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1.
Brooke Boback Eisenbach 《Clearing house (Menasha, Wis.)》2016,89(6):223-227
Caring relationships are a core component in effective classrooms, and safe learning environments. As such, it is important for pre-service teachers to reflect on their own perceptions and experience regarding care and care within the classroom if they are to build upon that knowledge and grow as caring educators. In addition, teacher educators can learn more about the developing theories of care that exist within college classrooms, and utilize this knowledge in working with pre-service teachers to understand the power of care and relationships between students and teachers. The purpose of this article is to examine pre-service teacher perceptions of “care” and caring relationships within the classroom. How do pre-service teachers define “care”, and how do their experiences align with their personal beliefs? More importantly, how do these perspectives shape their teacher identity? 相似文献
2.
Linda Quirke 《British Journal of Sociology of Education》2009,30(5):621-634
The new institutionalism predicts that professionalism is a key element of organizations’ ability to be seen as legitimate. Emphasizing the professionalism and formal credentials of its members lends legitimacy to the organization, protecting it from scrutiny. What happens when this norm of professionalism is absent? How do schools legitimate themselves, if not through professionalism? This paper examines a population of small, secular non‐elite private schools that overwhelmingly hire uncertified teachers. Using data from 60 private school principals in Toronto, Canada, I examine the ways in which private schools tap into alternate means of legitimacy. This study finds that small, secular ‘rogue’ private schools fail to invoke norms of professionalism as a means to garner constituent support and legitimacy. I argue that these schools substitute an innovative, unconventional ‘caring consumer ethos’ in place of teacher professionalism. 相似文献
3.
This article addresses key components of posthumanism and maker literacies by reporting on empirical data from two makerspace research sites. Using posthuman methodologies, we suggest practical considerations of the relational autonomy of materials through entanglements between humans, non‐humans and more‐than‐humans in makerspace classroom settings. We propose answers to the following research questions: How do materials manifest their relational autonomy in makerspaces? How could the relational autonomy of materials impact maker literacies pedagogy? With this article, our contribution warrants researchers to think about the unpredictability of maker work through posthuman methodologies and how maker projects can help speak against the failing student rhetoric in literacy education. 相似文献
4.
《中学生英语》2019,(Z2)
<正>Good morning, everyone! It's my honor to speak here. Today I'd like to share something about healthy eating.As the saying goes, the first wealth is health. It is very important for us to keep healthy. In my opinion, a healthy eating habit is good for staying healthy.How to keep a healthy eating habit? First, have a balanced diet rich in fruit and vegetables. They can provide vitamins that we need to remain healthy. Second, have meals on 相似文献
5.
Dr. Janet Benton Richard C. Zath Frances Hensley Ed.D. Duncan Waite 《The Urban Review》1996,28(3):257-278
Although many educators recognize the importance of voice, fostering voice in those who have traditionally been voiceless
has been difficult. This article, like the program that it describes, tackles that challenge by having participants speak
for themselves. Specifically, the participants speak about their involvement in the first year of an alternative teacher education
project. In describing their involvement, the participants focus on their roles and relationships as well as the type of partnership
and collaboration that emerged from this project. 相似文献
6.
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
7.
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
8.
Every day, early childhood teachers confront issues, problems, and concerns in their classrooms. Sometimes they do nothing. Sometimes they use trial and error. Sometimes they go to a workshop or read an article. We have found a way to intentionally and systematically research and answer our own questions and to enrich our own professional development through teacher research. Teacher research provides early childhood educators with a strategy that supports reflective thinking and practice. This article describes the experience of a small group of early childhood teacher researchers. How is it different from other required assessments? How is it different from other professional development? 相似文献
9.
