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1.
Educational psychology courses should be the best taught courses on college campuses given that its instructors and textbook authors are resident experts in learning and teaching. More specifically, we contend that educational psychology courses should adhere to six principles. Educational psychology courses should: (a) be driven by teaching models, (b) integrate theory and practice, (c) provide opportunities to practice teaching skills, (d) present an integrated model for instructional planning, (e) prepare teachers to teach learning strategies, and (f) help students learn. We surveyed practicing teachers and analyzed current educational psychology texts and found that these principles are not upheld. We report on the principles, our findings, and how an educational psychology course that upholds these principles might be developed. 相似文献
2.
John Riley 《Journal of Criminal Justice Education》2013,24(2):443-461
While classic texts on the prison have long been an important resource for those teaching courses on corrections, prison life has changed dramatically since many of these works were written. For this reason, some instructors may choose to drop classic texts in favor of more recent works. This essay examines recent firsthand accounts of prison written by Ted Conover, Victor Hassine, and Leonard Peltier and argues that such works may be used in conjunction with classic texts to provide students with an exciting, contemporary, and theoretically sophisticated account of prison life. By comparing these recent works to a particular classic text, Sykes's Society of Captives, this essay illustrates this potential for symbiosis and demonstrates some of the ways in which new works provide opportunities to extend our understanding of the classics. When used with classic texts, recent firsthand accounts offer instructors opportunities to illustrate and explain the significance of abstract concepts, to examine issues of continuity and change in corrections theory, and to encourage critical thinking on important issues. 相似文献
3.
Exemplary science instructors use inquiry to tailor content to student’s learning needs; traditional textbooks treat science
as a set of facts and a rigid curriculum. Publishers now allow instructors to compile pieces of published and/or self-authored
text to make custom textbooks. This brings numerous advantages, including the ability to produce smaller, cheaper text and
added flexibility on the teaching models used. Moreover, the internet allows instructors to decentralize textbooks through
easy access to educational objects such as audiovisual simulations, individual textbook chapters, and scholarly research articles.
However, these new opportunities bring with them new problems. With educational materials easy to access, manipulate and duplicate,
it is necessary to define intellectual property boundaries, and the need to secure documents against unlawful copying and
use is paramount. Engineers are developing and enhancing information embedding technologies, including steganography, cryptography,
watermarking, and fingerprinting, to label and protect intellectual property. While these are showing their utility in securing
information, hackers continue to find loop holes in these protection schemes, forcing engineers to constantly assess the algorithms
to make them as secure as possible. As newer technologies rise, people still question whether custom publishing is desirable.
Many instructors see the process as complex, costly, and substandard in comparison to using traditional text. Publishing companies
are working to improve attitudes through advertising. What lacks is peer reviewed evidence showing that custom publishing
improves learning. Studies exploring the effect of custom course materials on student attitude and learning outcomes are a
necessary next step. 相似文献
4.
胡行超 《宁波教育学院学报》2008,10(4):59-62
通过鼓励真实交际,提高学习动机,促进个人成长等三方面强调了文学文本在第二语言学习中的重要性。同时,对国内公开出版发行的针对大学非英语专业学生的读写、综合教材进行随机抽样分析,发现近年出版的教材文学文本占所选文本的比例普遍较低,提出部分语言教材的编写人员对文学文本在大学英语教学中的作用未能引起足够的重视。 相似文献
5.
David Wagner 《Educational Studies in Mathematics》2012,80(1-2):153-169
This analysis of the writing in a grade 7 mathematics textbook distinguishes between closed texts and open texts, which acknowledge multiple possibilities. I use tools that have recently been applied in mathematics contexts, focussing on grammatical features that include personal pronouns, modality, and types of imperatives, as well as on accompanying structural elements such as photographs and the number of possibilities presented. I extend this discussion to show how even texts that appear open can seduce readers into feeling dialogue while actually leading them down a narrow path. This phenomenon points to the normalizing power of curriculum. For this analysis and reflection, I draw on mathematics textbook material that I wrote. As a way of modelling an alternative to normalization, I identify myself as a self-critical author and thus invite readers to be critical of their reading and writing of mathematics texts. 相似文献
6.
因果概念和解释是学科知识中最重要的内容。运用韩礼德系统功能语法理论分析大学双语课上所使用的教材文本语篇的特点,以及教师对教材中的因果性关系进行解释时所使用的词汇语法结构。结果发现：为了帮助学生更好地理解教材文本语篇因果性解释中语法隐喻的意义,教师使用了一系列下行性功能重塑语,即把高级复杂的语法结构转换成简单的一致式语法结构。此发现对中国双语教学具有一定的启示。 相似文献
7.
