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1.
How does the use of computerized adaptive testing affect the performance of students from different groups? How consistent were the results of computerized adaptive and “conventional” tests? What did the students think about the test experience? What advice do the authors have for test developers and users? 相似文献
2.
Caroline Lodge 《Pastoral Care in Education》2002,20(4):35-37
What do form tutors say about tutoring? For this special edition of the journal, focusing on tutors, I contacted some experienced tutors for some insights into the role. I asked them to respond to four questions. What do you enjoy about being a form tutor? What, in your experience, are the most significant problems you face in your role as form tutor? What do you think your students get from you as a form tutor? What advice would you give to a new teacher who is taking on the role of form tutor?Their positive and engaging responses reinforce how the care they give to the young people is a significant part of their work as teachers. 相似文献
3.
大学人文教育的思考--人文精神与科学精神七问 总被引：10，自引：0，他引：10
人文精神关注人的生命及其价值，强调人性，人道，仁爱和人的尊严。科学精神提倡实事求是，鼓励独立思考，反对盲从和迷信，不论是科学的方式或精神，还是人文的方式或精神，其本质都是追求自由。它们为人类理性地追求自由和幸福提供了不同的实践方式。今天谈论大学的人文精神与科学精神的教育，应该思考：什么是人文精神与科学精神？我们需要什么样的“人文教育与科学教育”？市场经济下“人文精神与科学精神”的生存空间有多大？等等。 相似文献
4.
How generalizable are the results of alternative assessments? How much psychometric evidence d o we have about these approaches? What effects do alternative assessments have on subgroup differences in performance? What are the probable consequences of using alternative assessments? 相似文献
5.
Robert Glaser 《Educational Measurement》1994,13(4):27-30
What was the origin of the concept of criterion-referenced measurement? How has the concept evolved over the years? What are some key factors that should influence how we think about CRTs? 相似文献
6.
Melissa J. Stacer Lydia M. Moll Monica Solinas-Saunders 《Journal of Criminal Justice Education》2019,30(1):114-135
Children may say they want to grow up to be a police officer, but we typically do not hear children saying they want to work in a prison or jail when they grow up. Given negative media attention of correctional facilities, it may not be surprising that many students enter criminal justice programs uninterested in correctional careers. Correctional facility tours can be useful for exposing criminal justice students to careers they may not have previously considered or ones about which they held negative stereotypes. Drawing on the premises of Experiential Learning Theory and using student essays, we address the following research questions: (1) Does attending a jail or prison tour influence how students think of correctional officers and correctional careers? (2) What perceptions do students have of correctional officers prior to attending a jail or prison tour and what do students think of correctional officers after the tour? 相似文献
7.
Martha M. McCarthy 《The Educational forum》2013,77(3):244-252
What can preservice teachers tell us about the impact of culture on literacy? Participants responded to an open-ended survey asking, “How do you think your culture influences what you read and write?” Three themes emerged in their answers: family influence, self-exploration through literacy, and the cultural politics of literacy. Further examination led to three premises about literacy. Findings highlight the importance of students’ literacy history and provide means for teachers to reframe their instruction, based on student voice. 相似文献
8.
Instructors attempting new teaching methods may have concerns that students will resist nontraditional teaching methods. The authors provide an overview of research characterizing the nature of student resistance and exploring its origins. Additionally, they provide potential strategies for avoiding or addressing resistance and pose questions about resistance that may be ripe for research study.
