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除了美国大学教授协会,美国还有众多的涉及教育和教师的组织,其中影响最大的两个教师组织是全国教育协会（The National Education Association,简称NEA）和美国教师联合会（The American Federation of Teachers,简称AFT）。 相似文献
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英国大学教师与教育发展协会旨在支持和引领教育变革,为大学教师提供学习和交流的平台,促进大学教师以及高等教育的发展。该协会成员,包括机构成员和个体成员(如大学及大学教师),持有共同的价值理念,并通过专业发展、会议与重要活动、出版物、研究以及成员服务五大活动致力于完成协会的五项核心任务。从1993年创立至今,协会获得了快速的发展,对英国乃至整个世界的高等教育产生了一定的影响。 相似文献
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全国教育协会:美国教育界一股不容忽视的力量 总被引：1，自引：0，他引：1
龚兵 《湖南师范大学教育科学学报》2006,5(4):72-76
全国教育协会——美国第一个全国性教师专业组织——自成立以来对美国教育所做的贡献具体表现为：塑造和规范美国教师以及教学专业；关注与推进美国教育的各专门领域；介入并参与地方和州的教育事务；影响和干预美国教育决策。上述对美国教育发展具有重要意义的行动充分展现了全国教育协会无可替代的影响力,也足以说明全国教育协会是美国教育界一支不容忽视的重要力量。 相似文献
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美国全国教育协会是一个在美国甚至国际上都有影响力的民间教育组织,是世界上最大的教师专业团体。文章试通过探讨其历史上在促进教师专业化进程中的努力,阐述美国全国教育协会对我国教师专业化发展的启示和借鉴意义。 相似文献
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英国教育部同意改善教师的工资和待遇 2005年5月26日,英国教育与技能大臣和由英国教师与讲师协会（ATL）、全英女教师工会与校长联合会（NASUWT）、全英学校教师雇主组织（NEOST）、教师专业协会（PAT）、中等学校校长协会（SHA）组成的“报酬与奖励团体”（RIG）联合达成协议,同意“学校教师审视团体”（slmB）就英国教育与技能部的“儿童与学习五年战略”中所提出的旨在改进教师专业化的新建议——从2006年9月至2008年8月两年之间提高教师的工资并支持教师的教学与再培训。 相似文献
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当今世界各国基础教育普及运动已取得颇为有效的成果,学生入学率大幅提高,然而教师的高流动率成为保障基础教育质量的最大障碍。加纳教师协会及教师与教育工作者联合会针对此问题,对近千名教师开展了问卷调查,欲找出教师流动的原因,并据此提出了保留教师的建议性政策,这些意见对我国教师流动问题对策研究具有重要的启示意义。 相似文献
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Science education and teachers: A Karplus lecture 总被引：1，自引：0，他引：1
Jerome Bruner 《Journal of Science Education and Technology》1992,1(1):5-12
This speech is devoted to science education reform and the pivotal role of the science teacher in the process.This paper comprises a speech, the Karplus Lecture, given at the National Science Teachers Association annual meeting, Atlanta, Georgia, April 7 1990. 相似文献
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Rita Hagevik William Veal Erica M. Brownstein Elizabeth Allan Cathy Ezrailson Joseph Shane 《Journal of Science Teacher Education》2010,21(1):7-12
The 2003 National Science Teachers Association Standards for Science Teacher Preparation (NSTA-SSTP) were developed to provide guidelines and expectations for science teacher preparation programs. This article
is the fourth in a special JSTE series on accreditation written to assist science teacher educators in meeting the NSTA-SSTP. In this article, the authors discuss pedagogical content knowledge and how this is expressed in the NSTA-SSTP. Included are competencies and examples needed for a science teacher preparation program to document developing pedagogical
content knowledge in preservice science teachers. 相似文献
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Dr Michael R. Matthews 《Research in Science Education》1990,20(1):220-229
The history and philosophy of science components of the new British National Curriculum, and the American Association for
the Advancement of Science Project 2061 curriculum guidelines are described. Some curriculum background is given to these
developments; and a contemporary international project concerned with the utilization of the history and philosophy of science
in science teaching and teacher education is also described. Finally the recent Discipline Review of the Training of Science
and Mathematics Teachers in Australia is examined and criticised for its lack of recommendations about the need for appropriate
history and philosophy of science courses to be included in science teacher education programmes.
Specializations: history and philosophy of science, philosophy of education. 相似文献
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John Dixon 《English in Education》2009,43(3):241-250
This article examines the way in which curriculum renewal in English teaching in the late 1960s was brought about largely through the democratic process of teacher participation. It describes the role that the newly formed National Association for the Teaching of English (NATE) played in creating the process in conjunction with American colleagues from the National Council of Teachers of English (NCTE) at the 1966 Dartmouth Conference. The author, who participated in this event, describes the values debated at this conference which underpinned reform and which were subsequently tested out and implemented in England by practitioners in schools, supported by NATE local branches. He asks the reader to consider the ways in which this process of reform differs from the ways in which processes of curriculum change are currently structured. 相似文献
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《欧洲教育》2013,45(1):17-21
For a number of years experts who knew both England and the United States tended to claim that the teachers' organizations of England, notably the National Union of Teachers (NUT), were more effective in influencing educational policy than were American national teachers' organizations such as the National Education Association (NEA) and the American Federation of Teachers (AFT). The increasingly militant posture assumed by the National Education Association beginning in the 1960s has altered the comparison somewhat but has not changed the basic point that the NUT is able to exert greater influence on educational policy. 相似文献
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Bonnie J. Brunkhorst 《科学教学研究杂志》1992,29(6):571-583
Recent efforts of the National Association for Research in Science Teaching (NARST) and the National Science Teachers Association (NSTA) have encouraged collaborative “research partnerships” between university researchers and classroom science teachers. This research partners study, begun in 1987, examined student outcomes and teacher characteristics in middle/junior high exemplary programs identified by the NSTA's Search for Excellence in Science Education (SESE). A second year of the study has been completed involving SESE program teachers with similar instructional profiles. Using Iowa Test of Basic Skills and National Assessment of Educational Progress (NAEP) items, key teachers in those SESE programs examined their seventh- and eighth-grade student outcomes in three domains: (a) knowledge, (b) attitudes, and (c) applications/connections. Results were compared with national populations. A similar study was conducted during the second year, involving teachers from the first year and additional teachers with instructional practice profiles similar to those in SESE programs. Teachers were surveyed using a questionnaire from the Report of the 1977 National Survey of Science, Mathematics and Social Studies Education Teachers (Weiss, 1978a) and supplemental questions (Bonnstetter, 1985). This study found that in exemplary middle/junior high programs: (a) as a group, students achieve high scores in science knowledge and maintain or develop positive attitudes toward science; and (b) students need opportunities to make connections between what they learn in science and personal responsibility. 相似文献