The four areas of non‐academic development considered were: the young people's rating of their own ability in English, mathematics, science and practical subjects, their academic motivation, their plans for further education and occupational aspirations and their behaviour at school. However, in general there were no differences in any of these respects between children in streamed, setted and mixed‐ability schools.
The implications of these findings are discussed, in particular the potential differences which could arise between schools with different policies if more appropriate methods of teaching and organisation were adopted. 相似文献
The results of the survey show that while international students experience more problems, and experience them to a more serious degree than their Australian counterparts, the nature of the issues which are of most concern are generally shared. These are concerns about financial issues such as access to Austudy for local students, and the level of fees for international students and the ability to find part‐time work for both groups. The other broad group of issues of concern was study related: workload, fear of failure, loss of motivation, doubts about academic ability, nervousness and tension. Notably, in spite of the differences ‐between the three institutions – the University of Adelaide representing a ‘traditional’ university, Flinders University of South Australia, a ‘1960s’ university and the University of South Australia a ‘post‐1987’ university – the student responses across the three institutions were remarkably similar.
In terms of student evaluations of the quality of the education and services provided, Australian students were consistently more likely to rate aspects of teaching more positively than their international counterparts, but for both groups it was evident, particularly in their comments, that aspects of teaching such as the quality of lectures, accessibility of staff, availability of resources and staff: student ratios were of major concern.
The findings lead to the recommendations that universities could improve both local and international student experience by providing clear information about courses and course expectations, by the provision of effective feedback on assignments, by embedding the teaching of academic skills within courses, by increasing course flexibility to enable students to balance study and earning demands, and by ensuring that student support services are adequately resourced. 相似文献
It is particularly concerned with the means to be used in the measurement of research productivity in the ‘emerging universities’, namely the two Polytechnics and the Baptist College.
In recent years a number of Polytechnic‐style institutions in Australia have undergone a process of ‘becoming universities’ and It Is proposed that Hongkong may be able to learn from their experience.
An Important focus in this paper Is on the development of equitable and realistic indices of performance that will be accepted by academic and administrative staff In calculating the merit and worth of their efforts in relation to research — which for a number of Polytechnic and College staff has not been a significant aspect of their overall academic role. 相似文献
In 1991 a subsequent award restructuring decision imposed the trial requirement of routine appraisal of academic staff for development only. This paper discusses the issues arising for academic staff as a result of these requirements, particularly the difficulty for an appraiser of separating the purpose of judgement from that of development, and it analyses the nature of the training needed for developmental appraisers.
It is concluded that as a result of the 1991 decision there is now a chance that academic staff development will be taken seriously if the funding implications of these requirements are honoured. 相似文献
All plans for this integrated training program are designed to provide training normally encompassed by the traditional two‐stage programm.
The integrated training program includes:
- studies in the areas of education and social science;
- studies in two major subjects which are later to be taught at school;
- practical studies and activities.
The new model leads to the following degrees:
- nine semesters of study for a Certificate of Qualification for primary and lower‐level secondary school;
- eleven semesters for a Certificate of Qualification for higher‐level secon dary school and the education of exceptional children.
Theoretic training in major subject areas and related didactic training as well as education and social studies take place chiefly in the form of projects. A basic assumption is that interdisciplinary projects which are practice‐ and problemoriented permit a highly desirable integration of theory and practice on the whole.
In the project, contact teachers are an essential link between field practice at school and academic training at the university. Contact teachers are under contact to the university for an extended period of time (generally three years). In place of remunation, their teaching loads are reduced by ten hours per week.
In 1978/79 the project will be put to the test as the first generation of students prepares for State Board Examinations. 相似文献
Professor Wade Madsen has been teaching at Cornish College of the Arts since 1985. This article serves as a window into his educational approach to teaching advanced choreography. 相似文献
These trends are having important implications for the scope of practical training and its relationship to other parts of the studies. Traditional forms of practical training that had developed at pedagogical academies are being discontinued but the new ones are not yet firmly established.
The existing forms of practical training of student teachers are briefly described (exercises in general professional courses, exercises in classroom observation, teaching attempts and block practice). In addition, the role of teachers of special didactics and the role of practice teachers is analysed.
The pragmatic character of practical training has to be overcome on the basis of systematic attempts to confront students’ subjective theories on teaching and learning, based on experience, with scientific theories throughout the process of their training.
An important prerequisite for the necessary integration of different components of study and especially of theory and practice is cooperation between university teachers of academic, general professional subjects and special didactics. How do we achieve such a cooperation and overcome the negative attitude of teachers of academic subjects toward professional and practical training of students? This remains one of the open problems in the reform of teacher training in Slovenia. 相似文献
Purpose: In the current study, the purpose was to investigate the relations among perceived teacher affective support (PTAS), academic emotions (academic enjoyment, academic anxiety, and academic hopelessness), academic self-efficacy and behavioural engagement in elementary school science classrooms in Turkey.
Sample: A total of 633 fourth- and fifth-grade students in eight elementary schools in Istanbul, Turkey were participated in the study.
Design and methods: A self-report questionnaire was administered to participating students. The data were analysed using structural equation modelling.
Results: Findings showed that PTAS was both directly and indirectly related to the given variables. PTAS was found to be significantly positively associated with students’ academic enjoyment, academic self-efficacy and behavioural engagement and significantly negatively related to their academic anxiety and academic hopelessness in science classrooms. An important finding is that the total effect of PTAS on behavioural engagement, a factor strongly associated with academic success in all disciplines, was as strong as the effect of students’ perceived academic self-efficacy beliefs in science.