“What if the students revolt?” “What if I ask them to talk to a neighbor, and they simply refuse?” “What if they do not see active learning as teaching?” “What if they just want me to lecture?” “What if my teaching evaluation scores plummet?” “Even if I am excited about innovative teaching and learning, what if I encounter student resistance?”These are genuine concerns of committed and thoughtful instructors who aspire to respond to the repeated national calls to fundamentally change the way biology is taught in colleges and universities across the United States. No doubt most individuals involved in promoting innovative teaching in undergraduate biology education have heard these or variations on these fears and concerns. While some biology instructors may be at a point where they are still skeptical of innovative teaching from more theoretical perspectives (“Is it really any better than lecturing?”), the concerns expressed by the individuals above come from a deeply committed and practical place. These are instructors who have already passed the point where they have become dissatisfied with traditional teaching methods. They have already internally decided to try new approaches and have perhaps been learning new teaching techniques themselves. They are on the precipice of actually implementing formerly theoretical ideas in the real, messy space that is a classroom, with dozens, if not hundreds, of students watching them. Potential rejection by students as they are practicing these new pedagogical skills represents a real and significant roadblock. A change may be even more difficult for those earning high marks from their students for their lectures. If we were to think about a learning progression for faculty moving toward requiring more active class participation on the part of students, the voices above are from those individuals who are progressing along this continuum and who could easily become stuck or turn back in the face of student resistance.Unfortunately, it appears that little systematic attention or research effort has been focused on understanding the origins of student resistance in biology classrooms or the options for preventing and addressing such resistance. As always, this Feature aims to gather research evidence from a variety of fields to support innovations in undergraduate biology education. Below, we attempt to provide an overview of the types of student resistance one might encounter in a classroom, as well as share hypotheses from other disciplines about the potential origins of student resistance. In addition, we offer examples of classroom strategies that have been proposed as potentially useful for either preventing student resistance from happening altogether or addressing student resistance after it occurs, some of which align well with findings from research on the origins of student resistance. Finally, we explore how ready the field of student resistance may be for research study, particularly in undergraduate biology education. 相似文献
9.
Rosario Diaz-Greenberg Jacqueline Thousand Maria Cardelle-Elawar Ann Nevin 《Teaching and Teacher Education》2000,16(8):663
The purpose of this paper is to help teachers better understand the struggles that people with disabilities experience in attaining their educational goals and to encourage the development of teaching and learning strategies that help to respect and facilitate the struggle itself. The authors share the generative themes that emerged using a critical pedagogy approach (dialogic interviews) to elicit the voices of adults with disabilities speaking about their public school experiences. In discussing the implications for teachers, the authors show the intersections of educational psychology's concept self-regulation and critical pedagogy's concept conscientization and special education’ s concept self-determination. Why the ‘struggle’ itself is important (from the perspectives provided by conscientization, self-regulation, and self determination) is discussed.The major question is whether or not teachers can structure the awareness process that results in learners becoming aware enough to verbalize, “I have difficulties”. What do teachers do to stimulate the metacognitive thinking processes that makes it possible for students with disabilities to think, “I can monitor myself!”? How can teachers capture the power of the conscientization experience that leads students with disabilities to experience the generative will power “to use the powers that I have to make a difference in my life's situation?” How do adults with disabilities come to these kinds of awareness and how can teachers help facilitate the awareness? 相似文献
10.
阐述了解题课的基本功能,指出了目前中学数学教育中解题课存在的问题。通过对一道平面几何题的分析,讨论了解题课环节如何创设一系列探究式问题,引导学生从问题的条件出发通过特例、试错等方法猜测一般规律并找到解决问题的方法,反思是如何想到这样的方法的?进一步对解题方法的优劣进行评判。通过方法的探究过程培养学生的元认知以及提升学生对数学方法的价值与审美判断能力。 相似文献
11.
Mike U. Smith 《Science & Education》2010,19(6-8):539-571
This is the second of two articles that address recent scholarship about teaching and learning about evolution. This second review seeks to summarize this state of affairs and address the implications of this work for the classroom by addressing four basic questions: (1) What is evolution?/What components of the theory are important at the introductory level? (2) Why do students and members of the public at large need to understand evolution? (3) What makes evolution difficult to teach and learn? and (4) What promising instructional approaches have been developed and tested? The paper will also focus on concerns about both the research designs and the measures used in this work. Based on this review, I will then propose a set of pedagogical implications and recommendations for the classroom instructor and call for studies to address specific gaps identified. 相似文献
12.
正Step 1 Greeting T:Good morning,boys and girls,nice t0 see you.I'm your new English teacher today.First I'd like to know sometlling about you.What can you tell me?S:Name,hobby,friends,family…T:May I know your name?T:What d0 you usually do after scholl(on Saturday and Sunday)?T:So I think…is your hobby.T:May I know your hobby?(To another student) 相似文献
13.
For many Americans, citizenship and patriotism are associated with reciting the nation's Pledge of Allegiance. Therefore, this study asks the following questions: What do future teachers think about the concepts embedded in the Pledge, and what are their opinions on the usefulness of the Pledge in schools, as well as society in general? Results indicated that future or preservice teachers believed the loyalty and patriotic aspects of the Pledge to be useful for K–12 students, but did not find a personal value in their own recitation of the Pledge. 相似文献
14.
