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1.
LIU Guang-rong YE Chun-song JIANG hua 《美中教育评论》2007,4(3):68-70
The implementation of bilingual teaching is specialized course in one of the important teaching reforms and it is also the inevitable trend in cultivating talents with high quality. In the paper, several problems of currently restricting the method are pointed out in China and experiences on bilingual teaching of ＂fundamentals of water quality science＂ are summarized. The focus of this paper is on the request for bilingual teachers, textbook, teaching mode in class andteaching approach. 相似文献
2.
Armağan Ateşkan 《师资教育杂志》2016,42(2):135-148
This study investigates Turkish pre-service teachers’ experiences related to a two-month international teaching and cultural experience in the United States of America. In total, 289 graduate students from Turkey participated in a collaborative project from 2001 to 2010. The experience included an orientation week, six weeks of student teaching in a high school, seminars and projects at Iowa State University and cultural visits. The data were collected through a pre-service teacher questionnaire and their reflective journals. The results showed that pre-service teachers perceived the international teaching experience helped them develop professionally and personally. Through cross-cultural exchanges with their mentors along with other students and their community, the pre-service teachers expanded their knowledge of a new culture and adapted to a new working environment. 相似文献
3.
This study explored senior secondary students’ beliefs and experiences of learning an interdisciplinary curriculum, Liberal Studies, in Hong Kong. Through the analysis of focus-group interviews with 168 students, most of the students were found to enjoy or at least not resist interdisciplinary learning, and preferred to study real-world contemporary issues. More than half of the students, however, expressed their relative lack of confidence in interdisciplinary learning because of the difficulties they encountered in Independent Enquiry Studies and the public examination. The students were also found to have undertaken examination-oriented activities when the public examination approached. The study sheds light on the realization of interdisciplinary learning in secondary education in contexts where teacher-centred pedagogy and an accountability agenda remain influential. 相似文献
4.
Chinese students constitute the most rapidly growing international cohort of students enrolled in many Western tertiary settings, and it is important to understand more about their preparation for engaging with commonly used teaching approaches such as groupwork. This study investigated their attitudes and experience of groupwork while enrolled at a large Chinese university. Semi-structured and video-stimulated recall interview data were collected from 16 third-year Finance students over a 5-week field study. Results showed that this group of Chinese students experienced more out-of-class than in-class groupwork activities. These out-of-class groupwork sessions fell into three categories: (1) student initiated, (2) student league initiated and (3) teacher initiated. Students identified both individual and collective benefits from groupwork, highlighting that Chinese students value groupwork and actively seek to engage with it in the Chinese tertiary context. This study contributes to the understanding of Chinese students’ group practices in Chinese tertiary settings. 相似文献
5.
Audrey Osler 《Cambridge Journal of Education》1998,28(1):77-96
Member states of the Council of Europe have acknowledged the importance of education for citizenship and have passed a number of resolutions concerning European citizenship and the need to promote democratic values, social justice and human rights. Yet there remains a degree of ambivalence over citizenship education and its relationship to the development of various identities, including personal and national identities. This paper examines the experiences of student teachers from a variety of European countries and the impact of a period of study abroad in another European country on their development of intercultural awareness, national identities and perceptions of how we might best educate young people for participation in democratic life. It considers the implications for teacher education. 相似文献
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《The Internet and Higher Education》2010,13(4):292-297
Which aspects of e-learning courses do students experience as being favorable for learning? When do students prefer online or face-to-face learning components? These questions were the subject of a research study in a sample of 2196 students from 29 Austrian universities. The students completed a questionnaire on their experiences attending an e-learning course, on their perceived achievements, and on their preferences for online or face-to-face learning components. Students appreciated online learning for its potential in providing a clear and coherent structure of the learning material, in supporting self-regulated learning, and in distributing information. They preferred face-to-face learning for communication purposes in which a shared understanding has to be derived or in which interpersonal relations are to be established. An especially important result concerns students' perceptions of their learning achievements: When conceptual knowledge in the subject matter or skills in the application of one's knowledge are to be acquired, students prefer face-to-face learning. However, when skills in self-regulated learning are to be acquired, students advocate online learning. 相似文献
8.
Richard A. Fabes Erin Pahlke Adrienne Z. Borders Kathrine Galligan 《Educational studies》2015,41(3):293-311
Despite a lack of scientific evidence supporting the use of single-sex education, the number of US public schools offering single-sex education has increased. However, our understanding as to why decision-makers have implemented single-sex education is lacking. To address this gap, we surveyed US public school principals and assessed their attitudes about and experiences with single-sex schooling. Sixty-seven principals from single-sex schools and 193 principals from co-educational schools participated. The results indicated that principals who had experience with single-sex schooling tended to have more positive attitudes about single-sex schooling, viewed it as more effective, and more often evoked gender-essentialist rationales for the use of single-sex schooling than did co-educational principals. However, both single-sex and co-educational principals noted issues with single-sex schooling. It was concluded that single-sex schooling is not a silver bullet to educational reform and that when single-sex schooling is implemented, one set of issues and problems is substituted for another. 相似文献
9.
