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Lya Kremer‐Hayon 《欧洲师范教育杂志》1991,14(1):79-85
The recent interest and need for teacher professional development calls for the clarification of the concept of professional development. The study presents a strategy of clarification by proposing a mapping sentence based on the analysis of the concepts of development and profession into their constituting elements and by juxtaposing the elements upon each other. Theoretically this maping sentence provides a conceptual framework and a rationale for the testing of hypotheses. Practically, it may guide teacher developers in planning varying programs to suit varying conceptions of professional development. 相似文献
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Understanding Natural Cause: Children''s Explanations of How Objects and Their Properties Originate 总被引：1，自引：0，他引：1
An understanding of natural cause includes the realization that events can occur independently of human activity or intentions. It also often entails realizing that causal mechanisms can be nonobservable or nonobvious. The present research investigated to what extent children ages 4-7 have developed a concept of natural cause. Study 1 examined children's understandings of object origins (e.g., how the sun began); Study 2 probed children's causal understandings of object behaviors and properties (e.g., why rabbits hop and have long ears). In both studies, children by age 4 were sensitive to the natural kind-artifact distinction in their explanations. They mentioned human intervention for human-made artifacts but rarely for naturally occurring things. Moreover, subjects at all ages were able to identify specific kinds of natural cause, including intrinsic causes (such as growth) and inborn nature. Finally, subjects understood the link between nonobvious, internal parts and self-generated activity (e.g., that bones are important for the flight of a bird). Altogether, these results suggest that even preschool children realize that natural causes exist. They contradict Piaget's characterization of young children as artificialistic (believing that naturally occurring things are created by people) and as focused on observable properties. 相似文献
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In this article, we discuss principals’ perspectives on the priority given to the place in the curriculum of and the supporting practices related to health and sustainability education in schools in Denmark (for pupils aged 6–16). The study is situated within the discourses about critical health and sustainability education and treats the two issues as societal challenges that are important to address in schools as educational examples. We draw on the literature on school leadership challenges linked to global neoliberal trends in educational reform. The context of the study is the ongoing school reform in Denmark. The data were generated through an online survey of principals in Denmark (n = 118). The findings show that although the principals view school as an important arena for health and sustainability education, their actual support for such education lags behind. Health education is prioritized somewhat more than sustainability education; however, both are characterized by insufficient attention to teachers’ professional development and the low prioritization of collaboration within the school and between the school and community actors. Acknowledging the contradicting demands that principals face in the context of the reform, we argue for reconnecting the concept of leadership with the wider purposes of schooling and for providing space for an emergent, whole-school curriculum that addresses health and sustainability. 相似文献
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Panayiota?KendeouEmail author Julie?S.?Lynch Paul?van den?Broek Chris?A.?Espin Mary?Jane?White Kathleen?E.?Kremer 《Early Childhood Education Journal》2005,33(2):91-98
Developing the ability to read is a complex process involving a variety of skills, including both basic language skills and
language comprehension skills. Although a balanced reading program would include the development of basic language and comprehension
skills, comprehension has often been overlooked in early reading instruction. In this article, we examine recent research
findings on how comprehension skills develop in young children and discuss the implications of those findings for comprehension
assessment and interventions. 相似文献
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Lya Kremer‐Hayon 《欧洲师范教育杂志》1986,9(2):181-187
The study presents an attempt at revealing some professional perspectives of student‐teachers’ supervisors. The discussions of 12 supervisors in a teachers’ college were protocolled and content‐analysed. Content‐analysis yielded several guiding perspectives: professionalism, values, structure and organisation, integration. In addition, some personal distinct profiles emerged differentiating between emotional and rational orientations. Findings shed some light on the inner world of student‐teachers’ supervisors and these may contribute to better understanding of their supervisory behaviour and guide their professional development. 相似文献
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Julia Caroline Arnold Kerstin Kremer Jürgen Mayer 《International Journal of Science Education》2013,35(16):2719-2749
Inquiry learning is a widely recognized method for fostering inquiry competence in science education. Nevertheless, there is discussion about how to best support students while working on inquiry tasks (in this case: experiments on causal relationships). To identify the kind of support students need in order to design experiments in upper grades, an empirical study consisting of two parts was conducted. The first part, a quantitative test (N?=?96), tested students' competences in designing an experiment. It was found that students need scaffolding in basic aspects of designing (like dependent and independent variables), to reach higher levels, since only about thirty percent reach levels II or III out of three levels. On more reflective aspects (like confounding variables, test times and repetitions), only a maximum of twenty-five percent reached level I or higher; therefore, even more support is needed on these aspects. The second part of the study was a qualitative video-analysis of students' discussions, designs and implementations of an experiment. It was found that support is needed on procedural knowledge and understanding. Possible implications for inquiry support are discussed. 相似文献
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Tournament preparation in golf is used by players to increase course knowledge, develop strategy, optimise playing conditions and facilitate self-regulation. It is not known whether specific behaviours in tournament preparation should be given priority in education and practice at different stages of competition. This study aimed to achieve consensus on the importance of specific tournament preparation behaviours or “items” to players of five competitive levels. A two-round Delphi study was used, including an expert panel of 36 coaches, high-performance staff, players and academics. Participants were asked to score the relative importance of 48 items to players using a 5-point Likert-type scale. For an item to achieve consensus, 67% agreement was required in two adjacent score categories. Consensus was reached for 46 items and these were used to develop a ranked framework for each competitive level. The developed framework provides consensus-based guidelines of the behaviours that are perceived as important in tournament preparation. This framework could be used by national sport organisations to guide the development of more comprehensive learning environments for players and coaches. It could also direct future studies examining the critical behaviours for golfers across different competitive levels. 相似文献
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The study investigates the relative contribution of personal and environmental variables to teacher burnout. On the basis of balance theories it was hypothesized that congruence between school climate — open/closed — and personal rigidity would explain the variance in burnout. Several measures (Rigidity Scale, Organizational climate Scale, School Perception by Teachers, the Maslach Burnout Inventory, were administered to 124 teachers. While the interaction between rigidity and closed school climate explained some of the variance in burnout, the other interactions did not. Rigidity, considered as an independent variable, not in interaction, did not explain burnout. A number of environmental variables were found to significantly predict burnout. Implications for the prevention of burnout are suggested. 相似文献