The links between pedagogical competence,instructional quality,and mathematics achievement in the lower secondary classroom     

König  Johannes  Blömeke  Sigrid  Jentsch  Armin  Schlesinger  Lena  née Nehls  Caroline Felske  Musekamp  Frank  Kaiser  Gabriele 《Educational Studies in Mathematics》2021,107(1):189-212

Educational Studies in Mathematics - It is widely assumed that teachers play a key role in providing high-quality learning opportunities to students and fostering students’ learning. Yet it...  相似文献   

Without the reform of teacher education there will be no reform of education     

Rosa María Torres del Castillo 《Prospects》1996,26(3):447-467

  相似文献   

Aesthetic experiences in the Cerrado (Brazilian savanna): contributions to environmental education practice and research     

Valéria Ghisloti Iared  Haydée Torres de Oliveira  Alan Reid 《Environmental Education Research》2017,23(9):1273-1290

In this paper, we reflect on a study in Brazil’s Cerrado that attempts to address a lack of attention to an aesthetic dimension in environmental education practice and research. We start by tracing this lack to the overvaluing of the cognitive sphere in the educational process, noting its echo in the low aesthetic value attributed to the Cerrado biome. Then, through reflecting on an empirical, interview based study of sensations, perceptions and feelings evoked by aesthetic experiences in the Cerrado, we draw on insights from a hermeneutic phenomenological approach to identify key themes for environmental education research and practice in this regard. These include: recognising the singularity of experience; attending to the qualities of experience; acknowledging the value/s of ‘lighter’ and ‘darker’ experiences; and deepening emotions and verbal communication. In our final considerations, we discuss the limitations of the study, alongside new directions in studies of perception, experience, aesthetics and pedagogy that may also advance attention to an aesthetic dimension in environmental education practice and research.  相似文献   

Factor Structure and Construct Validity of the Counselor Skills Personal Development Rating Form     

Edil Torres‐Rivera  Michael P. Wilbur  Cleborne D. Maddux  Marlowe H. Smaby  Loan T. Phan  Janice Roberts‐Wilbur 《Counselor Education & Supervision》2002,41(4):268-278

The authors completed an exploratory factor analysis of the scores of 248 counselors‐in‐training on the Counselor Skills Personal Development Rating Form (CSPD‐RF; M. B. Wilbur, 1991). Participants' counseling program was accredited by the Council for Accreditation of Counseling and Related Educational Programs at a midsize western university. The authors of the CSPD‐RF hypothesized that the CSPD‐RF measured 2 factors: (a) personal development and (b) skills development. Factor analysis yielded 4 factors (Emotional Sensitivity, Basic Listening Skills, Multicultural Skills, and Influencing Skills), accounting for 58.4% of the total variance, thus providing some support for the construct validity of the CSPD‐RF.  相似文献   

Environmental education in television narratives: a Brazilian case study     

Leandro Belinaso  Lúcia Estevinho  Mariana Brasil Ramos 《Environmental Education Research》2018,24(10):1490-1500

Abstract

This article discusses recent Brazilian research on the relationship between environmental education and cultural studies. Television narratives about the environment and/or sustainability in our everyday lives are used to pose some initial questions about this relation. First, culture is discussed briefly showing how it potentially relates to teaching and informs our role as environmental educators. We argue that culturalist perspectives on research in environmental education politicise teaching practices, even though they are in a context that strays from prerogatives that envisage a future world marked by sustainable development and a green economy. We investigate the impacts of television narratives and images on our everyday lives wherein we are consistently taught particular written and visual messages about how to plan for our future. Examples are draw from the teaching effects of a Brazilian television programme called Repórter Eco, broadcast on a public television network, including the sustainable management of the baru (a typical tree from the Brazilia Cerrado). We argue the educational aspects of television programmes should receive critique, as the relationships established between people and various media artifacts produce particular meanings and ways of seeing the world. This presents a challenge for teachers as examining these subjective ways carefully requires critical examination, not only in terms of education for sustainability or environmental preservation, but also teaching using media.  相似文献   

Alternatives in formal education     

Rosa María Torres 《Prospects》1992,22(4):510-520

  相似文献   

Understanding the Relationship Between Latino Students’ Preferred Learning Styles and Their Language Spoken at Home     

