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941.
Kathryn N. Hayes Christine S. Lee Rachelle DiStefano Dawn O’Connor Jeffery C. Seitz 《Journal of Science Teacher Education》2016,27(2):137-164
Ambitious efforts are taking place to implement a new vision for science education in the United States, in both Next Generation Science Standards (NGSS)-adopted states and those states creating their own, often related, standards. In-service and pre-service teacher educators are involved in supporting teacher shifts in practice toward the new standards. With these efforts, it will be important to document shifts in science instruction toward the goals of NGSS and broader science education reform. Survey instruments are often used to capture instructional practices; however, existing surveys primarily measure inquiry based on previous definitions and standards and with a few exceptions, disregard key instructional practices considered outside the scope of inquiry. A comprehensive survey and a clearly defined set of items do not exist. Moreover, items specific to the NGSS Science and Engineering practices have not yet been tested. To address this need, we developed and validated a Science Instructional Practices survey instrument that is appropriate for NGSS and other related science standards. Survey construction was based on a literature review establishing key areas of science instruction, followed by a systematic process for identifying and creating items. Instrument validity and reliability were then tested through a procedure that included cognitive interviews, expert review, exploratory and confirmatory factor analysis (using independent samples), and analysis of criterion validity. Based on these analyses, final subscales include: Instigating an Investigation, Data Collection and Analysis, Critique, Explanation and Argumentation, Modeling, Traditional Instruction, Prior Knowledge, Science Communication, and Discourse. 相似文献
942.
Elena Neiterman Jelena Atanackovic Christine Covell Ivy Lynn Bourgeault 《Globalisation, Societies & Education》2018,16(4):395-408
ABSTRACTAccording to UNESCO, the number of international students worldwide will reach 7 million by 2020. This pilot study examined the Canadian stakeholders’ perspectives on migration and integration of international students enrolled in health professions’ studies in Canada. Qualitative interviews with representatives of migration, education, and health sector communities revealed that international students are a desirable group of immigrants, but their ‘non-immigrant’ status creates a unique set of disadvantages for those intending to stay in Canada. In conclusion, we discuss the role of institutional policy in migration and professional integration of international students in Canada and globally. 相似文献
943.
In three experiments, the specificity of action of occasion setters was examined, using a discretetrial leverpress procedure. Rats’ acquisition of anXA+, A?, XB?, B+ discrimination, in which a single feature cue (X) signaled the reinforcement of responding in the presence of one target cue (A) and the nonreinforcement of responding during another target (B), was no more difficult than acquisition ofXA+, A?, X?, B+ orX+, A?, XB?, B+ discriminations, in whichX signaled only one target-response-reinforcement contingency. In transfer tests,X did not modulate responding controlled by other cues that were untrained or consistently reinforced, either when the elements of the compounds were presented serially or when they were presented simultaneously in training and testing. However, after serial, but not after simultaneous, compound training ,X facilitated responding controlled by a cue that was trained and then extinguished. Implications for the nature of occasion setting and configurai learning are discussed. 相似文献
944.
The increasingly widespread use of social network sites to expand and deepen one’s social connections is a relatively new but potentially important phenomenon that has implications for teaching and learning and teacher education in the 21st century. This paper surveys the educational research literature to examine: How such technologies are perceived and used by K-12 learners and teachers with what impacts on pedagogy or students' learning. Selected studies were summarized and categorized according to the four types introduced by Roblyer (2005) as studies most needed to move the educational technology field forward. These include studies that establish the technology’s effectiveness at improving student learning; investigate implementation strategies; monitor social impact; and report on common uses to shape the direction of the field. We found the most prevalent type of study conducted related to our focal topic was research on common uses. The least common type of study conducted was research that established the technology’s effectiveness at improving student learning. Implications for the design of future research and teacher education initiatives are discussed. 相似文献
945.
