Comparing Lectures: Effects of the Technological Context of the Studio     

Yvonne Fritze  Yngve Troye Nordkvelle 《Education and Information Technologies》2003,8(4):327-343

This presentation compares how lectures are being performed in different technological contexts: that of the studio, for taping of videotapes, or in front of a camera for the purpose of videoconferencing, or, for a live presentation. The different contexts will be described according to the communication theory of the German sociologist Niklas Luhmann, and contrasted with findings from contemporary research on lecturing and teacher–student interaction. The comparison between the videotaped lecture and the live lecture reveals important differences as to style of communication. The taped lectures are more stringent and content-oriented, while the live-lectures are time-consuming and more focused on establishing dialogues with students. Videoconference-lecturing contains features that place it between the live- and videotaped lecture. This paper concludes that videoconferencing is problematic with serious problems to handle for students and teachers alike.  相似文献   

Building Expertise: a process perspective on the development or change of teachers’ beliefs     

Douwe Beijaard  Yvonne De Vries 《欧洲师范教育杂志》1997,20(3):243-255

Based on a process perspective of expertise development, eight experienced teachers were interviewed about their beliefs about student learning, i.e. the way they developed their beliefs, and to what extent they have changed and intend to further change these beliefs. Learning or expertise development by teachers appears to be highly personalised or subjective, and rarely based on enhanced reflection. Primarily, dissatisfaction about the actual situation and, subsequently, attempts to improve that situation encourage teachers to develop or change their beliefs. As is the case with most teachers the change which occurs is gradually based on cumulative experiences, although also a radical change of beliefs on the basis of key‐experiences may not be excluded. It is predominantly personal motives which seem to determine teacher learning. It is argued that collaborative learning by teachers should be promoted in schools, though individually initiated learning by teachers may also had to improvements that can be implemented by colleagues.  相似文献   

Towards a taxonomy of novices' misconceptions of the Prolog interpreter     

Pat Fung  Mike Brayshaw  Benedict Du Boulay  Mark Elsom-Cook 《Instructional Science》1990,19(4-5):311-336

A series of novice programmers' misconceptions of Prolog flow-of-control and variable unification are identified on the basis of existing empirical evidence, and informal observation. This classification is intended to serve as a first pass attempt towards an understanding of these errors and as a basis for future empirical work.  相似文献   

Reading for meaning: the effects of Developmental Education on reading achievements of primary school students from low SES and ethnic minority families     

Yvonne van Rijk  Langha de Mey  Dorian de Haan  Bert van Oers  Monique Volman 《School Effectiveness & School Improvement》2018,29(2):285-307

The appropriateness of innovative educational concepts for students from a low socioeconomic status (SES) or ethnic minority background is sometimes called into question. Disadvantaged students are supposed to benefit more from traditional approaches with Programmatic Instruction (PI). We examined Developmental Education (DE), an innovative approach, inspired by Vygotskian theory, in which reading skills are developed through meaningful reading of texts corresponding to students’ self-generated problems. The effectiveness of DE is compared to PI in terms of reading comprehension, strategy knowledge, and reading motivation of 4th-grade students; 170 students from ethnic minority or low SES background participated in a pretest-posttest natural 2-group design. Outcomes were similar in both approaches, with one exception: Students with an ethnic minority background in DE performed better on strategy knowledge than similar students in PI. These results are discussed in relation to previous studies on the appropriateness of innovative curricula for disadvantaged students.  相似文献   

The Impact of First‐year Education Practicum and Study on Preservice Teachers: a West Australian perspective     

Yvonne Burgess  Dee Briscoe  John Williamson 《Asia-Pacific Journal of Teacher Education》1994,22(1):19-26

The pressure to improve preparation programs for teachers increasingly is evident in Australia, UK and the US. At Curtin University, the Faculty of Education is interested in the way in which preservice students perceive the teaching role and how these perceptions alter during their undergraduate experiences. First year undergraduates in the Faculty of Education were asked early in the year to give short written comments, in an informal situation, to the question “What is teaching?” At the end of their first year the same students were then asked “How have your ideas about teaching changed, and what influenced those changes?” An analysis of students’ responses showed considerable changes in their views of the profession with the single most important factor in the change being the first practicum. Also many of the student teachers’ views were expressed in strongly emotional terms. This paper reports the findings of the first year of a three year project planned to continue mapping students’ conceptions of teaching.  相似文献   

