STEP UP to networks for science teacher professional development     

Carl Stannard  Thomas O’Brien  Andrew J. Telesca 《Journal of Science Teacher Education》1994,5(1):30-35

  相似文献   

The policy problem: the National Disability Insurance Scheme (NDIS) and implications for access to education     

Ben Whitburn  Julianne Moss  Jo O’Mara 《教育政策杂志》2017,32(4):467-479

This paper explores the changing terrain of disability support policy in Australia. Drawing on a critical disability framework of policy sociology, the paper considers the policy problem of access to education for people with disabilities under recent reform by means of the National Disability Insurance Scheme (NDIS), which commenced full roll-out across the country from July 2016. The paper reviews NDIS reports, legislation and associated literature to consider how eligibility to scheme participation and education services are shaped, and how education is positioned in the development and implementation of the NDIS. The analysis highlights tensions that exist for people with disabilities and their families who both access the scheme and who might draw on its provision to support their education, because of the way the policy is oriented towards pathological categorisation, standardised outcomes and service delineation rather than integrated support and informed involvement. The paper concludes by arguing that despite the policy priority across Organisation for Economic Co-operation and Development countries of increasing lifelong learning opportunities, fragmented NDIS policy in Australia prevents people with disabilities from achieving this ideal.  相似文献   

Do all roads really lead to Rome? The case of spelling acquisition     

Daigle  Daniel  Berthiaume  Rachel  Costerg  Agnès  Plisson  Anne  Ruberto  Noémia  Varin  Joëlle 《Reading and writing》2020,33(2):313-328

The French orthographic code is complex, and its acquisition is laborious (Catach, 2008; Fayol & Jaffré, 2008). Three hypotheses attempt to explain orthographic knowledge acquisition (OKA). For some, exposure to the code leads to OKA through a self-learning process (Share, 2004). For others, OKA benefits from graphophonological processes (Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001). Finally, some authors suggest that OKA is possible thanks to visual specific processes (Ans, Carbonnel, & Valdois, 1998). The main goal of this study was to test these hypotheses in a classroom context with comparable samples. In total, 143 2nd-grade children participated in this quasi-experimental study with a pretest, immediate posttest, and delayed posttest design. We assigned participants to one of four conditions. For three conditions, we created three teaching procedures based on each of the hypotheses: frequency of contacts with target words; explicit teaching of graphophonological properties of words; explicit teaching of visual properties of words. The fourth served as a control group. ANOVA analyses indicated that all three experimental conditions favored OKA, showing that the different teaching procedures led to spelling development. However, the visual condition was the most favorable. Three main conclusions can be drawn from this study: (a) models of OKA should account for the different paths that can lead to spelling acquisition; (b) visual properties of words and their acquisition need additional research, and (c) applied research in real classroom contexts is not only relevant for informing teaching practices but also for better understanding how learning takes place.

  相似文献   

Core competencies and high leverage practices of the beginning teacher: a synthesis of the literature     

Joanne O’Flaherty  Erin M. Beal 《师资教育杂志》2018,44(4):461-478

Teacher competency frameworks comprise a number of competencies that enable a teacher to develop effective teaching practices. However, their conception, value, use and recognition vary widely. Equally, assessment and measurement of such competencies differ across contexts. More recently, a body of research has emerged which focuses the lens of teacher preparation on the inclusion of high leverage practices. The focus of this study is to report a synthesis of the literature pertaining to the ‘core competencies’ and ‘high leverage practices’ selected for inclusion in teacher preparation. A systematic review of the literature was conducted in order to synthesis available evidence. Results are presented in two sections; competency-based approaches; and high leverage practice approaches in teacher preparation. Findings are discussed from the perspective of epistemological and methodological questions emerging from the research and the implications for teacher preparation.  相似文献   

Aspiring Teachers and Urban Education Programs     

Alvarez  Adam  Farinde-Wu  Abiola  Delale-O’Connor  Lori  Murray  Ira E. 《The Urban Review》2020,52(5):880-903

The Urban Review - Research stresses a need for more contextually nuanced urban teacher preparation programs that explore racially oppressive structures in society. This article presents a case...  相似文献   

Various ways to determine rational number size: an exploration across primary and secondary education     

González-Forte  Juan Manuel  Fernández  Ceneida  Van Hoof  Jo  Van Dooren  Wim 《European Journal of Psychology of Education - EJPE》2020,35(3):549-565

European Journal of Psychology of Education - Understanding rational numbers is a complex task for primary and secondary school students. Previous research has shown that a possible reason is...  相似文献   

