El profesor como práctico reflexivo en una cultura de colaboración     

Luis Miguel Villar Angulo  P. de Vicente Rodriguez  A. Bolivar Botia  E. Molina Ruiz  M.J. Leon Guerrero  M.J. Gallego Arrufat 《欧洲师范教育杂志》1994,17(3):187-206

The aim was the reconstruction of a school curriculum in reflective teaching situations within a co‐operative culture. Two working assumptions were considered: (a) teacher development was based on teacher thinking and (b) school organisation followed a co‐operative culture paradigm. The process features were: (a) university team consisted of external advisers; (b) school curriculum and classroom instruction were reviewed by school teachers; (c) case study as a research approach; (d) ethnographic techniques to collect data; (e) data analysis by a computer program; (f) teachers’ reflective cycle to reconstruct practice; and (g) teachers’ portfolios: narrative vignettes, etc. Findings showed: (a) a collaborative process school‐university; (b) teachers’ thinking and attitudinal change; (c) mobilisation of teachers’ talents and values to work together: (i) teacher dyads to reflect on teaching; (ii) advisers’ writing narrative vignettes; (Hi) collegial coaching; and (iv) curriculum materials designed by teachers. Two conclusions can be accepted: (a) teachers’ pedagogical practical knowledge showed diversity of their implicit theories to design action; and (b) teachers’ grounded theory confirmed that the educational action was based on a co‐operative and reflective culture.  相似文献   

Communication in Online Learning – How Important is It?     

Sherry Janine Ashe  Robert Molina Lopez 《Clearing house (Menasha, Wis.)》2021,94(1):15-30

Abstract

The purpose of this transcendental phenomenological study was to describe teacher experiences of teacher-to-student technology-mediated communication (TMC) in secondary virtual school (VS) environments in Alabama. The central research question for this study was: How do virtual school teachers in Alabama describe their experiences of teacher-to-student technology-mediated communication in secondary virtual school environments? Students educated in virtual environments use TMC, so teachers must know what kinds of TMC work best. The problem is that the teacher voice has been ignored in identifying teacher-to-student TMC that is effective in secondary VS environments. Using purposeful sampling of 12 VS teachers in Alabama, this research utilized semi-structured interviews, artifacts, and an asynchronous online focus group to uncover teacher experiences of teacher-to-student interactions in VS environments. In seeking meaning from their experiences, the predominant theme of whatever is best for the students became evident. Four themes developed pertaining to the participants’ experiences: Teacher mindset, teacher presence, integration of technology into instruction, and technology issues.  相似文献   

University students’ perceptions of summative assessment: The role of context     

Paola Iannone  Adrian Simpson 《Journal of Further & Higher Education》2017,41(6):785-801

We report on a mixed-method study that compared students’ perceptions of summative assessment across two distinct disciplines – education and mathematics, at two research-intensive institutions in the UK. The disciplines chosen represent opposing positions in Biglan’s classification of academic disciplines, as well as having very different assessment practices. Results suggest that these education students prefer to be assessed by methods they perceive to discriminate on the basis of academic abilities. Moreover, they perceive the traditional closed-book examination as inadequate to assess the capabilities which are key to being successful in their subject, which fits some but not all of the general findings in the literature. However, comparing these results with those of an identical study with mathematics students, we find that the perceptions of summative assessment are very different. We account for that difference by suggesting that students’ epistemic beliefs play a role in shaping these perceptions and conclude that, in designing summative assessment in higher education, generalised and centralised forces for change need to be tempered by contextual and disciplinary factors.  相似文献   

Report to the President on the Use of Technology to Strengthen K–12 Education in the United States: Findings Related to Research and Evaluation     

Shaw  David E.  Becker  Henry J.  Bransford  John D.  Davidson  Jan  Hawkins  Jan  Malcom  Shirley  Molina  Mario  Ride  Sally K.  Sharp  Phillip  Tinker  Robert F.  Vest  Charles  Young  John  Allen  Richard  Bakia  Marianne  Bryson  Rebecca  Chen  C. Samantha  Costello  Caroline M.  Deckel  Garrett M.  Dial  Marjorie R.  Kealey  Edith M.  Lehoczky  Sandor 《Journal of Science Education and Technology》1998,7(2):115-126

