Student teachers’ perceptions and evidence of peer learning through co-teaching: improving attitudes and willingness towards co-teaching     

Duran  David  Flores  Marta  Ribas  Teresa  Ribosa  Jesús 《European Journal of Psychology of Education - EJPE》2021,36(2):495-510

European Journal of Psychology of Education - Despite the increasing practice and evidence of its potential, co-teaching has not become a widespread practice in schools yet. Research shows the need...  相似文献   

Promoting teacher learning: a framework for evaluating the educative features of mathematics curriculum materials     

Sarah?Quebec FuentesEmail author  Jingjing?Ma 《Journal of Mathematics Teacher Education》2018,21(4):351-385

Educative curricula, curriculum materials that intentionally foster teacher professional development, can serve as a site for teacher learning through their use in daily instructional practices. The present article introduces a framework, Teacher Learning Opportunities in Mathematics Curriculum Materials (TLO-Math), for designing and evaluating mathematics curriculum materials’ educative features according to seven theoretically based variables: (1) mathematics content knowledge for teaching, (2) teacher knowledge of student thinking in mathematics, (3) teacher knowledge of disciplinary discourse in mathematics, (4) teacher knowledge of assessment in mathematics, (5) teacher knowledge of differentiated instruction in mathematics, (6) teacher knowledge of technology use in mathematics, and (7) teacher knowledge of mathematical community. Each variable is illustrated with a definition, guiding questions, discipline-specific literature, and examples from two sets of elementary mathematics curriculum materials. The development of the TLO-Math framework is a critical first step for further study of the use of mathematics curriculum materials as sites for teacher learning.  相似文献   

Social mapping and environmental education: dialogues from participatory mapping in the Pantanal,Mato Grosso,Brazil     

Regina Silva  Michelle Jaber  Michèle Sato 《Environmental Education Research》2018,24(10):1514-1526

Abstract

This article illustrates the steps taken to enact a new methodology for participatory social mapping by the Environmental Education, Communications and the Arts (GPEA) Research Group of the Federal University of Mato Grosso (UFMT). The aim of Social Mapping is to record the identities, territories and socio-environmental conflicts experienced by social groups, based on their own namings and narratives, rather than relying on those more typically generated or provided by researchers or theorists. As such, it offers an important dialogical pathway for environmental education practices, in that it highlights the intrinsic relationship between culture and nature, and reinforces the understanding that the loss of one implies the disappearance of the other.  相似文献   

Education permanente: Le cas des Instituts de Technologie en Algerie     

J. -F Bernède 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1974,20(4):521-525

Conclusion Les Instituts de Technologie ont répondu à leurs objectifs et l'économie algérienne commence à recevoir les premiers bénéfices de cette innovation éducative. Il est maintenant important de se préoccuper du devenir de ces institutions. En effet, le rapport général du Plan Quadriennal 1970–1973 prévoyait explicitement la disparition à terme des Instituts de Technologie pour lesquels l'objectif de réponse massive aux besoins se serait estompé. En réalité, outre que la permanence de certains besoins justifient le maintien de certains Instituts (Santé et Education en particulier), il serait dommage et nuisible même pour l'ensemble du système éducatif algérien que disparaisse cet élément important de rénovation que constitue l'idée même de base des Instituts. Il faut donc prévoir à la fois des mécanismes de rénovation pédagogique permanente associés aux mécanismes de formation des formateurs et un dispositif permanent d'évaluation des besoins de la production et de la formation assurant aux Instituts leur souplesse d'adaptation. Dans ces conditions, ils resteront l'exemple qu'ils sont déjà l'évolution des systèmes formels d'éducation vers une conception et un cadre plus large d'éducation permanente.  相似文献   

Reducing resistance to repeating a wiki activity: What can teachers do?     

