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61.
The introduction of a large (950 students) new first year class was an opportunity to design and implement a programme on student‐centred learning, where lectures, tutorials, and other teaching activities emphasised student participation and were integrated to promote a good learning environment The programme is described here, together with the results of an evaluation by students at the end of the second trimester. Students responses indicate that a well structured course which integrates content and process results in high student participation and satisfaction. The findings also show that Socratic teaching methods are entirely feasible with very large classes, and result in high student participation. 相似文献
62.
The early childhood educational field has garnered attention with initiatives to foster skill acquisition in young children prior to kindergarten entry. These initiatives, in conjunction with the rigorous demands of curricular reform and a burgeoning accountability movement, invoke questions regarding the adequacy of the instruments used to assess young children and the inherent difficulties in conducting such assessments. Because the effectiveness of education relies critically on the sound diagnoses of children's readiness for learning and the measurement of their subsequent progression throughout the schooling process, critical issues in early assessment must be addressed. An examination of past practices was synthesized with recent research to focus awareness on the insufficient content domain, restrictive context, adverse timing and questionable psychometric properties, specifically the inappropriate norms and low predictive validity, of many instruments. Both the implications of and compensatory strategies for each issue are considered. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 737–749, 2004. 相似文献
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In this paper, the idea of coming into presence and an epistemology that recognises the agency of the learner in the construction of knowledge is developed as an organising
framework for reconceptualising design education. Design is typically taught as a problem solving exercise based on a representational
epistemology. A critique of the representational epistemology is presented. The idea of design as coming into presence is introduced and exemplified though considerations of implicate order, context, and closure. It is suggested that an epistemology
of presence provides a better alignment between how people experience the world through design and the ways in which they
engage with it both intellectually and practically. 相似文献
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68.
Tony?Rickards Perry?Den?BrokEmail author Darrell?Fisher 《Learning Environments Research》2005,8(3):267-287
This study reports the first development in Australia of science teacher typologies of teacher–student interpersonal behaviour.
Students' perceptions of teacher–student interpersonal behaviour were measured using the Questionnaire on Teacher Interaction
(QTI). Earlier work with the QTI in The Netherlands has revealed eight different interpersonal styles, which were later confirmed
with an American sample of secondary school teachers. The present study investigated the extent to which typologies found
in earlier studies also apply to a sample of Australian secondary school science teachers. Data were first checked to examine
whether the eight profiles found in The Netherlands and the USA were also present in the Australian data. A cluster analysis
using various clustering methods and procedures was used to determine Australian typologies and compare these with earlier
Dutch findings. Results of the cluster analyses were verified by analyses of variance, by plotting QTI scale scores graphically,
and by presenting a set of sector graphics to two independent researchers and having them sort these into different profiles
as found in the statistical analyses. The resultant typologies and implications for professional development and research
are presented. 相似文献
69.
National systems of vocational education and training around the globe are facing reform driven by quality, international mobility, and equity. Evidence suggests that there are qualitatively distinctive challenges in providing and sustaining workplace learning experiences to international students. However, despite growing conceptual and empirical work, there is little evidence of the experiences of these students undertaking workplace learning opportunities as part of vocational education courses. This paper draws on a four-year study funded by the Australian Research Council that involved 105 in depth interviews with international students undertaking work integrated learning placements as part of vocational education courses in Australia. The results indicate that international students can experience different forms of discrimination and deskilling, and that these were legitimised by students in relation to their understanding of themselves as being an ‘international student’ (with fewer rights). However, the results also demonstrated the ways in which international students exercised their agency towards navigating or even disrupting these circumstances, which often included developing their social and cultural capital. This study, therefore, calls for more proactively inclusive induction and support practices that promote reciprocal understandings and navigational capacities for all involved in the provision of work integrated learning. This, it is argued, would not only expand and enrich the learning opportunities for international students, their tutors, employers, and employees involved in the provision of workplace learning opportunities, but it could also be a catalyst to promote greater mutual appreciation of diversity in the workplace. 相似文献
70.
Paul Brna Alan Bundy Tony Dodd Marc Eisenstadt Chee Kit Looi Helen Pain Dave Robertson Barbara Smith Maarten van Someren 《Instructional Science》1991,20(2-3):111-133
In this paper we introduce the concept of a Prolog programming technique. This concept is then distinguished both from that of an algorithm and that of a programming cliché. We give examples and show how a knowledge of them can be useful in both programming environments and in teaching programming skills. The extraction of the various techniques is outlined. Finally, we discuss the problem of representing techniques where we conclude that the most promising approach is the development of a suitable meta-language. 相似文献