Investigating changes in pedagogical knowledge and skills from pre-service to the initial year of teaching     

Angela F. L. Wong  Sylvia Chong  Doris Choy  Kam Ming Lim 《Educational Research for Policy and Practice》2012,11(2):105-117

This study examined the levels of pedagogical knowledge and skills as perceived by student teachers who were enrolled in the Post Graduate Diploma in Education program at the National Institute of Education, Singapore, from the beginning of their initial teacher preparation program to the end of their first year of teaching. Their perceptions were assessed using the Pedagogical Knowledge and Skills in Teaching (PKST) survey which comprised six factors, namely, Student Learning, Lesson Planning, Instructional Support, Accomodating Diversity, Classroom Management, and Care and Concern. A sample of 812 student teachers participated in the study. The MANOVA conducted showed that there were significant increases in both their pedagogical knowledge and skills in teaching in all six factors from the start of their initial teacher preparation (ITP) program till the end of their first year of teaching. However, between the exit from the program to the end of the first year of teaching, they only perceived that their level of pedagogical knowledge in classroom management and care and concern continued to increase significantly. In the case of self-perceived skills, their level increased significantly between entry and exit of the program for all factors, except for care and concern, while the increase between the exit and first year of teaching was significant for all six factors. These results may have implications for preservice teacher education and this will be discussed in this article.  相似文献   

It’s never too late to remediate: Teaching word recognition to students with reading disabilities in grades 4–7     

Sylvia P. Abbott  Virginia W. Berninger 《Annals of dyslexia》1999,49(1):221-250

Twenty children in fourth through seventh grade participated in 16 one-hour individual tutorials over a four-month period. Half of the children received structural analysis and alphabet principle training; half received only alphabetic principle training; all received training in orthographic and phonological skills, practice in oral reading of connected text, and monitoring strategies for comprehension. Results showed that the children improved reliably in reading and related measures. Treatment condition did not predict rate of growth. Only rapid automatic naming of letters predicted response to intervention and only on rate of real word reading. Results of this study indicate that upper elementary and middle school students who have not yet mastered accuracy and automaticity of word recognition should be given explicit instruction in word recognition, especially in the alphabetic principle. The benefits of structural analysis training were evident only in trends for individual students on hierarchical linear modeling (HLM) growth analyses. This dissertation research by the first author, and supervised by the second, was supported by Grant No. HD-33812 and Grant No. HD-25858-09 from the National Institute of Child Health and Human Development.  相似文献   

The Critical Role of Stereopsis in Virtual and Mixed Reality Learning Environments     

Bruce Wainman  Giancarlo Pukas  Liliana Wolak  Sylvia Mohanraj  Jason Lamb  Geoffrey R. Norman 《Anatomical sciences education》2020,13(3):401-412

Anatomy education has been revolutionized through digital media, resulting in major advances in realism, portability, scalability, and user satisfaction. However, while such approaches may well be more portable, realistic, or satisfying than traditional photographic presentations, it is less clear that they have any superiority in terms of student learning. In this study, it was hypothesized that virtual and mixed reality presentations of pelvic anatomy will have an advantage over two-dimensional (2D) presentations and perform approximately equal to physical models and that this advantage over 2D presentations will be reduced when stereopsis is decreased by covering the non-dominant eye. Groups of 20 undergraduate students learned pelvic anatomy under seven conditions: physical model with and without stereo vision, mixed reality with and without stereo vision, virtual reality with and without stereo vision, and key views on a computer monitor. All were tested with a cadaveric pelvis and a 15-item, short-answer recognition test. Compared to the key views, the physical model had a 70% increase in accuracy in structure identification; the virtual reality a 25% increase, and the mixed reality a non-significant 2.5% change. Blocking stereopsis reduced performance on the physical model by 15%, on virtual reality by 60%, but by only 2.5% on the mixed reality technology. The data show that virtual and mixed reality technologies tested are inferior to physical models and that true stereopsis is critical in learning anatomy.  相似文献