Creating Teachable Moments... and Making Them Last   总被引：1，自引：0，他引：1  

Edmund J. Hansen 《Innovative Higher Education》1998,23(1):7-26

The article investigates what the content (rather than the process) of instruction can do to motivate oftentimes ill-prepared students with predominantly extrinsic interests in their education. Among the four content-related conditions of classroom learning that are described, particular emphasis is placed on the relationship between teaching for cognitive dissonance and reflective self-assessment. The former is seen as a main condition for creating teachable moments, the latter as a vehicle for turning them into lasting learning experiences. The discussion of these issues is based on work done in three specific courses and on additional evidence from the literature.  相似文献   

From the Editor     

Harlan S. Hansen 《Journal of Early Childhood Teacher Education》2013,34(3)

  相似文献   

The special education counselor: a new role     

C E Hansen 《Exceptional children》1971,38(1):69-70

  相似文献   

Freiwillige: Produzenten und Träger sozialen Kapitals     

Volker Oshege  Sebastian Braun  Stefan Hansen 《Sportwissenschaft》2003,33(4):478-483

  相似文献   

Moving house for education in the pre‐school years          下载免费PDF全文

Kirstine Hansen 《British Educational Research Journal》2014,40(3):483-500

This paper uses data from the Millennium Cohort Study (MCS) to examine house moves that take place in the pre‐school years, focusing on families who move for the education of their children. We present results showing that education‐ related house moves do indeed occur in the pre‐school years with particular types of parents making these education‐related moves to ensure their children attend a good primary school. We then examine whether this demand for high quality schooling is associated with a house price premia by linking the MCS data to Land Registry data and show that parents are prepared to pay significantly more to buy a house located near to better performing primary schools, even before their children reach school starting age. We interpret this as evidence of demand for school quality in the early years as parents (especially more educated and advantaged parents) ‘gear up’ their quest for what they perceive to be better schooling for their children before they start school.  相似文献   

Longitudinal Study of Student Attitudes in a Biology Program     

Malin J. Hansen  Gülnur Birol 《CBE life sciences education》2014,13(2):331-337

This is among the first longitudinal studies to report student attitudes across 4 yr of a university program. We found that the attitudes of students in biology become significantly more expert-like from the first year to the fourth year of the program, that is, there was a significant positive shift in students’ overall percent favorable scores from 64.5 to 72%, as opposed to the expert response, which averaged 90%. There was a significant positive shift for the real world connection category (78–85%), the enjoyment (personal interest) category (74–82%), and the conceptual connections/memorization category (66–74%). Moreover, there was a significant correlation between students’ overall percent favorable scores and performance (cumulative grade point average) at the end, but not at the beginning, of the fourth year, with high-performing students having significantly more expert-like attitudes than low-performing students. The correlation between percent favorable score and performance was the strongest for the problem solving: synthesis and application category, in which the highest-performing students finished their fourth year with 90% favorable compared with 35% favorable for the lowest-performing students. A comparison of these results with previously reported results and their implications for teaching are discussed.  相似文献   

Instructional Leadership in Compulsory Schools in Iceland and the Role of School Principals     

Börkur Hansen  Steinunn Helga Lárusdóttir 《Scandinavian Journal of Educational Research》2013,57(5):583-603

The purpose of this paper is to present findings from a study of instructional leadership in 20 Icelandic compulsory schools. More specifically, the perceptions of staff concerning supervision of instruction, and the views of principals regarding their role as supervisors of instructional development. Data was collected with questionnaires from staff and interviews with principals. The approach was based on a mixed-methods design. The findings indicate that supervision of instruction differs between the schools. Principals provide for little direct supervision of teachers, however, they provide considerable indirect supervision. The supervision of instruction suggests that collegial supervisory emphasis is considerable in most of the schools. The collegial model, however, emphasizes systematic collection of data on what happens in classrooms, an important element that is largely neglected in the Icelandic schools.  相似文献   

On Dwelling in the World: A Reply to my Critics     

David T. Hansen 《Educational Philosophy and Theory》2013,45(5):529-532

  相似文献   

Playable Case Studies: A New Educational Genre for Technical Writing Instruction     

Jon Balzotti  Derek Hansen 《Technical Communication Quarterly》2013,22(4):407-421

ABSTRACT

A Playable Case Study (PCS) is a hybrid learning experience where students (1) participate in a fictional narrative that unfolds through an immersive, simulated environment and (2) engage in classroom activities and lessons that provide educational scaffolding and promote metacognition through in-game and out-of-game experiences. We present the Microcore PCS to illustrate the potential of this new type of experiential simulation that incorporates aspects of Alternate Reality Games (ARGs) to increase immersion and teach workplace literacies in the technical communication classroom. We explore results from a pilot test of Microcore with an undergraduate technical communication course, identifying design strategies that worked well and others that led to improvements that are currently being incorporated. We also provide questions to prompt future research of playable case studies and discuss our findings in a broader context of technical communication pedagogy.  相似文献   

Iowa Postsecondary Vocational-Technical Teacher Retention Study     

Glenn L. Hansen  Robert E. Kramer 《Community College Journal of Research & Practice》2013,37(3):255-264

Abstract

The purpose of this study was to identify the reasons for the apparently high turnover rate among postsecondary vocational-technical teachers in Iowa's 15 postsecondary area schools. Two techniques were used in an attempt to identify the reasons for the turnover rate. One technique consisted of comparing background information via Iowa Professional School Employees Data Sheets, for all former and current teachers for the period 1971 through 1975. The second technique consisted of asking former instructors, by use of a mailed questionnaire, to relate their reasons for leaving the vocational-technical teaching program.

The analysis of the data sheets failed to provide any conclusive insight into the reason for the turnover rate. Although the profile was of limited value, some tendencies were observed. Analysis of the data from the survey of current and former teachers revealed that: (a) former teachers showed greater dissatisfaction with preservice workshops than did current teachers; (b) former teachers tended to be less satisfied with external working conditions than did current teachers; (c) both current and former teachers found relationships with students to be the most rewarding aspects of their teaching experience; (d) both current and former teachers found interaction with administrators and supervisors to be the least rewarding aspect of their teaching experience. Finally, former teachers reported they left the program primarily because of problems they experienced with administrators and/or supervisors, and school policies. Current teachers were more likely to cite contract and salary problems as possible reasons for leaving the program.  相似文献