Conclusions: Findings suggest that PTAS may help promoting positive emotions and motivation among students in science classrooms, eventually leading to more desirable attitudes and achievement outcomes in science. Teacher affective support deserves greater recognition from researchers, educational policy-makers, administrators and teachers to build better learning conditions for all students. 相似文献
There has existed, traditionally in Hungary, the two routes through teacher‐training familiar to many Western countries, characterised as the e'cole normale/university dichotomy. This has revealed a familiar problem: the older the age‐range for which the student is being trained, the less emphasis on pedagogy in the training.
Hungarian teacher education faces other problems. There is still a shortage of teachers, despite a high level of demand for training; demographic problems weigh heavily.
Attempts at finding solutions through mergers of institutions at different levels meet resistance, and the conflict of values from universities and teachers’ colleges echoes similar debates in, for example, France and Greece. The problems encountered raise a fundamental question: who should decide the nature of the teacher‐training programme: the specialist academics and pedagogues, or the employing community? In Hungary, the debate continues. 相似文献
Students vary widely in their responses to teaching by these techniques. Over the four years of the study (1975–78) four major patterns of response have emerged. These are described as learning profiles. The profiles are composed from curves depicting the attainment of individual students, measured in seven weekly assessment tests given during group sessions. The assessment tests measured performance in four capacities, based on Bloom's criteria, viz. recall of knowledge, comprehension, application and short‐chain problem solving. Learning curves for each of these four capacities were obtained for each individual student. Other variables, e.g. general ability, age, sex, anxiety, motivation, time spent etc. were also determined for each student.
The purpose of the course is to train students to solve problems in plant anatomy. Although strategies for solving long‐chain problems were not practised in groups, the component skills used in their solution were practised in the weekly test items.
From the profile types — i.e. the patterns of individual response to the teaching ‐ it was possible to make some prediction about performance in the final examination, although this examination was predominantly one to test capacity to solve long‐chain, multi‐step problems. 相似文献
This investigation, through the means of a structured questionnaire, studied the involvement of members of the University's teaching staff in instructional materials development for distance study. It enquired into the time they spent on such activity, their levels of satisfaction with the materials they produced, various preferences and their views on how the process of instructional materials development at USP could be improved.
Responses received revealed a rather unsatisfactory picture with a cry for, among other things, more time, advance planning, greater consultation among colleagues and adequate support services in instructional materials development for distance study. 相似文献
Structural Analysis, in the disciplines of Civil and Structural Engineering is a particular case in point since virtually all of the professional numerical analysis of structures is now carried out by a computer. If this is the case, we must seriously ask ourselves why we are teaching the students to carry out lengthy calculations which will never be used in practice.
The computer may be the engine of change for the syllabus content but it offers in return facilities for learning, particularly in formative assessment, unavailable before.
The student may use the computer to test various ideas about the way a structure works under various loading conditions and thereby acquire an understanding of structural behaviour which may not be available in the design office. 相似文献
(1) More case-studies of engineering problems highlighting information retrieval aspects.
(2) More accurate grounding in the way engineers actually use information.
(3)Better integration between lectures, information guides, exercises and test material.
(4)Greater emphasis on the analysis stage of technical problems, and linkage to types of available information to help generate solutions—information needs analysis.
Scope exists for packaged teaching material incorporating improvements and drawing upon advances in educational technology such as CAL methods. The author attaches a sample scheme based on advanced manufacturing themes, developed for the BTEC Production Engineering course at Coventry Polytechnic in the UK. 相似文献
This paper describes the development and content of an in‐service professional development programme designed to meet the needs of part‐time staff as well as experienced staff. The principal sponsor of the project was an external examination body. 相似文献
Purpose: Aiming to understand the enrolment dynamics, this study analyses sample-based data from Finland’s National Assessment in Science to determine whether pedagogical approaches influence student intention to enrol in upper secondary school physics courses.
Sample: This study examined a clustered sample of 2949 Finnish students in the final year of comprehensive school (15–16 years old).
Methods: Through explorative factor analysis, we extracted several variables that were expected to influence student intention to enrol in physics courses. We applied partial correlation to determine the underlying interdependencies of the variables.
Results: The analysis revealed that the main predictor of enrolment in upper secondary school physics courses is whether students feel that physics is important. Although statistically significant, partial correlations between variables were rather small. However, the analysis of partial correlations revealed that pedagogical practices influence inquiry and attitudinal factors. Pedagogical practices that emphasise science experimentation and the social construction of knowledge had the strongest influence.
Conclusions: The research implies that to increase student enrolment in physics courses, the way students interpret the subject’s importance needs to be addressed, which can be done by the pedagogical practices of discussion, teacher demonstrations, and practical work. 相似文献
The academic dilemma posed by the challenge of CAE is presented and a new educational approach based on CAE as the teaching vehicle advocated. The introduction of CAE is seen to provide an opportunity to re–appraise teaching philosophy, devise new objectives and fundamentally revise teaching methods to take full advantage of the potential available.
One academic response to the challenge of CAE is discussed and illustrated with reference to several documented examples. The use of CAE as a design tool for problem simulation and solution is advocated. The paper concludes by observing the need to change traditional teaching philosophy, methodology and practices. 相似文献
This paper recounts some of the principal findings of research in which the teaching staff of a large 9‐13 middle school were interviewed individually regarding their perceptions of their South Asian pupils. The school has an almost wholly South Asian intake and is situated near the centre of a large northern city.
The teachers’ markedly deficit view of their charges is detailed and this is followed by an explanation of their constructions in microsociological terms. A model is presented which clarifies the processes by which close intercultural interaction seem to accomplish worlds as divergent.
The author teaches children with special educational needs at the school in which the study was undertaken. 相似文献