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1.
Learning no longer takes place as effectively as it did before in most current Korean classrooms. Many teachers have voiced
concerns about a notably reduced level of students’ interest in and enthusiasm for learning school materials, lack of students’
attention to their lectures, and lack of students’ involvement in classroom activities. This negative change, which has been
observed since around 1997, is often referred to as “school collapse” in Korea, meaning classroom breakdown. The paper investigates
the factors that have lead to the phenomenon of the school collapse, introduces the 7th National Curriculum as one of the new reform approaches of the Korean government, and makes some suggestions to ensure more
autonomy and diversity in classrooms to promote effective teaching and learning. 相似文献
2.
Hee-Kyung Lee 《Asia Pacific Education Review》2009,10(3):387-397
The purpose of the study is to investigate rating behavior between Korean and native English speaking (NES) raters. Five Korean
English teachers and five NES teachers graded 420 essays written by Korean college freshmen and completed survey questionnaires.
The grading data were analyzed with FACETS program. The results revealed Korean raters’ inferiority in measuring linguistic
components. Furthermore, the Korean raters were more severe in scoring grammar, sentence structure, and organization, whereas
the NES raters were stricter toward content and overall scores. In addition, the analysis of the raters’ responses on survey
discovered that the NNS raters’ perception spread into content and grammar as the most difficult feature to grade, while all
NES raters thought content as the most difficult. Based on these research findings, future research suggestions and implications
are discussed. 相似文献
3.
The brain-drain caused by imbalanced economic development has produced a lack of qualified teachers in rural China. Short-term
volunteer teaching has emerged as a response. Despite the popularity of such programs, little systematic data have been gathered
regarding their strengths and weaknesses. A short-term volunteer teaching program was studied. The volunteer teachers’ characteristics
and teaching experience in the program were explored. It was found that volunteers did not receive sufficient training or
support from the agency. Therefore, they experienced substantial challenges on site and suffered from burnout. Based on the
volunteer teachers’ opinions and agency staff’s suggestions, the authors propose ways to improve short-term volunteer teaching
programs in China. 相似文献
4.
William J. Boone Sandra K. Abell Mark J. Volkmann Fran Arbaugh John K. Lannin 《International Journal of Science and Mathematics Education》2011,9(3):551-569
In 2003 the University of Missouri (with the aid of US National Science Foundation funding) initiated an alternative certification
program (ACP) to address the well-documented need in the US for increasing the quantity and quality of mathematics and science
teachers for the middle and secondary levels. Nationwide current certification programs do not provide the quality and quantity
of mathematics and science teachers needed in schools. As a result most American states have begun to experiment with ACPs
as a way to address the shortage of math and science teachers. To evaluate the success of this program, we collected data
from ACP participants regarding perceived preparation, self efficacy, and outcome expectancy at three time points in the program.
State standards for beginning teachers were used to construct a perceived preparation instrument. Analysis of data suggests
that over time, ACP participants exhibited an increasingly positive view toward their preparation for classroom teaching,
as well as increased self efficacy. However, there was little change in the students’ outcome expectancy over time. In this
article we share details of the unique ACP program and we describe steps taken to collect and evaluate a project data set.
Our work provides useful guidance to researchers and practitioners in the field of science and mathematics teacher education. 相似文献
5.
Herbert G. Heneman III 《Journal of Personnel Evaluation in Education》1998,12(1):43-59
The Charlotte–Mecklenburg Schools school-based performance award program (SBPA) for teachers and classified staff is an accountability program that measures and sets goals for student achievement, provides numerous performance enablers for teachers (such as professional development and information about best practices), and awards monetary bonuses to teachers and staff in schools that meet their goals. Based on expectancy and goal-setting theory, an interview protocol was used to assess teachers motivational reactions to the program. Teachers reported that the goals were specific, understandable, focused, and challenging; there were concerns, however, about being able to meet ever higher future goals. The usefulness of the performance enablers received mixed reactions. Bonuses were viewed as appropriate and an appreciated form of recognition, though of too small an amount. Helping students learn and seeing them meet achievement goals were reported to be more potent motivators than the bonus per se. Comparison of these reactions to those from teachers under the Kentucky SBPA showed both common and contrasting impacts. Numerous implications for future research, and for the design and implementation of SBPA programs, were suggested. 相似文献
6.
