课堂交往冲突研究   总被引：11，自引：0，他引：11  

张希希  田慧生 《教育研究》2005,(9)

课堂交往冲突是指当课堂教学活动参与者用相互矛盾的行动路径去达成相同或不同活动目标时所感知到的不一致或相互干扰,它包括三种类型:程序性课堂交往冲突、实质性课堂交往冲突和人际关系课堂交往冲突。课堂交往冲突的作用具有积极和消极二重性。良性人际关系建构、信任重建、沟通重构、协商合作、加深理解以及课堂文化共同体建构等是科学管理课堂交往冲突的基本方法。  相似文献   

Persistence of Attitudes and Values of NDEA Students-Two Years Post Institute     

Dean E. Rochester 《Counselor Education & Supervision》1970,9(3):205-207

Eighty-two students who had been enrolled in year-long NDEA Counseling and Guidance Institutes were followed up for a two-year period concerning attitudes and values. Subjects were administered the Porter Test of Counselor Attitudes and the Study of Values. Students attitudes and values similar to those present at the onset of their program and similar to those present after they had been away from their program one year. Some differences were noted concerning end-of-institute responses. Changes occuring during the programs appear minimal. Since there were no differences indicated between the one- and two-year follow-up, one year might be a sufficient period for this type of investigation.  相似文献   

Kaleidoscopic views I: Critiques of systemic change toward self-renewal     

Dean Dyer 《TechTrends》1996,41(3):4-12

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解决分布式需求的内在冲突     

Larry Peterson  Tom Anderson  Dan Blumenthal  Dean Casey  David Clark  Deborah Estrin  Joe Evans  Mike Reiter  Scott Shenker  John Wroclawski  洪丹  陈茂科 《中国教育网络》2006,(11):18-20

2006年8月,GEN(I网络创新的全球化环境)项目组公布其项目的设计原则。来自普林斯顿大学、麻省理工大学、华盛顿大学等学校的十二位专家编写了这份报告。该报告阐述了GENI的研究范围、用户的需求、需求的内在压力,以及工程设计的原则。报告指出了GENI的价值主张,广泛的部署、多样化可扩展的网络技术集合、对真实用户流量的支持仍是GENI关注的原则和方向。上期已经介绍第一部分——“分布式需求定义GENI的重心”,本期刊出第二部分——“解决分布式需求的内在冲突”。  相似文献   

Theology Made in Dignity: On the Precarious Role of Theology in Religious Education     

Dean G. Blevins 《Religious education (Chicago, Ill.)》2019,114(2):181-182

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What Teachers and Headteachers Think about Inspection     

Joan Dean 《Cambridge Journal of Education》1995,25(1):45-52

This is a study of 14 inspections of primary and secondary schools carried out by local inspectors in five widely separated areas during 1992 and 1993. The inspection approaches varied and in two cases followed the new OFSTED pattern. Reactions to inspection were gathered through interviews with headteachers and discussions with groups of teachers. Teachers’ reactions are described in relation to: the preparation for inspection; the inspectors as individuals; the inspection process; reporting and follow‐up. It is suggested that some of the concerns associated with these issues will be met by the new OFSTED arrangements. However, OFSTED practice may be less satisfactory in meeting other concerns such as the provision of adequate teacher feedback and the organisation of follow‐up advice and support  相似文献   

Quality assessment and quality assurance in distance teacher education     

H. Dean Nielsen 《Distance Education》1997,18(2):284-317

Governments around the world have increasingly used distance education (DE), both preservice and inservice, to overcome conventional, campus‐based programme constraints in funding, access and student places. DE programmes have shown that they can expand assess to teacher education, but still need to demonstrate that they can produce teachers of the quality needed for today's schools. Quality assessment systems have been developed, using either examinations or impact studies, to demonstrate programme effect on graduate outcomes related to good teaching. Quality assurance systems have been designed, based on the concept of the ‘learning organisation’, to assure continuous improvement in programme conditions related to the desired outcomes. Quality assessment and assurance systems are reviewed and some examples of quality DE programmes presented.  相似文献   

The technology classroom     

E. Curtis Fawson  D. Dean VanUltert 《TechTrends》1990,35(4):28-34

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Reviews     

Hugh Clapin  Katherine Neal  John Wennerbom  Barbara Nunn  Deborah Dysart  Andy Pickering  Lisa Featherstone  Hiram Caton  Dale Jacquette  Laura Ruetsche  William A. Turner  Cornelia Lüdecke  Birgit Lohmann  James Ladyman  Jonathan Coopersmith  David Oldroyd  Dennis Dean  Michael Ruse  Nicolas Rasmussen  William N. Kaghan  Martin Bridgstock  Geoffrey Cocks  Stephanie H. Kenen  Ivan Crozier  Sokhieng Au  Desmond Barrett  Mark Cortiula  Ian D. Lawrie 《Metascience》2001,10(1):50-149

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The effect of gender composition of faculty on student retention     

John Robst  Jack Keil  Dean Russo 《Economics of Education Review》1998,17(4):429-439

The gender composition of faculty is an important issue on many campuses. Substantial efforts are taken by colleges to hire a diverse faculty where women are equitably represented. Several papers suggest that female faculty can act as role models for female students. This issue is particularly emphasized in science and engineering programs. However, empirical research finds mixed support for this hypothesis. We provide a new test of this issue by examining whether female students have higher first-year retention rates when a greater percentage of their classes are taught by female faculty. There is a positive relationship between retention of female students and the percentage of their science and mathematics classes taught by female faculty. Also faculty gender has a greater impact on female students when their classes have few female students. Thus this study provides support for gender-based programs for hiring.  相似文献