共查询到20条相似文献，搜索用时 15 毫秒
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Metacognition and Learning - Research in the area of metacognition is on the rise. Translating and applying the fruits of basic scientific results to various end-users and real-world scenarios is... 相似文献
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Brian P. Godor 《Teaching in Higher Education》2016,21(2):207-218
Student learning approaches research has been built upon the notions of deep and surface learning. Despite its status as part of the educational research canon, the dichotomy of deep/surface has been critiqued as constraining the debate surrounding student learning. Additionally, issues of content validity have been expressed concerning situational and contextual differences in its interpretation. Q Methodology was used as both a research method and an analytical technique for this study and has as its aim the exploration of subjectivity. The deep/surface dichotomy was not found in this study, but rather three unique types of study approaches. Moreover, though Q Methodology, new novel combinations of statements were able emerge and thus allowing the academic discussion to move beyond the deep and surface dichotomy. 相似文献
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Educators have increasingly implemented remedial education in elementary and secondary schools throughout Taiwan as a systemic approach toward closing achievement gaps. However, students from lower socioeconomic backgrounds and those in remote areas have shown little improvement in academic achievement. This issue raises the question of how educators are providing needed learning support to disadvantaged students in school and classroom settings. Thus, this study applies grounded theory to investigate teachers’ reactions to the remedial education policy in Taiwan, to have a reflective assessment on the policy, and to provide suggestions for policy implementation. The findings suggest that teachers’ responses to this government-imposed, centralized approach—classified as “cosmetic compliance,” “professional commitment,” and “try-out participation”—vary widely based on whether their ideological underpinnings are consistent with the government’s policy intent to close achievement gaps, and on whether they are equipped with professional knowledge and practical strategies to support the effective implementation of remedial education. Based on the findings, this study develops an interactive systemic model for more effectively implementing the remedial education policy, which illustrates a conceptualization that educational practitioners can hold professional autonomy while improving teaching and learning for low-achieving students. 相似文献
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Mary Ruth Coleman 《欧洲特需教育杂志》2017,32(4):484-486
Anders Gustavsson, Anna Kittelsaa and Jan Tøssebro describe an important dilemma: most published research shows positive outcomes for the intervention being studied, thus making it difficult to determine which of the interventions would be best suited for any given situation. The author’s discuss this within the context of the Dodo Bird effect, that “all are winners and all should get prizes” and call for a new research paradigm; challenging us to go beyond a surface look at interventions to identify the common factors across interventions that may act as the deeper anchors of success. This response, to the paper, explores why publications tend to focus on positive outcomes, briefly addresses a broader conceptualization of an evidence base, and discusses the possible use of a “root causes” approach to identify common factors that lead to success across interventions. 相似文献
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Lucy Spowart Jennie Winter Rebecca Turner Reema Muneer Colleen McKenna Pauline Kneale 《International Journal for Academic Development》2017,22(4):360-372
AbstractIn this paper we report the outcomes of a national survey of academic development staff in a range of UK HE Institutions to consider the approaches adopted to evaluate teaching-related continual professional development (CPD). Despite the increasing drive towards accountability, the majority of respondents undertook no benchmarking to establish existing knowledge, there was minimal use of existing data sets, and few evaluated provision longitudinally. We argue that in order to arrive at an evidence-informed approach, evaluation and teaching-related CPD must be clearly conceptualised, and aligned with institutional priorities. The involvement of students with staff CPD could also be usefully explored. 相似文献
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黄培玉 《中学英语园地(高三版)》2006,(10)
在2006年全国各省市15套高考英语试卷中,考查介词的试题总共有12题,而其中考查介词beyond的就有4题,它们是:(下划横线的选项为正确答案)1.(2006安徽,26)Its quite m e w hy such things have beenallowed to happen.A.for B.behind C.against D.beyond2.(2006福建,23)Sorry,M adam.Y ou d better com e tom orrow be-cause its the visiting hours.A.during B.at C.beyond D.before3.(2006江西,24)This new m odel of car is so expensive that itis the reach ofthose w ith average incom e.A.over B.w ithin C.beyond D.below4.(2… 相似文献
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In 2010, an Indigenous Elder from the Wiradjuri nation and a group of academics from Charles Sturt University travelled to Menindee, a small locality on the edge of the Australian outback. They were embarked upon an ‘adventure-learning’ research journey to study ways of learning by creating a community of practice with an Elder from the Ngyampa/Barkandji nation. This article first explores the implications of this innovative approach to transformative learning for professional development and for teaching and learning practice. It then reflects on the significance of location for pedagogic approaches aimed at closing the education gap between Aboriginal and non-Aboriginal Australians in universities. 相似文献