Sonia Enid Maldonado Torres 《Journal of Latinos & Education》2016,15(3):244-252

The purpose of this study was to explore the relationships between Latino students’ learning styles and their language spoken at home. Results of the study indicated that students who spoke Spanish at home had higher means in the Active Experimentation modality of learning (M = 31.38, SD = 5.70) than students who spoke English (M = 28.08, SD = 5.36) or both languages (M = 30.79, SD = 5.93) at home. Students in all 3 groups—students who spoke Spanish, English, and both languages at home—had similar means and standard deviations in the Reflective Observation modality of learning.  相似文献   

What catches the eye in class observation? Observers’ perspectives in a multidisciplinary peer observation of teaching program     

Ana Cristina Torres  Amélia Lopes  Jorge M. S. Valente  Ana Mouraz 《Teaching in Higher Education》2017,22(7):822-838

Peer Observation of Teaching has raised a lot of interest as a device for quality enhancement of teaching. While much research has focused on its models, implementation schemes and feedback to the observed, little attention has been paid to what the observer actually sees and can learn from the observation. A multidisciplinary peer observation of teaching program is described, and its data is used to identify the pedagogical aspects to which lecturers pay more attention to when observing classes. The discussion addresses the valuable learning opportunities for observers provided by this program, as well as its usefulness in disseminating, sharing and clarifying quality teaching practices. The need for further research concerning teacher-student relationships and students’ engagement is also suggested.  相似文献   

System competence modelling: Theoretical foundation and empirical validation of a model involving natural,social and human‐environment systems          下载免费PDF全文

Rainer Mehren  Armin Rempfler  Janine Buchholz  Johannes Hartig  Eva M. Ulrich‐Riedhammer 《科学教学研究杂志》2018,55(5):685-711

Constituting a metacognitive strategy, system competence or systems thinking can only assume its assigned key function as a basic concept for the school subject of geography in Germany after a theoretical and empirical foundation has been established. A measurement instrument is required which is suitable both for supporting students and for the evaluation of methodical‐didactic measures. Such a tool is theoretically anchored in an empirically validated geography‐didactic and cognition‐psychological competence model, providing a differentiated representation of both the internal structure of a competency and the proficiency levels. The starting point of this foundation was the development of a normative‐theoretically derived model of geographic system competence. Its empirical validation was performed in different phases aimed at operationalising the competence model by means of test problems. In order to analyse the factor structure of the theoretical model, various item response models were estimated. The item levels of difficulty expected in the competence model were related to the empirical levels of difficulty and predicted by means of ordinary least squares regression to verify the model for proficiency levels. The two‐dimensional competence model – with the two dimensions ‘system organisation and behaviour’ and ‘system‐adequate intention to act’ – exhibits a better fit in reference to the model fit criteria than the one‐dimensional and three‐dimensional models. The correlations between the expected and empirical item difficulties are positive. Items that should be more difficult according to the competence model are actually shown to be more difficult. These findings suggest the reliability and validity of this new measurement instrument for diagnosing and promoting geographical system competence. It has to be implemented in practice as the next step.  相似文献   

Educational research in Europe     

Armin Gretler 《Prospects》1999,29(3):379-392

Summary This article is divided into three parts. It begins with an overview of the historical background of educational research as a scientific discipline which emerged in Europe towards the end of the nineteenth century and gives two definitions: the first characterizes educational research as to its content, the second as to its functions. The second part deals, one by one, with the national and international structures of educational research and development. The article ends with a series of views on the prospects for educational research, deliberately looking beyond the European framework. Original language: French Armin Gretler Graduated in sociology at the University of Geneva and took post-graduate courses at the Bologna Centre of the Johns Hopkins University, the Paul H. Nitze School of Advanced International Studies and at Pittsburgh State University. Vocational education researcher at the International Labour Office (ILO) from 1963 to 1968. Independent researcher from 1968 to 1971. Director of the Swiss Co-ordination Centre for Research in Education (CSRE) in Aarau since 1971. Member of Parliament for the Canton of Aargau from 1979 to 1993, member of that canton's Education Council from 1977 to 1989. Founding member of the Société suisse de recherche en éducation and of the European educational Research Association (EERA). He has published several books and many articles on educational research.  相似文献