Moon-Heum Cho 《Educational technology research and development : ETR & D》2012,60(6):1051-1069
Although orientation for online students is important to their success, little information about how to develop an online student orientation (OSO) has appeared in the literature; therefore, the purpose of this article was to describe the entire process of developing an OSO. This article describes the analysis, design, development, and evaluation phases of the OSO in higher education. The orientation consists of four modules titled as follows: (a) What is the nature of online learning? (b) How to learn in Blackboard (c) What are the technical requirements to take an online course? and (d) What learning skills and motivations are necessary for online learning? Formative evaluation was conducted to improve the initially developed OSO program. Summative evaluation showed the OSO program can be useful for future online students. Discussion and future direction of OSO program are provided. 相似文献
15.
Randall Curren 《Educational theory》2020,70(5):581-601
In this essay, Randall Curren addresses four basic questions about transformative experiences in education: Is education necessarily transformative? What must education provide for it to be personally transformative? What standard should educators use in determining whether engaging students in potentially transformative experiences is beneficial or justified? How should schools and educators orchestrate opportunities for beneficial transformative experiences? The focus is on transformative valuing, but also on the importance of a fully transformative nexus of personal attributes and social pathways to living a transformed life. Curren argues that educational decisions on behalf of students can be justified on the basis of necessary goods that persist through transformative changes in what is contingently good for them, and that schools' efforts to orchestrate opportunities for transformative experiences should engage students in activities that can be eudaimonic for them. 相似文献
16.
Donald E. Powers 《Educational Measurement》1993,12(2):24-30
Why is it important to investigate the effectiveness of coaching for a test such as the SAT? How can you evaluate the effectiveness of coaching? What are some common misconceptions? What do we know and what is still unclear about the effects of coaching? What can we tell students and their families about the results of coaching studies ? 相似文献
17.
Linda R. Kroll 《Teachers and Teaching》2013,19(2):199-221
This case study investigates the development of the understanding of constructivist theory among students in a Masters level elementary teacher education program within a particular course. The focus of the study is a seminar entitled ‘Advanced Seminar in Child Development’. The questions explored include: How do students’ ideas of teaching, learning and knowledge develop within the context of their experience in this course? How do they come to understand constructivism? What are their definitions of constructivism? What is the course of the development of this understanding? The nature of the students’ learning processes is examined through three sources of data: dialog journals, videotaped sessions and the instructor’s reflective teaching journal. The study looks both at student development and instructional practice to further understanding of how student‐teachers can learn to apply constructivist theory to their teaching and to understand the learning process, both within themselves and their students. Their development is placed in the context of Korthagen and Kessels’s model of teacher understanding and practice, and within a broader context of principles of practice that emphasize a belief in equity and social justice. The case illustrates how the way student‐teachers are taught theory can help them integrate their own ideas of learning and teaching with constructivist theory in order to think critically about their own practice in an ongoing developmental manner. 相似文献
18.
＂学＂和＂教＂,是学校教育教学的核心概念和关键事件。但是,因＂师教生学＂、＂重教轻学＂的惯习影响,很少有教师对＂学＂与＂教＂的内涵、特质以及孰主孰从、孰先孰后的关系等作系统深入思考。事实上,唯有对＂教育的目的是学而不是教＂、＂什么是真正的学习＂、＂学什么更有价值＂、＂怎样教能更好地促进学＂等问题作深刻思辨和清醒认识,学校教育才能实现＂重教＂向＂重学＂转型、＂为学而教＂的美好愿景。 相似文献
19.
《校园英语(教研版)》2015,(20):104-105
Nowadays,computers are widely used as useful tools for our daily life.So you can see students using computers everywhere.The purpose of our survey is to find out the answers to the following questions:1.What brand of computers do students often choose?2.What is the most important factor of choosing computers in students’idea?3.What do students want to do with computers most?After that,we hope the students will know what kind of computers they really need and how many factors must be thought about when buying computers. 相似文献
20.
Peiwei Li Y. Joel Wong Paul Toth 《International journal for the advancement of counseling》2013,35(1):1-15
Using a mixed-methods survey design that was predominantly quantitative, this study explored Asian international students’ willingness to seek counseling. Participants were 177 Asian international students recruited from a U.S. Midwestern University. After controlling for attitudes toward psychological help-seeking and past counseling experience, academic stress was significantly and positively related to willingness to seek counseling for academic problems. Qualitative data were also collected using one open-ended question in the survey: “What comes into your mind when you think about ‘counseling’ or ‘mental health counseling’?” The qualitative analyses revealed positive perceptions of counseling as well as a personal reluctance to seek counseling. 相似文献