The unintended consequences of school inspection: the prevalence of inspection side-effects in Austria,the Czech Republic,England, Ireland,the Netherlands,Sweden, and Switzerland     

Karen L. Jones  Peter Tymms  David Kemethofer  Joe O’Hara  Gerry McNamara  Stephan Huber 《牛津教育评论》2017,43(6):805-822

It has been widely documented that accountability systems, including school inspections, bring with them unintended side effects. These unintended effects are often negative and have the potential to undo the intended positive effects. However the empirical evidence is limited. Through a European comparative study we have had the rare opportunity to collect empirical evidence and study the effects (both intended and unintended) of school inspections (a key system of accountability) in a systematic way, across seven countries. We present the findings of the unintended effects in this paper. Survey self-report responses from school principals in each country, with differing school inspection systems, are analysed to measure the prevalence of these unintended effects and to investigate the part played by pressure to do well in inspections. A key finding is that increasing pressure in school inspection systems is associated with the undesired effect of the narrowing and refocusing of the curriculum and instructional strategies. We also show that a proportion of school principals admit to misrepresenting the school in data sent to the inspectorate and show evidence for formalisation/proceduralisation (excessive focus on records) and ossification (fear of experimentation in teaching), although these factors are less related to changes in pressure.  相似文献   

Students’ communicative behavior adaptability in CSCL environments     

Babak Abedin  Farhad Daneshgar  John D’Ambra 《Education and Information Technologies》2011,16(3):227-244

By the proliferation of online courses, the social dimension of computer supported collaborative learning (CSCL) is becoming more important than before. Research shows that communicative behavior adaptation to the computer medium is a critical issue in CSCL social relationship development. Two dominant theories in the CSCL field, social information processing theory and adaptive structuration theory, argue that individuals do not simply receive the technology passively but they adapt their behavior to increase benefits from the technology. This paper develops an instrument in order to operationalize the notion of individual’s communicative behavior adaptability in CSCL. Through an exploratory factor analysis performed on a small sample of post graduate students of an online degree in an Australian university, three factors have been unveiled: (1) individual perception of self-representation, (2) individual perception of compatibility, and (3) individual perception of the use of computer technology. Identification of these factors is expected to facilitate understanding of individuals’ social behaviors in CSCL environment, which in turn will guide the design of CSCL systems. In addition, the paper examines the relationships between the extracted factors and four environmental factors: learner’s characteristics, course characteristics, instructor characteristics, and technology characteristics. The results show that none of these characteristics strongly affect perception of self-representation or perception of the use of computer technology. On the other hand, a strong relationship was found between perception of compatibility and learner’s and course characteristics. The reliability as well as validity of the study is examined and findings are discussed. These findings will provide further insights into the design process of CSCL systems.  相似文献   

Ecological Mural as Community Reconnection     

Young Imm Kang Song  Jo Ann Gammel 《The International Journal of Art & Design Education》2011,30(2):266-278

Murals are particularly visually captivating forms of public art due to their size and accessibility. Mural images also capture public attention and provoke viewers to explore layers of meaning and find hidden stories. They are often in places that people come to visit, study, play, congregate and discuss matters that may relate to the content of the mural. To this end, murals can be effective tools for helping communities think about their environmental issues. This article discusses the Mystic River mural project in Somerville, Massachusetts, USA. It addresses how the local art councils, mural artists, local students, community members and non‐profit organisations collaborated to carry out this ongoing mural project. The purpose of this research is to examine how Mystic River eco‐murals were created, what challenges and benefits the eco‐murals provided, how local social concerns were represented through the eco‐murals, how eco‐murals can continue to promote environmental awareness and inspire youth about their community and the local environment, and how the mural can continue to reflect or affect the meaning of the place. This process can serve as an example for other communities that seek to address their environmental concerns through public art.  相似文献   

高职园林工程技术专业“园林树木学’’课程改革初探     

谭卫萍  廖伟平  杨运英  伍锡岳  朱庆竖 《岳阳职工高等专科学校学报》2011,(4):4-7

为适应城市建设和房地产行业的迅猛发展,作为园林工程技术专业（园林规划设计方向）的核心课程《园林树木学》的课程教学必须进行迅速而深刻的改革,应结合国内园林专业学生就业形势以及高职教育的本身特点,改革教学内容、更新教学方法,建立适应市场需要的人才培养新模式,采用多元化考核评定方式,以培养有人才市场、有竞争优势、服务于园林建设行业的专业人才。  相似文献