Professional Development of Physics Teachers in an Evidence-Based Blended Learning Program 总被引:1,自引:0,他引:1
Hana Berger Bat-Sheva Eylon Esther Bagno 《Journal of Science Education and Technology》2008,17(4):399-409
The present study examined continuity of learning between face-to-face and online environments in a “blended” professional
development program designed for 16 physics teachers. The program had nine face-to-face meetings as well as continuous online
exchanges between them through a website. The program focused on “knowledge integration” (KI) innovative activities in physics
classes using an “evidence-based” approach: The teachers implemented the activities, collected and analyzed data about their
practice and their students’ learning, and reflected on the evidence with their peers. Five reflective tools were used to
promote continuity: Your Comments, Hot Polls, Smashing Sentences, Hot Reports, and Mini Research. Continuity was assessed with regard to the ideas discussed by the teachers and the reasoning patterns that they employed.
Analysis of the online exchanges in relation to teachers’ face-to-face discourse revealed that the teachers discussed the
same ideas (KI, evidence and learner-centered pedagogies), employed the same reasoning patterns (e.g., forming generalizations),
and extended ideas in re-visitation. The online and face-to-face environments played different and complementary roles in
the teachers’ learning. This study shows that appropriate use of an online environment in a blended program can lead to a
continuous course of learning and can transform a “9 once-a-month-meetings” workshop into a “9-month” workshop. 相似文献
7.
Jennifer Goldstein 《Journal of Personnel Evaluation in Education》2005,18(4):235-252
Scholars have argued that combining supervision and evaluation is a conflict of interest that will damage the coaching process.
Peer assistance and review (PAR) is an approach to the supervision and evaluation of teachers that runs counter to this argument,
as the coach charged with providing professional support to a new or struggling veteran teacher also plays a formal role in
that teacher’s summative personnel evaluation. This article presents data from a study of one urban school district in California
as it implemented a PAR program, asking: (1) To what degree do PAR mentees trust their coaches, who conduct both formative
and summative assessments? (2) How do PAR mentees who do not trust their coaches differ from those who do? Mentees’ trust
in their coaches was a point and a half higher than their lack of trust in their coaches, as self-reported on a 4-point Likert
scale. Those mentees who did not report a high degree of trust in their coaches were low-performing mentees. 相似文献
8.
Hsueh-Hua Chuang 《Educational technology research and development : ETR & D》2010,58(2):211-227
This paper explored how the use of weblogs within the portfolio framework affected portfolio production and development for
student teachers, and how the weblog-based electronic portfolio (WBEP) shaped student teachers’ reflective practice during
the student teaching practicum. The individuals participating in this study consisted of 31 elementary school student teachers
from a national university’s teacher education program in Taiwan. Qualitative data analysis revealed that about half the participants’
WBEP maturation level were at Level 2, the Curriculum Vitae WBEP. The two most prominent features of the WBEP platform on
participants’ reflective practice were personal editorship and dialogues with others. Additionally, blog publicity promoted
mandated dossier-like portfolios with which to evaluate performance with respect to external evaluation requirements. Thus,
the reflective themes of most WBEP contents were rather uniform in the study. 相似文献
9.
Valarie L. Akerson Cary A. Buzzelli Jennifer L. Eastwood 《Journal of Science Teacher Education》2012,23(2):133-157
This study explored preservice teachers’ views of their own cultural values, the cultural values they believed scientists
hold, and the relationships of these views to their conceptions of nature of science (NOS). Parallel assignments in a foundations
of early childhood education and a science methods course required preservice teachers to explore their own cultural backgrounds
and their perceptions of the cultural backgrounds of scientists. The Schwartz Values Inventory was used to measure preservice teachers’ personal cultural values and those they perceived of scientists. The Views of Nature of Science version B questionnaire and interviews assessed teachers’ conceptions of NOS. Copies of student work were collected and sought for
themes indicating how preservice teachers perceived scientists’ cultural values and how those perceptions changed over time.
We found that from the beginning to the end of the semester, preservice teachers perceived fewer differences between their
own cultural values and those they perceived scientists held, though they did not change their own cultural values. We found
that preservice teachers’ NOS conceptions improved, and that they were related to both their cultural values and those they
perceived scientists held. Preservice teachers who indicated the fewest differences between their own cultural values and
those they perceived scientists held the most informed conceptions of NOS. 相似文献
10.
Minjeong Park 《Asia Pacific Education Review》2008,9(3):308-319
This study examines 1) how Korean elementary teachers implement curriculum integration in their teaching practice and 2) what
Korean elementary teachers experience in implementing curriculum integration. Several issues evolved from the analysis of
three teachers ’ experiences: firstly, the teachers ’ lack of theoretical frameworks for curriculum integration, secondly,
the teachers ’ pragmatic approach to curriculum integration, and thirdly, the limitations on implementing curriculum integration.
In order for curriculum integration to be properly implemented and sustained, teachers ’ roles in and understanding of the
curricula are crucial. Thus, the implications of the findings are discussed in terms of teacher preparation and training. 相似文献
11.
