Accountability or authenticity? The alignment of professional development and teacher evaluation     

Yahui Su  Liyia Feng  Chang-Hui Hsu 《Teachers and Teaching》2017,23(6):717-728

The alignment of professional development and teacher evaluation has been a growing concern in teacher professional development practices. The issue of how teacher evaluation can help authentic professional development is important in that teachers only learn what is real, useful and valuable to them. Based on our reflections on current professional development in Taiwan, this article challenges the dominant evaluation-led approach to professional development, in which much attention and energy of policy-makers and educators is devoted to establishing extensive programmes and standards that might not be relevant to teachers’ concerns. We draw upon Habermas’ notion of system and lifeworld to sense-make and to theorise why it can be difficult for teachers to engage the entirety of their personhood with a policy agenda of pursuing system integration and efficiency whereby teachers’ learning actions become strategic. We argue for considering teacher development from an alternative, lifeworld perspective in which teachers and teachers’ subjectivities in striving to achieve what matters and makes sense to them are placed centre stage. Although the evaluation mechanism plays a role in avoiding the devolution of professional development into mere subjectivism, it is reductive to treat teacher professional development not only as distinct but also as requiring evaluation items and overlooking the importance of maintaining teacher development as a tacit, authentic process of knowing. We finally juxtapose the two approaches and their contrasting characteristics and describe implications for planning teacher professional development so that policy-makers and educators can reflect on their mindsets and implementation and modify their programme planning and strategies accordingly.  相似文献   

Action learning: avoiding conflict or enabling action     

Aileen Corley  Ann Thorne 《Action Learning: Research and Practice》2006,3(1):31-44

Action learning is based on the premise that action and learning are inextricably entwined and it is this potential, to enable action, which has contributed to the growth of action learning within education and management development programmes. However has this growth in action learning lead to an evolution or a dilution of Revan's classical Principles (RCP)? We illustrate, using examples from a case study organisation, how action learning enabled action but also how action learning supported some participants in avoiding conflict. We argue that key decision makers in the organisation are, often unacknowledged, part of the action learning process and that while the action learning sets enabled participants to practice questioning taken-for-granted-assumptions, this questioning needed to be extended and supported within wider communities. We also argue that critical theory can enhance action learning by enabling better questioning and we refocus attention on the need for ‘organizing insight’ (Vince, 2004). Finally we reemphasise the social aspect of critically reflective practice and in the spirit of engaging and extending the community of reflective practice we offer our reflections; opening a space for others to question and reflect extending further theory which illuminates the idea of action learning.  相似文献   

Fostering High School Students’ Conceptual Understandings About Seasons: The Design of a Technology-enhanced Learning Environment   总被引：1，自引：0，他引：1  

Ying-Shao Hsu  Hsin-Kai Wu  Fu-Kwun Hwang 《Research in Science Education》2008,38(2):127-147

The purpose of this study is to understand in what ways a technology-enhanced learning (TEL) environment supports learning about the causes of the seasons. The environment was designed to engage students in five cognitive phases: Contextualisation, Sense making, Exploration, Modeling, and Application. Seventy-five high school students participated in this study and multiple sources of data were collected to investigate students’ conceptual understandings and the interactions between the design of the environment and students’ alternative conceptions. The findings show that the number of alternative conceptions held by students were reduced except for the incorrect concepts of “the length of sunshine” and “the distance between the sun and the earth.” The percentage of partial explanations held by students was also reduced from 60.5 to 55.3% and the percentage of students holding complete scientific explanations after using Lesson Seasons rose from 2.6 to 15.8%. While some students succeeded in modeling their science concepts closely to the expert’s concepts, some failed to do so after the invention. The unsuccessful students could not remediate their alternative conceptions without explicit guidance and scaffolding. Future research can then be focused on understanding how to provide proper scaffoldings for removing some alternative concepts which are highly resistant to change.

Fu-Kwun HwangEmail:

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Exploring the effects of integrating self-explanation into a multi-user game on the acquisition of scientific concepts     

Chung-Yuan Hsu  Chin-Chung Tsai  Hung-Yuan Wang 《Interactive Learning Environments》2016,24(4):844-858

The purpose of this study was to examine the impacts of embedding collaboration into a game with a self-explanation design for supporting the acquisition of light and shadow concepts. The participants were 184 fourth graders who were randomly assigned to three conditions: a solitary mode of the game with self-explanation, a collaborative mode with self-explanation, or the control condition of a single-user game without integrating self-explanation. Students' conceptual understanding was measured through an immediate posttest and a retention test with a three-week delay. Further, students' engagement in answering the prompts was also investigated. The findings showed that having students collaboratively play science-based games with a self-explanation design embedded was not sufficient to help them learn the science concepts. Rather, it was the level of engagement in responding to the self-explanation prompts that mattered.  相似文献   

High-School Students’ Epistemic Knowledge of Science and Its Relation to Learner Factors in Science Learning     

Fang-Ying Yang  Shiang-Yao Liu  Chung-Yuan Hsu  Guo-Li Chiou  Hsin-Kai Wu  Ying-Tien Wu  Sufen Chen  Jyh-Chong Liang  Meng-Jung Tsai  Silvia W.-Y. Lee  Min-Hsien Lee  Che-Li Lin  Regina Juchun Chu  Chin-Chung Tsai 《Research in Science Education》2018,48(2):325-344