Several time-use studies in engineering education have shown that students use less time studying than has been allocated in the curricula. It is questionable whether a scarce use of time can lead to deeper understanding and the ability to apply knowledge in problem-solving. The alarming results from earlier time-use studies led to a search for answers to the following questions: How much time do first-year engineering students use for their studies and other activities? Do they spend enough time on studying and other learning activities? Is their time use in agreement with the curriculum? What learning outcomes and grades do students achieve from their studying efforts? Factors that influence student time use and approaches to learning are discussed. A deep approach to learning is desirable and is seen to support comprehension and lead to better learning outcomes. Learning approaches that students choose are both student-related and influenced by the learning environment. How can the learning environment be designed so that students are motivated to assume a deep approach to learning and devote more time and effort to out-of-class studying? Answers to these questions will be helpful for teachers, tutors, teacher educators and designers of curricula, as well as students themselves. 相似文献
10.
E. David Wong 《科学教学研究杂志》1993,30(4):367-380
How can students be taught to develop explanations for scientific phenomena on their own when their background knowledge is incomplete or poorly organized? Evidence from historical accounts of scientific discovery suggest that self-generated analogies—analogies produced by the learners themselves—are a tool by which individuals can generate, evaluate, and modify their own explanations. The central research questions for this study were: Can students use a series of self-generated analogies to bring about change in their understanding of a given scientific phenomenon, and what is the nature of the change in understanding? Participants were asked to create, apply, and modify their own analogies—as opposed to applying a specific analogy provided by an outsider—as a heuristic for constructing, evaluating, and modifying their own explanations for a given scientific phenomena. Nontrivial changes in explanation facilitated by the use of generative analogies were observed. Changes in understanding ranged from the emergence of new explanations to the raising of important questions about the nature of the phenomenon. 相似文献
11.
Andrew Hart 《Learning, Media and Technology》1992,18(1):5-21
This article explores some of the methods currently used for studying television audiences and suggests some new possibilities for teaching about them. These include analysis of ‘hard’ data about television audiences and more subjective insights gained from the experience of being part of an audience. It will offer a framework of questions which ought constantly to be asked about television audiences. For example: what is a television audience? What pleasures do television audiences derive from programmes? How are television audiences composed? How are they addressed? How is television audience research carried out? How do television audiences respond to programmes? And finally, what are the implications of an increased understanding of television audiences for broadcasters and educational television producers?. 相似文献
12.
Set in a yearlong, school-based tutoring program, designed as a community of practice, we use qualitative methodology to examine how 14 preservice teachers learned to become responsive teachers. We focus on one question: In what ways does participating in a yearlong, supervised tutoring program mediate preservice teachers' learning about responsive teaching? The preservice teachers described the ways they came to learn about their buddies and build caring relationships with them. They reported the importance of collaboration with their tutoring buddies, peers, families, and classroom teachers, and that through the yearlong tutoring experience, the preservice teachers gained confidence as teachers and a sense of efficacy as caring educators. This study is important because it uncovers how school-based tutoring programs, modeled as a community of practice, can provide opportunities for preservice teachers to grow professionally to become responsive educators. 相似文献
13.
Bella Gavish 《Teachers and Teaching》2017,23(2):153-170
To open a window into perceptions entailed in the professional world view of special education teacher trainees, three research questions were developed: (a) What are their motives for joining the profession? (b) How do they perceive the role of the special education teacher? and (c) What are their expectations from teacher training? The research was carried out using a qualitative approach. Ninety-three students about to begin their professional training in special education in an Israeli teacher-training college completed a questionnaire consisting of five open questions. The data were analyzed according to the grounded theory approach. The research findings showed that the trainees chose special education because they wanted to belong to a group of teachers perceived as the most ethical; one that considers its mission to help ‘vulnerable’ individuals, mold their characters, and ‘have an impact on society.’ The role of special education teachers was perceived mainly as caring for students and their parents; the trainees expected that during their training, they would become completely familiar with the range of disabilities and how to deal with them, as well as learn about themselves and strengthen their teaching skills. The world of special education was perceived as ‘mysterious,’ having a high moral standing; as a closed profession, in that relations are limited to teacher, child, and parents; but with a spiritual aspect. The professional world of special education as perceived by the teacher trainees was different than that actually waiting for them, and for which teacher training institutes must prepare them. 相似文献
14.
