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11.
Allan Yarrow Jan Millwater Bill Foster 《Asia-Pacific Journal of Teacher Education》1996,24(2):197-212
The roles and responsibilities of university supervisors in the practicum have changed during the last ten years. Once, the routine tasks of observation and feedback of student teaching performance were the main responsibilities associated with visits to the school. Lecturers in this role also determined, with the school personnel, the assessment rating of the student teacher. Presently, there is considerable variation in the part played by university supervisors of the practicum. Against this background, this paper examines the actual and ideal characteristics of university supervisors from their own viewpoint and from the perspective of teacher supervisors, principals and student teachers. The reasons for the actual‐ideal discrepancies are discussed, and suggestions are made in relation to addressing the matter. 相似文献
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Analysis of self-reflections of undergraduate education students in a project involving web-supported counterintuitive science demonstrations is reported in this paper. Participating students (N?=?19) taught science with counterintuitive demonstrations in local elementary school classrooms and used web-based resources accessed via wireless USB adapters. Student reflections to seven questions were analyzed qualitatively using four components of reflection (meeting objectives/perception of learning, dynamics of pedagogy, special needs accommodations, improving teaching) deriving 27 initial data categories and 12 emergent themes. Overall the undergraduates reported meeting objectives, engaging students in pedagogically relevant learning tasks including, providing accommodations to students with special needs, and gaining practice and insight to improve their own teaching. Additional research is needed to arrive at generalizable findings concerning teaching with web-supported counterintuitive science demonstrations in elementary classrooms. 相似文献
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Bill Gothard Ph.D. 《Journal of Career Development》1996,23(2):167-174
Conclusion Despite these assertions, there has been considerable support for the relevance of Jung's work to women as well as men (Wehr,
1988; Downing, 1991). The framework that Levinson (1978) used to analyse his group of mid life men was useful in explaining
more fully the woman client in the case study. Mid life brings many challenges and career counsellors need to be equipped
to respond to their client's needs. As well as the appropriate skills, they require an appropritate theoretical framework.
As Seligman (1994) put it, “counsellors who treat adults contemplating a mid life career change as they would treat the adolescent
who is trying to formulate career plans will probably be unsuccessful and may well alienate the client” (p. 393). 相似文献
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Michael Dunn 《Exceptionality》2013,21(4):224-237
Many students struggle with writing skills. This study focuses on three students (second and fourth grades) who were classified with a learning disability by their school. These children had writing goals and objectives (i.e., characteristics of having dysgraphia) included in their Individual Education Plan. In a single case design format, each student was taught the Ask, Reflect, Text (ART) mnemonic strategy to help improve story content and quality. The components of ART include students Ask themselves a series of seven questions; the students then Reflect on their answers and illustrate their story-content responses with art media (e.g., paints, colored markers, play dough); and from this prewrite illustration, students generate their Text. All participants improved greatly in story content. They also improved in story quality but to a lesser extent. 相似文献
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