The purpose of this study was to develop and validate an online contextualized test for assessing students’ understanding of epistemic knowledge of science. In addition, how students’ understanding of epistemic knowledge of science interacts with learner factors, including time spent on science learning, interest, self-efficacy, and gender, was also explored. The participants were 489 senior high school students (244 males and 245 females) from eight different schools in Taiwan. Based on the result of an extensive literature review, we first identified six factors of epistemic knowledge of science, such as status of scientific knowledge, the nature of scientific enterprise, measurement in science, and so on. An online test was then created for assessing students’ understanding of the epistemic knowledge of science. Also, a learner-factor survey was developed by adopting previous PISA survey items to measure the abovementioned learner factors. The results of this study show that; (1) by factor analysis, the six factors of epistemic knowledge of science could be grouped into two dimensions which reflect the nature of scientific knowledge and knowing in science, respectively; (2) there was a gender difference in the participants’ understanding of the epistemic knowledge of science; and (3) students’ interest in science learning and the time spent on science learning were positively correlated to their understanding of the epistemic knowledge of science.  相似文献   

废除高年级的时机到来了吗?     

Caroline  Hsu  陈英 《海外英语》2004,(8):13

If it's fifth period, it must be time for Hacky Sack for high school senior Jess Rojas. Second period the Boulder, Colo., student spends staring into space at the library, and the rest of his day isn't much more challenging: The 17-year-old claims he can get A' or B's with little or no ef-  相似文献   

Retrieval of images by spatial and object similarities     

Shu-Ming Hsieh  Chiun-Chieh Hsu 《Information processing & management》2008

In the last several decades it has become an important basis to retrieve images from image databases (IDBs) by the semantic information held in the image objects and the spatial patterns formed by these objects. In this paper, we propose a new method for similarity retrieval of symbolic images by both the attributes and the spatial relationships of the contained objects. The proposed method CPM (common pattern method) retains the common spatial patterns of two images in new data structures CP_DAG (common pattern directed acyclic graph) and performs the similarity calculation efficiently in practice. The conducted experiments use both a synthetic dataset and an existing image database. The experimental results show that CPM outperforms LCS_Clique, SIM_R, SIM_DTC, and 2D Be-string for average efficiency and effectiveness. CPM also has steady efficiency while the number of image objects and the object symbol duplication rates increase.  相似文献   

Information revolution: William Chambers, the publishing pioneer     

Fyfe A 《Endeavour》2006,30(4):120-125

With the arrival of steam power and new machinery in the 19th century, the production of printed media was transformed for the first time since the emergence of the printing press more than 300 years earlier. Yet until the 1850s, most publishers remained content with traditional methods, which enabled them to make profits from a small but affluent circle of readers. This article (part of the Science in the Industrial Revolution series) will show how William Chambers (1800-1883) was one of the first to make full use of the new technologies. He was driven by a determination to reach readers of all social classes, to produce a genuinely cheap instructive publication and to overcome the challenges of reaching a national market from his base in Edinburgh.  相似文献   

The Role of Computer Simulation in an Inquiry-Based Learning Environment: Reconstructing Geological Events as Geologists     

Li-Fen Lin  Ying-Shao Hsu  Yi-Fen Yeh 《Journal of Science Education and Technology》2012,21(3):370-383

Several researchers have investigated the effects of computer simulations on students’ learning. However, few have focused on how simulations with authentic contexts influences students’ inquiry skills. Therefore, for the purposes of this study, we developed a computer simulation (FossilSim) embedded in an authentic inquiry lesson. FossilSim integrated data from real field investigations with geological laws for identifying the sequence of geological events. Data were collected from two experiments to examine ninth graders’ abilities for reconstructing a sequence of geological events with the aid of FossilSim. The sample groups in Experiments 1 and 2 were 58 and 11 ninth graders, respectively. The results indicated that the authentic inquiry lesson promoted the development of students’ inquiry skills. In addition, FossilSim played a key role in engaging students to apply geological laws, make multi-scale observations, and clarify their ideas about geological time.  相似文献   

Undergraduates’ intentions to take examinations for professional certification: examinations of four competing models     

Pi-Yueh Cheng  Ping-Kun Hsu  Wen-Bin Chiou 《Asia Pacific Education Review》2012,13(4):691-700

Previous research on professional certification has primarily focused on graduate certificates in intensive care nursing, writing certificates for practitioners, maintenance of certification in radiation oncology, and the certification of teachers and surgeons. Research on certification in the domain of business and management from an attitudinal?Cbehavioral approach has been lacking. Social psychological theories provide potentially useful tools for explaining how attitudes, intentions, and behaviors are changed. The current study compared four intention-based models??the theory of planned behavior, the theory of self-regulation (TSR), the revised TSR (in which desire is a partial mediator), and the other revised TSR (in which desire is a full mediator)??in terms of their ability to predict the intentions of business and management students to obtain certification in their fields. Participants were drawn from the southern, middle, and northern areas of Taiwan. A structural equation model applied to a sample of 273 undergraduates demonstrated that attitudes, subjective norms, perceived behavioral controls, desires, intentions, and behaviors were associated with certification in business and management domains. The explanatory power of the revised TSR in which desire was a full mediator was superior to that of the competing models. Implications and future directions are discussed.  相似文献