The Panel on Educational Technology was organized in April 1995 under the auspices of the President's Committee of Advisers on Science and Technology (PCAST) to provide advice to the President on matters related to the application of information technologies to K–12 education in the United States. Its findings and recommendations were set forth in March 1997 in the Report to the President on the Use of Technology to Strengthen K–12 Education in the United States. This report was based on a review of the research literature and on written submissions and oral briefings from a number of academic and industrial researchers, practicing educators, software developers, governmental agencies, and professional and industry organizations involved in various ways with the application of technology to education. Its most important finding is that a large-scale program of rigorous, systematic research on education in general and educational technology in particular will ultimately prove necessary to ensure both the efficacy and cost-effectiveness of technology use within our nation's K–12 schools. Finding that less than 0.1 percent of our nation's expenditures for elementary and secondary education are currently invested to determine which educational techniques actually work, and to find ways to improve them—an extremely low level relative to comparable ratios within the private sector—the Panel recommended that this figure be increased over a period of several years to at least 0.5 percent, and sustained at that level on an ongoing basis. Further, because no one state, municipality, or private firm could hope to capture more than a small fraction of the benefits associated with a significant advance in our understanding of how best to educate K–12 students, the Panel concluded that such funding will have to be provided largely at the federal level in order to avoid a systematic underinvestment (attributable to a classical form of economic externality) relative to the level that would be optimal for the nation as a whole. This paper originally appeared as Section 8 of the report.  相似文献   

Technology transfer in schools: from research to innovation     

Rosa Maria Bottino  Paola Forcheri  & Maria Teresa Molfino 《British journal of educational technology : journal of the Council for Educational Technology》1998,29(2):163-172

Technology transfer should be a central objective of research into educational information technology, as it is generally acknowledged that the quality of this process is a critical factor in effectively bringing about innovation. The central focus of this paper is on this problem. In particular, we discuss the peculiarity of information technology transfer in schools as opposed to the transfer of technology in companies; we indicate some central problems of this transfer and discuss a typology of approaches to the transfer of educational information technology from research to school.  相似文献   

Physical Education Pedagogy: an analysis of research published in Spanish journals (2005–2014)     

Pere Molina  Alejandro Martínez-Baena  Miguel Villamón 《Physical Education & Sport Pedagogy》2017,22(4):378-389

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Correction to: A Critical Review of Students’ and Teachers’ Understandings of Nature of Science     

Cofré  Hernán  Núñez  Paola  Santibáñez  David  Pavez  José M.  Valencia  Martina  Vergara  Claudia 《Science & Education》2020,29(1):221-232

Science & Education - The original article unfortunately contains incorrect presentation of Tables 1, 3, 4, 5 and 6.  相似文献   

Internationalisation and standardisation of European Environmental Assessment. Relevance to India     

Paola Gazzola  Urmila Jha‐Thakur 《Environmental Education Research》2009,15(6):625-641

This paper discusses the rationale underlying ‘PENTA’, an EU funded Erasmus Mundus project. In doing so, it explores the challenges of internationalising and standardising European environmental assessment (EA) practice and education to a third country audience, looking at India as a case study. It is argued that the EU EA Directives are influencing the development of EA systems internationally, leading to a standardisation of the way in which EA is practiced. The so‐called Bologna process is especially playing a crucial role in leading to the standardisation of European higher education and the EU's marketing initiatives are generating effects of internationalisation. Within this context, it is argued that an internationalised and standardised approach to EA education could improve the effectiveness of EA practice in both the developing and developed nations, and ultimately help address the environmental challenges that the world is facing today. However, harmonisation and standardisation challenges must be taken into account at an international and national level, as an internationalised EA curriculum such as that proposed by PENTA must nevertheless be relevant to different policy planning and cultural contexts.  相似文献   

Do Italian dyslexic children use the lexical reading route efficiently? An orthographic judgment task     

Chiara Valeria Marinelli  Paola Angelelli  Alessandra Notarnicola  Claudio Luzzatti 《Reading and writing》2009,22(3):333-351

The study uses an orthographic judgment task to evaluate the efficiency of the lexical reading route in Italian dyslexic children. It has been suggested that Italian dyslexic children rely prevalently on the sub-word-level routine for reading. However, it is not easy to test the lexical reading route in Italian directly because of the lack of critical items (irregular words), so visual lexical decision tasks and the comprehension/detection of pseudo-homophones are often used. While the former may also be solved on the basis of visual familiarity or phonological re-codification, the latter also involves conceptual and syntactic skills. Eleven dyslexic children participated in the study, performing an orthographic judgment task on stimuli with two phonologically plausible spellings, of which only one was orthographically correct. Their performance was compared with those of 11 proficient readers. The dyslexic children showed selective impairment in detecting phonologically plausible errors, but their performance was normal when required to judge errors inserted in words with regular orthography, i.e., devoid of orthographic ambiguity, and for which a sub-word-level reading procedure is sufficient to guarantee a good performance. Overall, data are coherent with a diagnosis of surface dyslexia, with most children showing defective orthographic lexical processing.

Paola AngelelliEmail:

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Look back at text or rely on memory? Efficacy of reading comprehension strategies in good and poor oral comprehenders     

Valentina Tobia  Paola Bonifacci 《Journal of Research in Reading》2020,43(4):536-555

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