Patterns in Student Learning: Relationships Between Learning Strategies,Conceptions of Learning,and Learning Orientations   总被引：1，自引：0，他引：1  

Jan?D.?VermuntEmail author  Yvonne?J.?Vermetten 《Educational Psychology Review》2004,16(4):359-384

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Learning by Creating: Letting the Student Do the Work     

R.H. Kemp  T. Stewart  I.P.W. Fung  B. Orban 《Interactive Learning Environments》2013,21(2):121-138

There is evidence to suggest that mature students, perhaps studying at home where human tutors are not readily available, learn particularly effectively in a problem-solving environment. Also, they appear to be especially responsive to analogies and metaphors. We seek to exploit these effects by requiring students to transform problems into alternative forms before solving them. Three examples are given of domains where the student has to convert the formulation into an equivalent diagram. Arguably, the process of performing this transformation increases their understanding of the subject area.  相似文献   

Professional identities and emotions of teachers in the context of curriculum reform: a Chinese perspective     

John Chi-Kin Lee  Yvonne Xian-Han Huang  Edmond Hau-Fai Law  Mu-Hua Wang 《Asia-Pacific Journal of Teacher Education》2013,41(3):271-287

This study explores the changing professional identities of teachers and their emotional experiences during curriculum reform in Shenzhen in the southern part of China. A qualitative approach to research was adopted. Findings reveal that the informants display several teaching behaviours and diverse emotions ranging from pain and helplessness, fulfilment and anxiety, and other mixed emotions. The three types of influential factors that influence teachers' professional identities are also discussed in this study.  相似文献   

Understanding the leadership qualities of a head of department coping with curriculum changes in a Hong Kong secondary school     

Angela Choi Fung Tam 《School Leadership & Management》2013,33(4):367-386

Little relevant research examining the leadership patterns of heads of department (HoD) coping with curriculum changes is found within the Chinese context. This article presents an exploratory case study which delineates the leadership qualities exhibited by a HoD as he overcomes the difficulties typically confronted in the process of school-based curriculum development (SBCD) in a Hong Kong secondary school. The findings showed that the challenges faced by the HoD included: (1) teachers' low receptivity of SBCD; (2) teachers' limited time and expertise in SBCD; and (3) a need for more effective collaboration in the department. The essential leadership patterns detected were: (1) personal charisma; (2) shared vision building; (3) empowerment of teachers; (4) changing beliefs and enhancing the capacity of teachers; and (5) fostering collegiality among teachers. This study suggests that unless the HoD is committed to making an innovation a priority, the potential of teachers to contribute to any curriculum change may not be realised.  相似文献   

Photographic Albums     

Walter Herdeg  Louis Stettner  Bill Brandt  Helmut Newton  Roswell Angier  Yvonne Kalmus 《Communication Booknotes Quarterly》2013,44(4):63-65

Walter Herdeg Photographis 77: International Annual of Advertising and Editorial Photography (New York: Hastings House, 1977—$37.50)

Louis Stettner's Weegee (New York: Knopf, 1977—$15.00)

Shadow of Light: Photographs by Bill Brandt (New York: Da Capo Press, 1977—$14.50, paper)

Helmut Newton's White Women (New York: Stonehill, 1976—$25.00)

Roswell Angier's “...A Kind of Life,” Conversations in the Combat Zone (Danbury, N.H.: Addison House, 1976—$15.00)

Yvonne Kalmus, Rikki Ripp and Cheryl Wiesenfeld, eds. Women See Men (New York: McGraw- Hill, 1977.412.95/7.95)

Lew Thomas and Donna-Lee Phillips' Photography and Language (San Francisco: Camerawork Press, 1976—$6.95, paper)

Linda McCartney's Linda's Pictures: A Collection of Photographs (new York: Knopf, 1976-425.00, with a paperback edition now also available)  相似文献