Teaching and Learning About Inquiry: Insights and Challenges in Professional Development 总被引:2,自引:0,他引:2
Bryan Wee Dan Shepardson Juli Fast Jon Harbor 《Journal of Science Teacher Education》2007,18(1):63-89
The purpose of this study was to determine if teachers who participated in a professional development program continued to
learn about inquiry and inquiry teaching as they implemented inquiry in their classrooms. A qualitative design utilizing inductive
analysis was used to investigate teachers’ understanding and classroom implementation of inquiry. Findings are presented as
assertions, drawing support from four focal teachers. For each assertion, confirming and disconfirming data are presented.
Based on these data, we assert that a) there was little or no change in teachers’ individual understanding of inquiry, and
b) professional development enhanced teachers’ ability to design inquiry-based activities – however, classroom implementation
did not reflect a high level of inquiry. 相似文献
12.
Herbert G. Heneman III Anthony T. Milanowski 《Journal of Personnel Evaluation in Education》1999,12(4):327-341
The present study examines several attitudes of teachers working under school-based performance award programs in which they received monetary bonuses if their school met or exceeded measurable student achievement goals. Teachers in Kentucky and Charlotte-Mecklenburg rated the desirability of receiving a bonus and sixteen other extrinsic and intrinsic outcomes. Factor analysis collapsed these into factors labeled Goal Attainment Rewards (includes the bonus outcome), Learning, Sanctions, and Stress. Outcomes in the first two factors received high desirability ratings while outcomes in the latter two factors were rated low in desirability. In separate analyses, Kentucky teachers reported a relatively low level of motivation by the bonus program and a low desire to see the program continue but were neither more, nor less, likely to want to withdraw from the program through turnover or job transfer. Regression analyses revealed these attitudes to be a function of degree of satisfaction with base salary, the likely value of the bonus, and several aspects of the fairness of the bonus itself and of the bonus program. It was concluded that while bonuses for goal achievement have high motivational potential, this could be offset by the occurrence of multiple undesirable outcomes from the program and by a lack of careful program planning, design, and administration. 相似文献
13.
Sedat Ucar 《Journal of Science Education and Technology》2012,21(2):255-266
Every aspect of teaching, including the instructional method, the course content, and the types of assessments, is influenced
by teachers’ attitudes and beliefs. Teacher education programs play an important role in the development of beliefs regarding
teaching and learning. The purpose of the study was to document pre-service teachers’ views on science, scientists, and science
teaching as well as the relations between these views and the offered courses over several years spent in an elementary science
teacher training program. The sample consisted of 145 pre-service elementary science teachers who were being trained to teach
general science to students in the 6th through 8th grades. The research design was a cross-sectional study. Three different
instruments were used to collect the data, namely, the “Draw a Scientist Test”, “Draw a Science Teacher Test”, and “Students’
Views about Science” tests. The elementary science teacher training program influenced pre-service science teachers’ views
about science, scientists and science teaching to different degrees. The most pronounced impact of the program was on views
about science teaching. Participants’ impressions of science teaching changed from teacher-centered views to student-centered
ones. In contrast, participants’ views about scientists and science did not change much. This result could be interpreted
as indicating that science teacher training programs do not change views about science and scientists but do change beliefs
regarding teaching science. 相似文献
14.
15.
Kui Xie Min Kyu Kim Sheng-Lun Cheng Nicole C. Luthy 《Educational technology research and development : ETR & D》2017,65(4):1067-1103
In this study, researchers designed and implemented a 1-year professional development (PD) program that focused on supporting teachers in evaluating and selecting digital learning contents. Participants in this investigation included 109 teachers who consented to the study amongst a total of 171 teachers from five school districts across central Ohio. In addition to their participation in the PD program, they completed surveys, interviews, and self-reflections in this mixed-method study. The results revealed that teachers’ perceived TPACK increased over time throughout the PD program, suggesting that training teachers to evaluate digital contents can be an effective PD model to improve teachers’ capacity in learning technology integration. The PD program was especially effective for teachers with less prior experience in technology integration or related training. Mathematics teachers, in comparison to teachers from other disciplines, began with low TPACK; however, these initial differences gradually diminished over the course of the PD program. In terms of their motivation in digital content evaluation, teachers’ expectancy for success increased significantly while their task values remained medium high. The qualitative analyses provided additional insights and revealed design suggestions for success in future PDs. 相似文献
16.
Immigrant Parents’ Involvement in American Schools: Perspectives from Korean Mothers 总被引:2,自引:0,他引:2
The purpose of this study is to investigate Korean immigrant mothers’ perspectives on their involvement in American schools. In-depth interviews were conducted with six mothers. The findings indicated that the Korean mothers confronted difficulties while contacting teachers and participating in school activities. These difficulties included linguistic and cultural barriers, feelings of discrimination, and limited school support. Suggestions for both teachers and parents are discussed. In order to build effective and trusting partnerships, teachers need to be sensitive to Korean parents’ needs and perspectives while Korean mothers need to participate in American schools more actively by voicing their concerns and helping teachers understand their unique cultural values. 相似文献
17.