Christine Stephen Sally Brown Peter Cope 《International Journal of Early Years Education》2001,9(3):193-205
This paper reports on research designed to explore alternative perspectives on playroom practice. Two perspectives on the role of practitioners were articulated. One was an outside, context-free perspective constructed in consultation with a group of experienced assessors of pre-school provision and presented as a Framework for Good Practice. Observations of acknowledged good practice (using the Framework as the observation tool) and interviews with practitioners supported its ready applicability to the range of pre-school settings typical in Scotland. The second perspective was an 'insider' view encapsulating the way in which practitioners think about their work in the playroom, their professional craft knowledge. The characteristics of each perspective and the insights that can be derived from each are discussed, along with the value of considering first the 'insider' perspective when staff are engaged in continuing professional development. Cet article fait état de recherches conçues dans le but d'explorer de nouvelles perspectives sur les pratiques en salle de jeux. Deux perspectives sur le rôle des praticiens ont été retenues. L'une consiste en une perspective externe, totalement dénuée de contextuatisation, élaborée en consultation avec un groupe d'inspecteurs d'établissements préscolaires expérimentés et présentée en tant que Structure de bonne pratique. Des observations de bonne pratique reconnue (se référant à cette Structure comme outil d'observation) ainsi que des entretiens auprès de praticiens sont venus étayer son application pratique dans la gamme d'établissement pré-scolaires typiques en Écosse. La seconde perspective représente une vue e interne f qui retrace la façon dont les praticiens réfléchissent àleur travail en salle de jeux, leurs connaissances professionnelles sur le terrain. Les caractéristiques de ces deux perspectives et les aperçus qui sont offerts sur chacune d'entre elles font l'objet de discussions. Est également débatue la validité d'introduire en premier la perspective e interne f dans le cadre d'un programme de formation continue éventuellement suivi par le personnel. Este artículo informa sobre una investigación diseñada para explorar las perspectivas alternativas sobre la práctica de los juegos en el aula. Se articulan dos perspectivas sobre el papel de los docentes. Una era una perspectiva externa, libre de contexto construida tras consultar a un grupo de asesores con experiencia en la disposición preescolar y presentada como un Marco para la Buena Práctica . Las observaciones de una reconocida buena práctica (usando el Marco como una herramienta de observación) y las entrevistas con los docentes apoyaron su pronta aplicación en el ámbito de los escenarios preescolares típicos en Escocia. La segunda perspectiva es una visión interna que engloba la manera en la que los docentes reflexionan sobre su trabajo en el aula de juego, el conocimiento profesional de su oficio. Se habla de las características de cada perspectiva y de las percepciones que pueden extraerse de cada una, junto con el valor que tiene considerar primero la perspectiva interna cuando los docentes están comprometidos con un continuo desarrollo profesional. 相似文献
946.
The present study focused on CBM written language procedures by conducting an investigation of the developmental, gender, and practical considerations surrounding three categories of CBM written language scoring indices: production‐dependent, production‐independent, and accurate‐production. Students in first‐ through eighth‐grade generated a three‐minute writing sample in the fall and spring of the school year using standard CBM procedures. The writing samples were scored using all three types of scoring indices to assess the trends in scoring indices for students of varying ages and gender and of the time required to score writing samples using various scoring indices. With only one exception, older students outperformed younger students on all of the scoring indices. Although at the middle school level students' levels of writing fluency and writing accuracy were not closely associated, at the younger grade levels the CBM indices were significantly related. With regard to gender differences, girls outperformed boys on measures of writing fluency at all grade levels. The average scoring time per writing sample ranged from 1‐1/2 to 2‐1/2 minutes (depending on grade level). © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 379–390, 2003. 相似文献
947.
KEY INFORMANTS' PERSPECTIVES ON TEACHER LEARNING IN SCOTLAND 总被引:1,自引:0,他引:1
Aileen Kennedy Donald Christie Christine Fraser Lesley Reid Stephen McKinney Mary Welsh Alastair Wilson Morwenna Griffiths 《British Journal of Educational Studies》2008,56(4):400-419
ABSTRACT: This article outlines the policy context for teachers' learning and continuing professional development in Scotland and considers this in relation to the perspectives of key informants gained through interview. The analysis draws on a triple-lens conceptual framework and points to some interesting contradictions between the policy text and the expressed aspirations of the interviewees. Current policy and the associated structural arrangements are viewed as broadly positive, but interviewees express concerns that an unintended emphasis on contractual arrangements might inhibit the more transformative elements of professional learning. 相似文献
948.
949.
Christine M. Wickens 《Higher Education》2008,56(5):545-564
The current review presents both postulated and empirically tested consequences of university unionization and labor strikes
on the North American institution’s administration, faculty, and students. The review explores the impact of collective bargaining
on employee working conditions including job security, academic freedom, university governance, and due process. More importantly,
this review examines the much neglected issue of organizational work relationships in a unionized academic environment. The
relationships discussed include those between faculty members, between the faculty and administration, between the faculty
and the university as an institution, and between the faculty and their union. The threat of unionization and labor strikes
to the professor–student or mentor–mentee relationship has been a central concern of those opposed to graduate student unions,
and this issue is also addressed here. The text concludes with the identification of potential areas for future research. 相似文献
950.
Children aged seven to 10 from the indigenous Maori minority group in New Zealand participated in a year-long cultural intervention designed to increase self-esteem and locus of control. The intervention incorporated good teaching practices linked to self-esteem and locus of control with principles of culturally relevant teaching. Compared to matched children who did not participate in the intervention, the focus children had significantly more positive self-esteem and locus of control after the intervention than before. Parallel changes were apparent in a measure of scholastic aptitude, but not on measures of reading, mathematics, and listening achievement. The results are discussed in terms of the importance and effectiveness of using theoretically informed teaching practices in a culturally relevant way in low income, mainstream school settings. 相似文献