tendencies in students＇ development over time are explored. The results throw light on the relationship between different types of projects, grades and students＇ approaches to Project Work. Special interest is given to approaches considered as problematic from an educational point of view. Socio-cultural aspects show some impact, although the students＇ difficulties turn out to be more of an educational challenge. 相似文献
17.
Eva Martínez-Caro Francisco Campuzano-Bolarín 《European Journal of Engineering Education》2011,36(5):473-483
In this paper a two-year field study was carried out to analyse how satisfaction differs across the traditional and blended learning methods. Altogether, 21 courses for graduate and postgraduate engineering students were evaluated. Several variables and their relationship with student satisfaction in the first year, with all courses delivered in traditional mode, were compared with student satisfaction in the second year, which had the same courses delivered in blended mode. Results suggest that student satisfaction is greater in blended courses than in face-to-face courses. This can be explained because the levels of class attendance, motivation and collaboration with classmates were higher in blended learning than in classroom instruction. In addition, class attendance, access to teachers, collaboration with classmates and motivation were found to be leading predictors of student satisfaction in blended environments. 相似文献
18.
Qingping He Dennis Opposs Matthew Glanville Fatima Lampreia-Carvalho 《Curriculum Journal》2013,24(1):70-90
In England, pupils aged 16 take the General Certificate of Secondary Education (GCSE) examinations for a range of subjects. The current assessment models for GCSE include a two-tier structure for some subjects and a non-tier model for the others. The tiered subjects have a higher tier designed for high achieving pupils and a lower tier for low achieving pupils. The higher tier paper is targeted at grades A*–D (with A* the highest grade available), while the lower tier paper at grades C–G (with G the lowest grade). The UK government has proposed a comprehensive reform of GCSEs. It suggested that, with tiered papers, pupils are forced to choose between higher and lower tier papers, which will place a cap on the ambition of those entering for the lower tier. The government therefore suggests avoiding tiering in the reformed GCSEs when possible. This paper discusses the technical and equity issues with the use of tiered examinations in current GCSEs and reviews potential alternative assessment approaches for effective differentiation between pupils for the reformed GCSEs. 相似文献
19.
This study focused on primary teachers’ views of co-teaching approaches in addressing the learning needs of pupils with special educational needs (SEN) in multi-grade classrooms in Irish primary schools. A case study incorporating a mixed methods approach was chosen. Views of 22 multi-grade and special education teachers (SET) were ascertained through self-administered questionnaires and semi-structured interviews. The findings indicate that while teachers believe the learning needs of pupils with SEN can be met through co-teaching approaches, the withdrawal of pupils for supplementary support remains the dominant approach. Teachers indicate that they would prefer a combination of withdrawal and in-class support as opposed to choosing one approach over the other. Teachers refer to the challenges posed by co-teaching in delivering instruction for pupils with SEN including planning time, teaching personalities and teaching styles in the multi-grade context. When co-teaching does occur, the most common form used is station teaching. The data demonstrate that teachers lack a clear understanding of the various in-class approaches available and what exactly they entail, and point to teachers’ desire for continuing professional development (CPD) specific to co-teaching. 相似文献
20.
Kathleen Clayton Heidi Smith Janet Dyment 《Asia-Pacific Journal of Teacher Education》2014,42(2):167-185
Understanding theory–practice relationships in pre-service teacher education is an enduring concern for many teacher educators. Drawing on data from an investigation into the theory–practice nexus in an outdoor education teacher education programme, this article examines pedagogical approaches to exploring theory and practice with pre-service teachers. The investigation, a qualitative case study, examined the views of the programme’s teacher educators (authors) using an analytical lens informed by two similar theoretical models.
The article focuses on elements that were found to be central to pedagogical approaches within the programme: self-awareness, experience, reflexivity, and a “community of learners.” While the approaches represent a departure from “theory application” and “theory–practice integration” approaches, and a move towards praxis development, the study highlighted challenges and issues including the need for teacher educators to scrutinise theory–practice relationships in their own teaching and discourse. Implications and possibilities for future practice are considered. 相似文献