Jeanne Maree Allen 《Asia Pacific Education Review》2011,12(2):289-299
In this paper, I show how Mead’s theory of emergence can prove explanatory in how the theory-practice gap is co-created and
sustained in front-end loading university programs. Taking teacher education as an exemplar, I argue that trainee teachers encounter different and oft-times
conflicting environmental, social and cultural conditions in the two ‘fields of interaction’ of their training program, namely,
the on-campus pre-service program and the in-school experience. The argument draws on interview and focus group data collected
via a study of first-year graduate teachers of an Australian pre-service teacher education program. My conclusions are two-fold.
First, I argue that role taking and self-regulated behaviour within the two environmental fields of interaction in front-end
loading programs inhibit the trainee professional from exercising the power of agency to implement theory learned at university
in practice in the workplace. Second, I conclude that Mead’s theory of emergence proves effective in predicting the obduracy
of the gap between theory and practice in front-end programs. 相似文献
18.
Learning Environment, Interaction, Sense of Belonging and Study Success in Ethnically Diverse Student Groups 总被引:1,自引:0,他引:1
Marieke Meeuwisse Sabine E. Severiens Marise Ph. Born 《Research in higher education》2010,51(6):528-545
The purpose of this paper was to investigate a model for describing the relationships between the extent to which learning
environments are activating and students’ interaction with teachers and peers, sense of belonging, and study success. It was
tested whether this model holds true for both ethnic minority students and ethnic majority students. A total of 523 students
from four different universities completed a questionnaire. Structural equation modeling (Amos) was used to test the model.
The model that best describes the relationships in the group of ethnic minority students (N = 145) was shown to be different than the model that best fits the group of majority students (N = 378). Ethnic minority students appeared to feel at home in their educational program if they had a good formal relationship
with teachers and fellow students. Ethnic minority students’ sense of belonging to the institution nevertheless did not contribute
to their study progress. On the other hand, in majority students, informal relationships with fellow students were what led
to a sense of belonging. In these students, the sense of belonging did further academic progress. 相似文献
19.
A Study on Teaching Gases to Prospective Primary Science Teachers Through Problem-Based Learning 总被引:1,自引:0,他引:1
Erdal Senocak Yavuz Taskesenligil Mustafa Sozbilir 《Research in Science Education》2007,37(3):279-290
The aim of this study was to compare the achievement of prospective primary science teachers in a problem-based curriculum
with those in a conventional primary science teacher preparation program with regard to success in learning about gases and
developing positive attitudes towards chemistry. The subjects of the study were 101 first year undergraduate students, who
were in two different classes and who were taught by the same lecturer. One of the classes was randomly selected as the intervention
group in which problem-based learning (PBL) was used, and the other as the control in which conventional teaching methods
were used. The data were obtained through use of the gases diagnostic test (GDT), the chemistry attitude scale (CAS), and
scales specific to students’ evaluation of PBL such as the peer evaluation scale (PES), self evaluation scale (SES), tutor’s
performance evaluation scale (TPES) and students’ evaluation of PBL scale (SEPBLS). Data were analysed using SPSS 10.0 (Statistical
Package for Social Sciences). In order to find out the effect of the intervention (PBL) on students’ learning of gases, independent
sample t-tests and ANCOVA (analysis of co-variance) were used. The results obtained from the study showed that there was a statistically
significant difference between the experimental and control groups in terms of students’ GDT total mean scores and, their
attitude towards chemistry, as well as PBL has a significant effect on the development of students’ skills such as self-directed
learning, cooperative learning and critical thinking. 相似文献
20.
James Cohen 《The Urban Review》2012,44(2):265-280
In this paper, I explore the perspectives of three adolescent Mexican English language Learners regarding their high school
English as a Second Language (ESL) classroom experiences within an urban city in the southwestern part of the U.S. An additional
purpose is to demonstrate how the three student participants did or did not invest their identities into the imagined communities
of the mainstream program. The paper focuses on two major themes: (1) The ESL classroom provided a socially comfortable learning
environment with little cognitively challenging material, and (2) The ESL class/program did not meet students’ expectations
for their future careers. Due to the students’ disillusionment with the ESL program, despite its many strengths, they projected
their hopes onto an imagined community of the mainstream program. This research can be of use to both teachers and researchers
interested in understanding adolescent immigrants’ perspectives on their ESL schooling experiences. 相似文献