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61.
A comparison of the levels of difficulty experienced by students in the use of Minitab through its menu interface and its command language showed no advantavge in using the menus. 相似文献
62.
The Use of Reflective Journals in Initial Teacher Training 总被引:2,自引:0,他引:2
The intention of this article is to examine the role of reflective journals in Initial Teacher Training courses, and, in particular, how they can enable students to develop critical independence for professional self-appraisal. It explores the value of journal writing in the process of learning about teaching by reproducing an edited extract of one PGCE (Post-Graduate Certificate in Education) student's course journal, and by offering both a student's and a tutor's perspective of the significance of the journal. 相似文献
63.
ABSTRACT In the UK, approximately 1 in 29 children have experienced the death of a parent or sibling. It is argued that schools are suitably positioned to provide support to bereaved children. However, there is a gap in research exploring bereavement support provision (BSP) in primary schools. This paper presents the qualitative phase of a mixed-methods study which aimed to gain insight into BSP in primary schools in one UK Local Authority. After completing an online questionnaire, 16 school staff took part in semi-structured interviews. The findings of this study highlighted that BSP is characterised by emotional support and other indirect responses. A key finding is that providing emotional support to a bereaved child has a negative impact on the emotional well-being of staff. This study discusses how educational psychologists (EPs) are well placed to provide whole school and targeted bereavement support to children and school staff. 相似文献
64.
Michael Crossley Cresantia Frances Koya Vaka’uta Rosiana Lagi Simon McGrath Konai Helu Thaman Ledua Waqailiti 《Compare》2017,47(6):872-890
AbstractThis article reports on the findings of original field research carried out in the small island developing state of Fiji, in the South Pacific. A North-South research partnership was built upon previous collaboration between team members and, in so doing, pioneered the blending of Pacific and Western research approaches sensitive to a postcolonial positioning. The study interrogates practitioner perspectives on: the nature and quality of teachers and teaching in Fiji; the challenges of teachers’ work and lives; priorities for successful qualitative reform; and theoretical implications for the processes of education policy transfer and qualitative improvement. The analysis draws upon work on the politics of aid and international development, revealing tensions between existing learner-centred policy frameworks and emergent neoliberal and performativity oriented initiatives influenced by international surveys of student achievement, related league tables and the experience of the regional reference societies of Australia, New Zealand and India. 相似文献
65.
Frances P. Lawrenz 《科学教学研究杂志》1984,21(5):497-506
This investigation compares the effectiveness of two types of inservice training offered through the Arizona Portal School Program. Both methods were designed to provide teachers with positive attitudes toward activity-centered energy education. The methods differed in length and energy-related content with one course running for 5 sessions and the other for 15 sessions. The longer course placed more emphasis on content knowledge. Three types of attitudes were assessed: attitudes toward curricular change, opinions on energy concepts, and beliefs about science education. Although the longer course had a more positive effect on the participants' views of and willingness to participate in curricular change and the shorter course had a more positive effect on the participants' views of teaching activity-oriented science, both courses produced the same type of change in the participants' views of energy issues. 相似文献
66.
A process model of writing development across the life span 总被引:4,自引:0,他引:4
Virginia W. Berninger Frances Fuller Dianne Whitaker 《Educational Psychology Review》1996,8(3):193-218
In this article, we provide an overview of writing development from a product perspective and from a process perspective. Then we discuss modifications of the most influential process model of skilled adult writing to explain beginning and developing writing, including a proposed developmental sequence of the emergence of cognitive processes in writing. Next we report the results of two recent dissertations by the second and third authors supervised by the first author aimed toward contrasting developmental issues: (a) specifying the algorithms or rules of thumb beginning and developing writers may use during on-line planning; and (b) investigating the further development of writing processes among skilled adult writers. In the first study, development was conceptualized as a linear process across age groups. In the second study, development was conceptualized as a horizontal process within skilled adult writers who expanded their expertise. Finally, we consider the developmental constraints and the instructional constraints on writing development and argue for a model of writing development in which endogenous and exogenous process variables interact to determine the outcome of the writing development process. 相似文献
67.
Cognitive engineering has led to a consideration of the capabilities and limitations of users in relation to the products of system design. However, there has not been a similar recognition of human limitations in the process of design. One way to improve the products of system design is by making improvements in the process of design and, in particular, by addressing the limitations of designers through scaffolding with the technology that is the object of design. To do this we need to identify what we know about the process of designing for computer-mediated learning systems, and to build an understanding of how the design process might benefit from cognitive strategies and computer technology. Here we survey various approaches to support the design process, in order to identify approaches and opportunities that may inform both fields. Specific suggestions include heuristics for design, and scaffolding the design process through support tools. © IFIP, published by Kluwer Academic Publishers 相似文献
68.
69.
This article compares the costs of four assessment formats: multiple choice, open ended, laboratory station, and full investigation. The amount of time spent preparing the devices, developing scoring consistency for the devices, and scoring the devices was tracked as the devices were developed. These times are presented by individual item and by complete device. Times are also compared as if 1,000 students completed each assessment. Finally, the times are converted into cost estimates by assuming a potential hourly wage. The data show that a multiple choice item costs the least, and that it is approximately 80 times as much for an open ended item, 300 times as much for a content station, and 500 times as much for a full investigation item. The very large discrepancies in costs are used as a basis to raise several policy issues related to the inclusion of alternative assessment formats in large scale science achievement testing. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 615–626, 2000 相似文献
70.
David E. McIntosh Laura Gibney Kevin Quinn Deborah Kundert 《Psychology in the schools》2000,37(3):201-207
The relationship between the Early Screening Profiles (ESP; Harrison, 1990) and the Differential Ability Scales (DAS; Elliott, 1990a) was studied. The participants were 94 (57 males, 37 females) at‐risk preschoolers ranging in age from 3 years 6 months to 5 years 11 months (M= 4 years 7 months; SD= 6.3 months). The sample included 72 Caucasians, 21 African Americans, and one Hispanic. This study found that the DAS GCA (General Conceptual Ability) mean score was significantly lower than the ESP Total Screening mean score. However, a strong relationship (r= .78) was found between the ESP Total Screening and DAS GCA scores, indicating that the ESP is a good predictor of cognitive ability among at‐risk preschoolers. © 2000 John Wiley & Sons, Inc. 相似文献