Elizabeth Oltedal Ole M. Kleivenes Kari Ryslett Thorstein Vasset 《Scandinavian Journal of Educational Research》2016,60(6):649-662
A challenge for the practical-aesthetic subjects is the perception that they are less important than theoretical knowledge subjects. These subjects are among the non-core subjects receiving highest grades in Norwegian lower secondary schools, but also represent the highest number of complaints about grading. This study investigates teachers’ experience and perceptions of assessment in the practical-aesthetic subjects, through the response to an open-ended questionnaire from 28 teachers, and individual semi-structured interviews with four of these teachers. Results suggest that teachers of the practical-aesthetic subjects promote low status for these subjects, through their teaching and assessment practice. 相似文献
10.
Anastasia P. Samaras Shari L. Francis Yvonne D. Holt Thomas W. Jones David S. Martin Joan L. Thompson 《The Teacher Educator》2013,48(1):68-83
Abstract Teacher education faculty members, state certification officers, and NCATE staff share what they have learned from their NCATE‐state joint review and accreditation visits. Dilemmas concerning the joint review are addressed and include (a) proactive versus reactive measures for institutions of higher education and state affiliations of the American Association of Colleges for Teacher Education, (b) issues of partnership versus separateness, and (c) process versus product frameworks in planning and documenting growth. Conceptual and practical suggestions are offered for working collaboratively to develop high quality teacher education programs and successful joint review and accreditation visits. 相似文献
11.
This study examines the question of which school environment – special or mainstream school – is more favourable for deaf and hard-of-hearing students in Sweden, when it comes to their well-being, and their social and academic inclusion. The aim is threefold: first to compare the well-being of adolescents who are deaf or hard-of-hearing, who are deaf or hard-of-hearing and have additional disabilities, and who have no disabilities; second to compare the adolescents from the two deaf and hard-of-hearing groups and their experiences of inclusion and exclusion in school; and third to ascertain if any gender differences exist between the two groups of deaf and hard-of-hearing students concerning their experiences of inclusion and exclusion. A total of 7865 adolescents (13–18 years of age) answered a total survey about the life and health of young people in a county in Sweden. The results show that both boys and girls in the hard-of-hearing groups rated their well-being lower and were less satisfied with their lives than pupils without disabilities. They also show that the hard-of-hearing boys and girls attending special school were more satisfied with their lives and to a greater extent felt included both socially and academically than students in mainstream school. 相似文献
12.
《Assessing Writing》2008,13(2):130-149
The present study interviewed 16 international students (13 from Mainland China and 3 from Taiwan) in a Canadian university to explore their perceptions and experiences of two standardized English writing tests: the TWE (Test of Written English) and the essay task in LPI (English Language Proficiency Index). In Western Canada, TWE is used as an entrance test for international students who speak English as a second/foreign language (ESL/EFL) whereas LPI is required, in many post-secondary institutions, for all incoming ESL/EFL students and some native-English-speaking students whose final English mark from high school is below a certain level. As international students, all participants in the study passed TWE but many took LPI repeatedly before passing it. At the time of the interviews, five still had not passed LPI. Relevant findings illustrate that many participants passed TWE by relying on memorization of writing samples whereas they failed LPI because they lacked skills in constructing their own texts. The participants’ complaints about culturally biased essay prompts in LPI and a lack of understanding of what is expected of LPI also raise questions about the validity of the test from the students’ perspectives. The study generates pedagogical implications for standardized writing tests involving ESL undergraduates from various cultural backgrounds. 相似文献
13.
Learning Environments Research - The Collaborative Online International Learning (COIL) Virtual Exchange Project (VEP) emerged as a pedagogically-innovative and low-cost initiative to... 相似文献
14.
Elana R. McDermott Alice E. Donlan Jonathan F. Zaff 《The Journal of educational research》2019,112(2):270-282
Understanding the reasons that individuals drop out of high school is fundamental to improving intervention efforts to promote graduation. The authors present a mixed methods analysis of the reasons individuals drop out of high school before graduating. Using a survey methodology with young adults who left school before graduating (N?=?1,047, M age?=?21.5?years, SD?=?2.2 years, age range =18–25 years), the authors assessed ongoing life stressors, as well as the turning points individuals identified as the top reason for why they left school. Qualitative analysis provided seven categories of turning points: mobility, family, peers, school engagement and environment, health, crime, and multiple categories. More than half of respondents indicated that the reason they dropped out was related to school engagement and environment. Results showed differences across profiles of lived experiences, reported turning points, and sex. 相似文献
15.