Elena Fraj-Andrés  Laura Lucia-Palacios  Raúl Pérez-López 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(6):2286-2305

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Transversal traits in science education research relevant for teaching and research: A meta‐interpretative study     

J. Bernardino Lopes  António Alberto Silva  José P. Cravino  Nilza Costa  Luís Marques  Carlos Campos 《科学教学研究杂志》2008,45(5):574-599

This study is a meta‐interpretative analysis that focuses on research conducted and published by other researchers. Concepts central to this study include global practical relevance, curriculum design, and formative situation. We analyzed 35 studies selected from 374 published studies in the years 2000 and 2001 in three journals referenced in the International Scientific Index. Using a replicable methodology developed specifically for this research, we found evidence of s clusters of variables that suggest the existence of transversal traits in the 35 science education research studies. These results form a reference framework of theoretical and practical knowledge relevant for research and practice pertaining to teaching and learning science. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 574–599, 2008  相似文献   

Technological assessment of external effects     

P.F. Tenière-Buchot 《Research Policy》1973,2(1):18-39

After a review of external effects, the author shows how a quantification of the water pollution problem has been implemented in a French river basin organisation. Linked to the techniques of systems analysis, this technological assessment consists firstly of searching for a water pollution ‘Social’ indicator, termed the ‘base’ and secondly, of introducing through a ‘rate’ the social cost of that base. The first phase of work is the choice of criteria, their weighting and the designation of an aggregate type of criteria. The second phase is the search for a metric in the sub-space formed by the preceding criteria and the application of that sub-space in the general economic space. A rate can then be deduced as the result of:—long-term political considerations, limited by the maximum contribution capabilities of users and by state-of-the-art performances.—short-term political considerations on the incentive nature of the system.—The relations between technological assessment and conventional marginal calculations are afterwards mentioned and their complementarity is underlined. Finally, indications are given of the prospects for the original approach  相似文献   

Reviews     

Ivan Dalley Crozier  Susan Hardy  David Rutledge  Niall Shanks  Ian J. Slater  Daryn Lehoux  Alan Chalmers  Shaughan Lavine  Richard McDonough  Paul Redding  Katherine Neal  David J. Stump  Nicolas Rasmussen  Fa-ti Fan  David Oldroyd  Iain Davidson  Hanne Andersen  Vassiliki Betty Smocovitis  Ivan Crozier  Anjan Chakravartty  King’s College  John Laurent  Ian Tyrell  Susan Spath  Roy MacLeod 《Metascience》2001,10(3):412-506

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Remembering me: big data,individual identity,and the psychological necessity of forgetting     

Jacquelyn?Ann?BurkellEmail authorView author&#;s OrcID profile 《Ethics and Information Technology》2016,18(1):17-23

Each of us has a personal narrative: a story that defines us, and one that we tell about ourselves to our inner and outer worlds. A strong sense of identity is rooted in a personal narrative that has coherence and correspondence (Conway in J Mem Lang 53:594–628, 2005): coherence in the sense that the story we tell is consistent with and supportive of our current version of ‘self’; and correspondence in the sense that the story reflects the contents of autobiographical memory and the meaning of our experiences. These goals are achieved by a reciprocal interaction of autobiographical memory and the self, in which memories consistent with the self-image are reinforced, in turn strengthening the self-image they reflect. Thus, personal narratives depend crucially on the malleable nature of autobiographical memory: a strong sense of self requires that one remember what matters, and forget what does not. Today, anyone who is active online generates a highly detailed, ever—expanding, and permanent digital biographical ‘memory’—memory that identifies where we go, what we say, who we see, and what we do in increasing detail as our physical lives become more and more enmeshed with electronic devices capable of recording our communications, online activities, movements, and even bodily functions. This paper explores the consequences of this digital record for identity, arguing that it presents a challenge to our ability to construct our own personal narratives–narratives that are central to a sense of ‘self’. In the end, the ‘right to be forgotten’ may be, above all else, a psychological necessity that is core to identity—and therefore a value that we must ensure is protected.  相似文献   

User-model based personalized summarization   总被引：3，自引：0，他引：3  

Alberto Díaz  Pablo Gervs 《Information processing & management》2007,43(6):1715

The potential of summary personalization is high, because a summary that would be useless to decide the relevance of a document if summarized in a generic manner, may be useful if the right sentences are selected that match the user interest. In this paper we defend the use of a personalized summarization facility to maximize the density of relevance of selections sent by a personalized information system to a given user. The personalization is applied to the digital newspaper domain and it used a user-model that stores long and short term interests using four reference systems: sections, categories, keywords and feedback terms. On the other side, it is crucial to measure how much information is lost during the summarization process, and how this information loss may affect the ability of the user to judge the relevance of a given document. The results obtained in two personalization systems show that personalized summaries perform better than generic and generic-personalized summaries in terms of identifying documents that satisfy user preferences. We also considered a user-centred direct evaluation that showed a high level of user satisfaction with the summaries.  相似文献