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In this article, the authors reflect on the results of their previous research at cooperation schools in the Netherlands, where students and teachers from nonaffiliated and Christian backgrounds come together. Dewey’s perspective on educating democratic values is combined with empirical results of this research, answering the question what Dewey’s concept contributes to the reflection on the relation between values and religious education at these schools. This article shows that this reflection and the implementation of value-based religious education offers opportunities for schools that face the challenge of practicing encounter between students from different backgrounds. 相似文献
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Similar to other teacher education disciplines, Physical Education Teacher Education (PETE) must adjust to calls for clinically rich teacher preparation because knowledge learned in PETE does not easily transfer to cultures of schools, classrooms, and gymnasia. Opportunity exists to understand more about clinically rich PETE courses, particularly through lenses of those engaged in clinical practice. Framed by occupational socialization theory, this research examined perspectives of university faculty, 11 preservice teachers and two cooperating teachers during clinically rich methods courses in a PETE program. We analyzed data using inductive analysis and constant comparison. Preservice teachers reported enjoying more realistic experiences and enhanced confidence. Cooperating teachers appreciated staying in touch with best practices in the field, and the responsibility of preparing new teachers. The findings suggest the value of a practice-to-theory approach, and created professional learning opportunities for all stakeholders. 相似文献
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Do world-leading researchers from developing countries contribute to upgrading locally, or do they disengage from the local context? The paper investigates the scientific collaborations of university-based science and technology researchers in the database of the South African National Research Foundation (NRF), and analyses the co-authorships of researchers who were ranked by the NRF during the 2001-2007 period. To establish the extent to which a researcher can access knowledge outside the South African academic science and technology research community, and share it inside that community, we develop a measure of ‘gatekeeping’. The evidence suggests that there is not a local/global trade-off in knowledge creation in academia in the developing world, and that the world-leading researchers in developing countries may play an especially important role as conduits of new knowledge in their country. 相似文献
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Lucy Barnard William Y. Lan Yen M. To Valerie Osland Paton Shu-Ling Lai 《The Internet and Higher Education》2009,12(1):1-6
In developing the Online Self-regulated Learning Questionnaire (OSLQ) to address the need for an instrument measuring self-regulation in the online learning environment, this study provides evidence toward the reliability and validity of the instrument. Data were collected from two samples of students. The first sample of students took coursework using an online course format while a second sample of students took coursework delivered via a blended or hybrid course format. Cronbach alpha (α) and confirmatory factor analyses were performed to assess the psychometric properties of the OSLQ across both samples of students. Results indicate the OSLQ is an acceptable measure of self-regulation in the online and blended learning environments. 相似文献
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The current study examined the diagnostic decision‐making of school psychologists as a function of a student's disability and academic performance with three research questions using a randomly‐selected sample of school psychologists from the state of Texas. Results from the first research question indicated that school psychologists significantly differentiated between what diagnoses were considered most correct according to the DSM‐IV and what diagnoses would be in a child's best interest at school. Results from the second research question indicated that this differentiation in diagnostic decision‐making was present as significantly associated with academic performance. Results from the third and final research question indicated that school psychologists differed in their diagnostic decision‐making according to their perceptions about the particular disability. 相似文献
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Barnard Marie Dehon Erin Compretta Caroline Notebaert Andrew Sparkmon Wesley Meyer Edgar Stray Stephen Taylor Juanyce Sullivan Donna Rockhold Robin 《Educational technology research and development : ETR & D》2020,68(5):2595-2614
Many professional development programs aim to improve student outcomes by enhancing teacher competencies. Effective evaluation of these programs requires a clear delineation of the competencies to be gained. A competency model was developed to evaluate the impact of a teacher professional program that aimed to improve teachers’ ability to effectively implement technologically engaged modules in a flipped classroom setting. Competencies were identified via participatory evaluation techniques and assessments were aligned to the competencies. The competency of teachers in the knowledge, skills, and abilities needed for creation and delivery of effective flipped lessons can be tracked using a radar graph to guide tailored professional development.
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