The purpose of this research is to provide insight into the several aspects of instructional use of emerging web-based technologies. The study first explores the extent of Web 2.0 technology integration into face-to-face classroom activities. In this phase, the main focus of research interests was on the types and dynamics of Web 2.0 tools used by community college instructors. In the second phase, we were predominantly interested in instructors’ preferences toward tools and the major barriers instructors confront in integrating these tools in a traditional educational setting. The study reveals the extent of instructors’ use of Web 2.0 tools in the classroom relates to a) their level of education and b) training on the tools. Results clearly indicate that level of education and current use of web 2.0 technologies in instruction are major determinants of the instructors’ preferences toward different groups of Web 2.0 tools. Finally, lack of faculty training opportunities was identified as the main barrier for using Web 2.0 technologies. The study offers research based evidence which undoubtedly represent the current trends and issues in the process of technology integration into course curriculum at a community college level. Considering obtained findings, we suggest implementation of an institutional and systematic approach to reinforce inclusion of Web 2.0 technologies in traditional teaching and learning. 相似文献
8.
Brion Sever 《Journal of Criminal Justice Education》2013,24(2):337-353
Research methods are perhaps the most difficult subject matter to teach in the graduate criminal justice curricula. This is in part due to the mix of practitioners and aspiring researchers in most criminal justice graduate departments, leading many instructors to question whether their own coverage is in line with the needs of their graduate students as well as the coverage of other instructors. Also complicating matters is that research methods textbooks are not geared specifically for the graduate level, and thus may neglect topics that are necessary for today's criminal justice graduate students. The present study addresses these concerns by providing an analysis of 11 current criminal justice research methods textbooks, as well as a survey of 36 instructors of graduate criminal justice and criminology research methods classes. Both the texts and instructors are found to place a strong focus on quantitative methods, while the textbooks tend to place a greater emphasis on qualitative methods than the instructors. Moreover, both the texts and instructors neglect topics crucial to today's criminal justice graduate student, including grant writing, article writing and critiquing, and standards for collaborative research efforts. 相似文献
9.
Adoption of open educational resources (OER) textbook for an introductory information systems course
Open educational resources (OER) can make educational resources widely available to all students and educators for free; however, OER are still untried in many academic programmes in higher education. This article reports a case of adoption of an open access textbook for an introductory information systems course and discusses the process and suggestions of adoption of an OER textbook based upon the authors’ own experience. The study indicates that the process of adoption of an open access textbook demands more intellectual work on the instructors’ side in comparison with the adoption of a new commercial textbook. The study suggests that discipline-based communities of practice (CoP) can ease the workload problem in the process of adopting OER textbooks. The findings are important in encouraging the OER community to shift from project-based OER textbook development to discipline-based CoP for effective OER textbook adoption. 相似文献
10.
教科书是向学生传播知识的重要工具之一,应该是传达最真实、最准确知识的载体,具有极强的经典性。目前,我国通用的中小学教材中还存在着许多错误,如人教版《语文》九年级上册就存在课文文字误引、地名注释不合于当代行政区划等问题。教材质量的高低,直接关系到教学质量的高低和人才培养的成败。因此,必须注重教材编写队伍的建设和教材编写的质量审定。 相似文献
11.
Jack Snowman 《Educational Psychology Review》1997,9(2):151-170
Teacher education students sometimes question the value of educational psychology courses even though educational psychology textbooks are primarily concerned with understanding and improving classroom teaching and learning. A survey of current educational psychology textbooks and instructors reveals that (a) most texts cover a wide variety of topics, (b) instructors rate most of these topics as important, (c) there are large variations in depth of coverage among texts, and (d) all texts contain numerous classroom applications. The questionable reputation of the educational psychology course may stem from its broad coverage. A dozen or more topics in one semester may decrease the probability that most students will achieve a solid grasp of any one topic, leaving students uncertain about the course's meaning and applicability. A proposed solution is to offer the introductory course as a two-semester sequence, with the second course offered as an elective. 相似文献
12.
Robert Holmgren 《Technology, Pedagogy and Education》2016,25(2):249-267
When distance learning supported by digital technologies was introduced in firefighter training in Sweden some years ago, training exercise instructors accustomed to face-to-face teaching in the field had to adapt their professional roles to an electronic landscape with a number of new opportunities and constraints. Based on activity theory and comparisons between campus and distance mode, this study was aimed at increasing the understanding of how the training exercise instructor role is affected by the shift towards technology-enhanced distance learning. An analysis of interviews with instructors and students, and observations of response exercises, show that contradictions are emerging in the distance mode between instructors’ motives, their technology tools and the object of the training they provide, and also between the two types of training, that is, the campus and the distance modes. Structural tensions and personal motives contribute to changes in the division of labour with instructors tending to adopt a much more passive role in the distance mode compared to their more active role in the campus mode. 相似文献
13.
2001年开始的国家基础教育课程改革是一场全面而深刻的变革.教科书作为师生展开教学对话的文本、媒介和工具,师生对新教科书的认同情况将直接影响课程改革的进程.通过对师生基于教科书认同现状的文献梳理,发现教师对新课程教科书的内容选取及呈现方式等认同度不高,而学生对新课程教科书的插图、内容难度等的认同度较高.师生对教科书的认同程度受到教师对新课程的理解以及学生的差异、学习兴趣等的影响. 相似文献
14.
