Aligning a State's Alternative Standards to Regular Core Content Standards in Reading and Mathematics     

Teresa J. Eckhout  Barbara S. Plake  Dawn L. Smith  Ann Larsen 《教育实用测度》2013,26(1):79-100

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Solving Problems in Genetics,Part III: Change in the view of the nature of science     

M. Teresa Ibáñez‐Orcajo 《International Journal of Science Education》2013,35(6):747-769

Numerous investigations show that most school science teaching, in Spain and elsewhere, implicitly transmits an inductivist and very stereotyped view of science and conveys an unrealistic image of scientific work. We present some results of an investigation with fourth‐level Spanish secondary education students (15 year olds) who were taught genetics through a unit based on an open problem‐solving methodology as an investigation. Among the learning objectives were the modification of their view of the nature of science in relation to ideas about: how science is done, what a theory is, what scientists do, and, finally, what the relationship is between Science–Technology–Society. The conceptual change about the nature of science experienced by the students in the experimental group was not observed in the control group, which worked in a traditional manner. Also, these new concepts remained with the students over time without a significant backward shift.  相似文献   

Planning as action research     

Carmen Beatriz de Gonzalez  Teresa Hernandez  Jim Kusch 《Educational Action Research》2013,21(1):59-76

Planning contains so much more than the written plan. Early in 2000, an invitation came from the Collaborative Action Research Network (CARN), to people experienced in action research who might want to help plan and present an action research event for elementary school science teachers in Venezuela, South America, in Autumn 2000. This article analyses the outcomes from planning and enacting the resulting workshop to show how planning can be the subject of action research. It goes on to show how planning and teaching interact in a multifaceted way towards technical, practical and emancipatory ends. Planning and teaching are best seen as conversation, a conversation that is both synchronous and asynchronous.  相似文献   

Effects of feedback on collaborative writing in an online learning environment     

Teresa Guasch  Anna Espasa  Ibis M. Alvarez  Paul A. Kirschner 《Distance Education》2013,34(3):324-338

The need for supporting student writing has received much attention in writing research. One specific type of support is feedback—including peer feedback—on the writing process. Despite the wealth of literature on both feedback and academic writing, there is little empirical evidence on what type of feedback best promotes writing in online environments. This article reports on research that tries to determine what type of feedback best improves the quality of collaborative writing and what the effects of feedback are on student learning in an environment based on asynchronous written communication. The results reveal that concerning the type of feedback, epistemic feedback or epistemic and suggestive feedback best improve the quality of collaborative writing performance. The nature of the feedback-giver (whether teacher feedback or teacher and peer) makes a difference to the final text only when the feedback is epistemic, or epistemic and suggestive.  相似文献   

El consumo en las enseñanzas medias y preuniversitarias     

María Teresa García 《Infancia y Aprendizaje》2013,36(35-36):175-194

Resumen

Desde un Instituto de Bachillerato se propone una programación que contempla diversos aspectos relacionados con el Consumo y que tiende a estimular una actitud consciente y analítica desde la vida escolar. Se desarrolla en torno a las asignaturas del Seminario de Ciencias Naturales, aunque propicia frecuentes relaciones multidisciplinares.  相似文献   

Predicting child outcomes from preschool quality in Portugal     

Isabel M. P. Abreu-Lima  Teresa B. Leal  Joana Cadima  Ana Madalena Gamelas 《European Journal of Psychology of Education - EJPE》2013,28(2):399-420

The main purpose of this study is to analyze whether quality of preschool classrooms relates to 4- and 5-year-old children developmental outcomes. The study was conducted in 60 classrooms in Porto Metropolitan Area, Portugal. Children (N?=?215) were evaluated in the literacy, math, and behavior domains. Preschool quality was assessed through classroom observations using the ECERS-R and the Early Language and Literacy Classroom Observation. Global classroom quality although relatively low, predicted children’s literacy skills and behavior but not math skills. Quality of language and literacy environment was not consistently related to child outcomes. Mother educational level stood out as consistently predicting most of child developmental outcomes. The relevance of these results is discussed considering the Portuguese educational scenario, in the realm of an international context.  相似文献   

The implementation of education for sustainable development in Sweden: investigating the sustainability consciousness among upper secondary students   总被引：1，自引：0，他引：1  

Teresa Berglund  Niklas Gericke  Shu-Nu Chang Rundgren 《Research in Science & Technological Education》2013,31(3):318-339

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Designing asynchronous online discussion environments: Recent progress and possible future directions     

Fei Gao  Tianyi Zhang  Teresa Franklin 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(3):469-483

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The Scottish educational crisis of 2000: an analysis of the policy process of unification     

David Raffe  Cathy Howieson  Teresa Tinklin 《教育政策杂志》2013,28(2):167-185

The ‘exam results debacle’ of August 2000 provoked a crisis of confidence in Scottish education and appeared to reveal widespread discontent with the current Higher Still reform of post-16 education. For a time the political future of the reform seemed to hang in the balance. This is surprising because the reform incorporated the views of the consensus that emerged from the Howie debates of the early 1990s, and its development involved consultation on a wide scale. Subsequent debates blamed the leadership style of those, especially the Inspectorate, who steered the reform process; some commentators invoked Humes' (1986) analysis of the ‘leadership class’ of Scottish education. This paper argues that a full explanation must take account of Higher Still's character as a flexible, unified system. Compared with other types of reform, the introduction of a flexible unified system tends to involve more conflict between educational interests, and a policy process that is relatively centralized, ‘top-down’ and linear. An analysis of this process must take account of horizontal as well as vertical lines of conflict in education, and of the political weaknesses which prevented the leadership from articulating clear principles and priorities as a basis for conflict resolution. The paper concludes that Humes' analysis should be complemented by McPherson and Raab's (1988) account of Scottish educational policy-making as the interplay of pluralist and corporatist forces.  相似文献   

Conceptions of teaching and educational knowledge requirements     

Jim Hordern  Maria Teresa Tatto 《牛津教育评论》2013,39(6):686-701

Abstract

This paper scrutinises the educational knowledge requirements of craft, technical, and reflective professional conceptions of teaching, as recently outlined by Winch, Oancea, and Orchard. Drawing on Bernsteinian sociology of knowledge we identify the different requirements each conception makes of educational knowledge, and how it is envisaged that this knowledge will be used in educational practice. While craft conceptions dismiss the value of educational knowledge per se, they nevertheless value other forms of disciplined knowledge. Arguing that technical conceptions of teaching may be either narrowly instrumental or autonomous, we suggest that an advanced technical knowledge base requires a disciplinary aspect, while knowledge for purely instrumental purposes offers a reductive view of educational practice. Moreover, the varying notions of reflection suggested by reflective professional conceptions require certain forms of engagement with educational knowledge, which are challenged by contemporary reforms in teacher education globally. It is suggested that there are often interdependencies between forms of educational knowledge and conceptions of teaching, with potential implications for the trajectories of educational reforms. The argument is briefly illustrated with reference to the national contexts of Germany, England, and Finland.  相似文献