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When someone says,“Well,i guess i‘ll have to go face the music”it does not mean he is planning to go to a concert .it is something far less pleasant,like being called in by your boss to explain why you did this and did that,and why you did not do to this or that sour music indeed,but it has to be faced. 相似文献
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随着电影《冒牌天神》(Bruce Almighty)的上映,在美国长寿喜剧Friends《六人行》中饰演瑞秋(Rachel)的珍妮佛.爱妮斯顿(Jennifer Aniston)又成功向电影事业迈进一步,她的其他5位老友,继《六人行》之后的星途又如何呢? 相似文献
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Joy Walker 《Sex education》2013,13(3):239-254
The social and political climate of sex education over the last two decades has dramatically changed, with parents now being encouraged to work in partnership with professionals. This paper seeks to further the argument that involving parents in their child's sex education does matter and can have an impact on their child's future sexual health. It discusses the reality of parents' roles and skills in providing sex education within the family. In particular, the discussion explores myths parents associate with sex education, involving fathers in provision, siblings as peer educators, health professionals' attitudes towards involving parents, and school partnerships. The author calls for professionals to involve parents alongside other sources of sex education in health and educational strategies to address sexual health issues and improve sex education. Otherwise future generations of children will experience a closed cultural attitude towards sexual matters and we will not achieve lower teenage pregnancy rates or view sex education positively. 相似文献
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When it comes to social mobility,what goes up tries very hardnot to come down.Middle-class parents pay for private schools;they move into thecatchment areas of good state schools;they manipulate tax regime-s to ensure that their children inherit propetry;they pull strings toget job interviews and network like mad.Policy-makers trying to doanything about these social facts face in-built resistance to change in 相似文献
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British teachers’ transnational work within and beyond the British Empire after the Second World War
Kay Whitehead 《History of education》2017,46(3):324-342
Focusing on British graduates from Gipsy Hill Training College (GHTC) in London, this article illustrates transnational history’s concerns with the reciprocal flows of people and ideas within and beyond the British Empire. GHTC’s progressive curriculum and culture positioned women teachers as agents of change, and the article highlights the lives and work of married and single graduates overseas after the Second World War. Some migrated to the dominions of Australia, Canada and New Zealand, while South Africa and Southern Rhodesia (Zimbabwe) were popular destinations for short-term teaching contracts. A few graduates went to the colonies as missionaries and colonial servants, and a handful taught in extra-imperial sites. Wherever they were located, these British women promulgated the college’s progressive ideals and shared their experiences with people at home in Britain, thereby shaping understandings of the Empire and constructing a world that was differentiated by class, gender, race and nation. 相似文献
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Emma Capper 《Education 3-13》2013,41(1):90-99
A case study was conducted with a class of twenty 7- to 8-year-old children in a primary school in the North West of England, to explore possible links between the use of a school reading scheme and children's involvement in wider reading. A questionnaire was administered to all children in the class, followed by semi-structured interviews with three children. The findings revealed that the vast majority of the children held extremely positive views of their reading scheme books but were also very enthusiastic wider readers, be it either independent reading or reading with a parent or carer. Further findings emerged suggest that environmental factors, such as access to books at home and library usage, also play an important part in children's involvement in wider reading. 相似文献
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Mia Treacy 《Irish Educational Studies》2017,36(3):375-397
Research that aimed to examine teachers’ experiences whilst implementing a reform approach to mathematics teaching in an Irish primary school forms the basis of this paper. In particular, factors that contributed to changing mathematics practice in this case study school are outlined. The school engaged in professional development (PD) that focused on using an instructional framework [Hiebert, J., T. P. Carpenter, E. Fennema, K. C. Fuson, D. Wearne, H. Murray, A. Olivier, and P. Human. 1997. Making Sense: Teaching and Learning Mathematics with Understanding. Portsmouth: Heinemann] in the school-identified strand units of length and weight. Four classes were tracked throughout the study and each class acted as a sub-case within the larger study. Data collected through lesson observations, teacher interviews, pupil work samples, and pupil focus group interviews were used to compare teachers’ experiences and to identify what supported and enabled them to change their practice, in addition to highlighting challenges that may have prevented such change. Findings were that shifts in practice were evident to different degrees in the four classes during the study. In relation to enabling factors, findings suggest that tailored PD, and the use and refinement of an instructional framework contributed to enabling teachers in changing their mathematics teaching. In particular, teachers reported that the 4Ts instructional framework was a very useful tool in supporting them to change mathematics teaching. 相似文献
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请看下面一道高考题： Everybody was touched ________words after they heard her moving stotry.A. beyond B. without C. of D. in答案解析：A。本题考查介词的用法。句意：听了她那感人的故事后,每个人被感动地说不出话来。beyond在这里表示“非……所能及;超出”的意思。 相似文献