Hilary Monk 《Asia-Pacific Journal of Teacher Education》2017,45(1):3-22
Increasingly early childhood educators are referred to as “professionals,” but how do they view themselves in terms of professionalism? What does it mean to be an early childhood professional? This study explored the views of 78 Asian early childhood educators who were upgrading their qualifications to degree level. In groups of five to eight, participants visually created and explained metaphors of professionalism as a class activity. The visual metaphors were analysed using Gleeson’s polytextual thematic analysis with Rogoff’s personal, interpersonal and institutional planes as the theoretical framework. Findings revealed that the educators’ perspectives of professionalism and professionalisation related to their work–life roles, their cultural understandings and relationships, and how they believed they were viewed by others in relation to the status of early childhood education. This study provides an insight into perceptions and challenges related to the developing professionalism and professionalisation of early childhood educators in Asian contexts. 相似文献
16.
The present study extended regulatory focus theory (Idson & Higgins, 2000) to an educational setting and attempted to identify individuals with high motivation after both success and failure feedback. College students in Hong Kong (N = 180) participated in an experiment with a 2 promotion focus (high vs. low) × 2 prevention focus (high vs. low) × 2 feedback (success vs. failure) design. The results showed that after success feedback, the students with promotion focus were more motivated than their counterparts with prevention focus. This pattern was reversed after failure feedback. However, the results failed to show that students high in both regulatory focuses were motivated after success as well as failure feedback. The findings are discussed with reference to the literature on flexibility of regulatory focuses. Practical and theoretical implications of feedback are also discussed. 相似文献
17.
This paper examines the experiences and understandings of primary (K6) school pupils with regards to managing issues of risk
and safety during their everyday use of information and communication technologies (ICTs). The paper is based on survey and
interview data with pupils aged 7 to 11 years old in five English primary schools (n = 612). Analysis of these data shows that whilst most pupils recognised a general need to be mindful of ICT-related risks
and dangers, their actual experiences of risk tended to be described in terms of operational problems encountered when using
ICTs. Conversely, pupils’ understandings of potential risk were often based upon exaggerated fears deriving from a number
of moral panics relating to child safety. These data suggest that official notions of ‘e-safety’ remain abstract and poorly
understood concepts for many children. In considering what implications these data have for the ongoing ‘e-safety’ agenda
in UK schools the paper concludes by suggesting three possible areas of change: (1) re-orientating the topic and tone of the
official discourses surrounding e-safety; (2) increasing pedagogical interventions in primary schools aiming at enhancing
pupils’ critical literacy skills; and (3) establishing a meaningful and sustained dialogue between pupils, teachers and parents
about safety and risk when using ICTs. 相似文献
18.
Kenneth Silseth 《Instructional Science》2018,46(2):291-313
In this article, I analyze teachers’ use of students’ everyday knowledge and experiences as resources for learning in educational dialogues. By analyzing video data of teachers’ attempts to contextualize instruction in naturalistic settings in a lower secondary school, I examine how teachers use such resources to support and guide student learning. By employing a situated approach to learning, I provide a turn-by-turn analysis of how teachers use students’ everyday knowledge as resources to socially construct knowledge when working with academic subject matter. The concepts of intercontextuality and positioning function as analytical tools that enable an analysis of the relationships between the use of everyday experiences and the social organization of participation during teachers’ instructional work. The findings show that attempts at contextualizing instruction were identified in many of the lessons. The findings also document that teachers face both challenges and opportunities when contextualizing instruction. A turn-by-turn analysis shows that the function of everyday experiences in educational dialogues depends on how such resources are mobilized, how they are brought into the conversations, as well as the roles assigned to students in the dialogues. In the article, issues contributing to the productive use of everyday resources in educational dialogues are displayed and discussed. 相似文献
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Paul H. Smith 《Cambridge Journal of Education》2019,49(2):163-179
Student-mothers who study vocationally related higher education programmes are a relatively under-researched group. Specifically, there is a paucity of research into the emotions that these learners experience. This article discusses a qualitative investigation that examined the emotional narratives that a group of vocational student-mothers offered. They were studying for a foundation degree for teaching assistants at a university in the North of England. The student-mothers were largely found to have experienced positive emotions. However, familial and workplace guilt had also been encountered. These emotions emanated from notions about how family and workplace time should be used. Student-mothers managed this cognitive dissonance by stressing the reciprocal relationships that existed between their studies, family lives and school work. However, for many of these learners familial and workplace guilt was a strong and continuing emotion. 相似文献