Mary Zimmerer Kim Chuppa-Cornell Tricia Sindel-Arrington 《Community College Journal of Research & Practice》2013,37(12):865-879
ABSTRACTSkill and drill remediation in developmental reading courses do not prepare students for reading tasks in future college-level courses. When a skill and drill model is replaced with a model that utilizes contextualization, students engage in relevant activities with authentic texts to prepare students for college-level activities. The reading department at Chandler-Gilbert Community College (CGCC) eliminated the skill and drill textbook from its courses and teamed with library faculty to create a curriculum integrated with information literacy. Reading and library faculty provided students contextualized project-based activities that integrated reading and information literacy strategies. The development, redesign, and implementation of CGCC’s reading program that eliminated textbooks and contextualized information literacy and reading strategies through project-based activities are described in the present study. This study further addresses gaps in the literature regarding a fully contextualized reading course that can be implemented for no more cost than the cost of a traditional curriculum. 相似文献
15.
As the task of selecting an appropriate textbook for a course is difficult this article presents a procedure (checklist) which instructors might adopt to assist in their decision making. The Textbook Selection Checklist is developed from a strong empirical base and has been trialled to assess the relative merits of introductory and educational psychology textbooks published since 1975. The results of this assessment are provided and the implications for students, instructors, and publishers are discussed. 相似文献
16.
There are limited studies with conflicting results examining textbook use and student performance at the university level. To learn more, we surveyed instructors and over one thousand students in 12 undergraduate introductory science courses. The majority (77%) of the students reported reading the textbook either “often” (>75% of the assigned reading) or “sometimes” (25%–75% of the assigned reading). Those who read “often” had better final marks those who read “sometimes,” but surprisingly, those who reported “rarely” reading the textbook did as well as those who read “often.” Perceptions of the usefulness of the textbook were generally more favorable in courses in which some marks were based solely on the readings. We conclude that there appears to be different types of learners: some may need to read the textbook “often” to do well, while others do not. 相似文献
17.
ZHOU Qing ZHU Peng-tao College of Chemistry Material Science YANG Hui-xiang Editoral 《课程.教材.教法》2008,(3)
教材是学生学习的资源,是促进学生发展,实现课程目标的工具。以学科为基础的综合化分科教材设计是高中化学教材处理好综合性内容与化学学科内容的关系,体现自然学科知识与社会学科知识之间的内在联系及化学与社会和学生和谐发展的一个有效途径。 相似文献
18.
K. Brent Askins Michael J. Galloy 《Community College Journal of Research & Practice》2013,37(6):509-517
The quality of instruction provided through the post‐secondary technical institutes reflects the capabilities of the instructors. It would be ideal ifinstructors were trained through traditional teacher education programs. However, instructors inpost‐secon‐dary technical education generally have few collegiate programs in teacher preparation available to them. The Georgia Instructor Academy is responsible for delivering in‐service training to both new and experienced instructors. The academy is divided into three specific divisions: the Technical Training Division, the Instructor Training Institute (ITI), and the Professional Development Division. Technical Training provides instructors with opportunities to advance their occupational expertise. Training is delivered through classes, workshops, seminars, and industry‐based practicums and internships. The ITI delivers pedagogical development. It provides new instructors with the basic pedagogical skills needed to become effective teachers. The ITI is broken into three hierarchical phases. Professional Development provides experienced instructors with activities that enhance their professional lives. Classes, seminars, and workshops offer instructors opportunities to serve themselves, their home institutes, and professional organizations. Educationally, the Georgia Instructor Academy provides various opportunities to develop and enhance the quality of Georgia's postsecondary technical teachers. By addressing these three important areas of teacher education this comprehensive program will benefit both students and, ultimately, the State of Georgia. 相似文献
19.
D P Newton 《British journal of educational technology : journal of the Council for Educational Technology》1984,15(1):43-51
This is a report and analysis of a survey of A-level textbook use in physics, chemistry and biology by sixth-form students, taken at the end of their courses in English secondary schools. Texts are being used but primarily after the lesson, at the student's discretion and with great variations between students as far as the amount read is concerned. Biology texts were used, on average, the most and physics texts the least. Differences also existed in the detailed nature of use. The implications for textbook critics, writers, teachers and teacher trainers are briefly discussed. 相似文献
20.
Kathleen M. Sheehan 《Educational Measurement》2017,36(4):35-43
Automated text complexity measurement tools (also called readability metrics) have been proposed as a way to help teachers, textbook publishers, and assessment developers select texts that are closely aligned with the new, more demanding text complexity expectations specified in the Common Core State Standards. This article examines a critical element of the validity arguments presented in support of proposed metrics: the claim that criterion text complexity scores developed from students’ responses to reading comprehension test items are reflective of the difficulties actually experienced by students while reading. Evidence that fails to support this assertion is examined, and implications relative to the goal of obtaining valid, unbiased evidence about the measurement properties of proposed readability metrics are discussed. 相似文献