舒启全 《成都教育学院学报》2007,21(4):40-42
我们中国人在国内学英语,不得不学语法,因为我们的母语与英语完全不同,并且在英语课外很少有听、说英语的机会,也就是说,我们不能生活在周围都是说英语或用英文的环境中,因此,我们不能总是沉浸在"自然模仿和熏陶"的英语环境.怎样学习英语语法呢?最好是学英语教学语法并学会从语法到语法技能. 相似文献
15.
Peggy McCardle Hollis S. Scarborough Hugh W. Catts 《Learning disabilities research & practice》2001,16(4):230-239
Several decades of research have made it clear that by the time children enter school they already vary widely in their reading-related knowledge and skills. How well do these differences predict differences in reading acquisition? What can they tell us about the causes of reading disabilities? How might these research findings be used to reduce the number of children who have difficulty learning to read? Answers to such questions are fundamental for designing early interventions for children at risk. In this paper, we summarize what has been learned so far, and discuss what directions need to be taken in future research so as to provide fuller answers. 相似文献
16.
Stem cells constitute an important class of cells in the body that have the ability to perpetuate themselves and remain in an uncommitted state by a process of self-renewal as well as to specialize into new cell types. Their ability to differentiate into multiple cell types marks the tremendous potential of stem cells for tissue repair and organ regeneration. Realization of this potential is rapidly opening up unexplored avenues for curing several ailments including diabetes and neurodegenerative diseases. However, very little is understood about the basic biology of stem cells. For example, what are the biochemical tags that allow us to identify stem cell? Which are the signaling pathways that regulate their function? How does the environment (niche) influence major decisions made by stem cell? Is stem cell therapy the end to all woes, or is there a flip side to the story? This article aims to give an overview of the current status of stem cell research and raises some alarming issues related to stem cell-based therapies. 相似文献
17.
Bernadette Charlier 《The American journal of distance education》2013,27(4):226-237
Abstract This article describes and analyzes actors' experiences of distance learning systems in a wide variety of cultural and organizational contexts. In line with the project of this special series of issues, results of research, much of which is longitudinal, allow us to suggest answers to the following questions: Who are the actors of distance learning? How has their experience of learning systems evolved over the last thirty years? What roles have information and communication technologies (ICTs) played in this evolution? How do actors assess the effects of these learning systems on themselves, on the system itself, or on the organization? What are the future perspectives? 相似文献
18.
Emily H. van Zee Henri Jansen Kenneth Winograd Michele Crowl Adam Devitt 《Journal of Science Teacher Education》2013,24(4):665-691
The ability to listen closely, speak clearly, write coherently, read with comprehension, and to create and critique media offerings in science contexts is essential for effective science teaching. How might instructors develop such abilities in a physics course for prospective elementary and middle school teachers? We describe here such a course, involving collaboration among physics, science education, and literacy faculty members and two graduate assistants. Meeting twice a week for 10 weeks, the course emphasized questioning, predicting, exploring, observing, discussing, writing, and reading in physical science contexts. We report common themes about aspects that fostered or hindered science and literacy learning, changes in views about science teaching and learning, and positive shifts in interest in science and intended teaching practices. 相似文献
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20.
Stephen A. Sherblom Michael W. Bahr 《Journal of educational and psychological consultation》2013,23(1):81-100
In the United States, controversy persists regarding what it means for heterosexuality to be the norm, or more pointedly, what it means for those not strictly heterosexual to be outside the norm. It is important that consultants in schools be aware of the current state of research bearing on homosexuality. Consultation provides a viable approach to assist educators with the questions that students, parents, teachers, and administrators themselves may be asking: What is homosexuality? Is heterosexuality the only natural sexual orientation? Can lesbian, gay, and bisexual people be psychologically healthy? Are the children of lesbian and gay parents “at risk”? Can one become ungay? What about a gay or lesbian teacher? This article explores these questions with particular attention to how consultation may be used to promote educational practices that foster positive school environments for all students. 相似文献