价值观教与学的途径   总被引：1，自引：0，他引：1  

卢德斯&#;R&#;奎苏姆宾  卓依&#;德&#;利澳 《中国德育》2006,1(12):21-25,44

一个可持续发展的知识型社会应以价值观为中心,尊重生命、尊重人的尊严、尊重社会和文化的多样性,将人类的劳动和工作作为自我实现和自我完善的源泉,同时也作为经济和社会发展的动力。教育者转变传统价值观教育模式,需应对四个挑战。奎苏姆宾博士提出了新的整合后的教学方法,即以认知、理解、评价和行动组成的四步教学法。这一方法提供了价值观教学的全面和统一的示范流程。  相似文献   

Assessing Metacognitive Awareness   总被引：4，自引：0，他引：4  

Schraw Gregory  Dennison Rayne Sperling 《Contemporary educational psychology》1994,19(4)

We constructed a 52-item inventory to measure adults′ metacognitive awareness. Items were classified into eight subcomponents subsumed under two broader categories, knowledge of cognition and regulation of cognition. Two experiments supported the two-factor model. Factors were reliable (i.e., α = .90) and inter-correlated (r = .54). Experiment 2 reported the knowledge of cognition factor was related to pre-test judgments of monitoring ability and performance on a reading comprehension test, but was unrelated to monitoring accuracy. Implications for educational assessment and future research were discussed.  相似文献   

Facing and managing dilemmas as a clinical educator     

Lindy McAllister  Joy Higgs  David Smith 《高等教育研究与发展》2008,27(1):1-13

Although clinical educators make an important and irreplaceable contribution to the education of students undertaking qualifications that will enable them to practise as health professionals, little is known about the day‐to‐day experiences of clinical educators and the complexities of clinical education that may contribute to the problems or to the successes of clinical educators. This paper reports on one aspect of a study that sought to increase the understanding and appreciation of the roles and responsibilities of being a clinical educator. The lived experiences of clinical educators in speech pathology ¹ 1. Also known as speech‐language pathology in North America and speech‐language therapy in the UK. View all notes were explored in depth, over a sustained period of time, in an attempt to understand what it is like to be a clinical educator. This paper uses narrative data to illustrate dilemmas faced by clinical educators in our study, and discusses implications pertinent to clinical educators in a range of health disciplines in higher education.  相似文献   

Reading Attitudes and Literacy Skills in Prekindergarten and Kindergarten Children     

Rayne A. Sperling  Darlene M. Head 《Early Childhood Education Journal》2002,29(4):233-236

The current study addressed the development of reading attitudes and their relationship to reading skills. Forty-one prekindergarten and kindergarten learners in 1 of 3 cohorts were assessed 2 or 4 times during the course of a year. Findings indicated a slight decrease in reading attitudes during the kindergarten year. Expected increases in skills were generally indicated with pronounced increases in sight word recognition during the kindergarten year, after other skills had been mastered. Decreases in some skills were evident after summer recess. Other findings from the study and recommendations for future research and practice are provided.  相似文献   

Who says we are not attracting the best and brightest? Teacher selection and the aspirations of Australian school students     

Jennifer Gore  Rosie Joy Barron  Kathryn Holmes  Maxwell Smith 《The Australian Educational Researcher》2016,43(5):527-549

Internationally, the quality of teachers is a growing focus of educational reform, with new policies attempting to ensure that only the ‘best and brightest’ are selected for the teaching profession. This article tests the assumption underpinning these developments that prospective teachers lack the desired academic and personal qualities. Drawing on data on the career aspirations of 6492 Australian school students in Years 3–12, we investigated who, among these students, expressed interest in teaching and their reasons for doing so. Using logistic regression, we found that interest in teaching was widespread and prior academic achievement was not a significant predictor. Thematic analysis of reasons expressed for interest in teaching indicated that working with children and/or in specific subject areas, altruism, and perceptions of personal suitability for the job dominated student responses. These data provide a counter-narrative to the primacy, in policies for teacher recruitment and selection, of needing to attract ‘better’ students. We argue that policies for improving teacher quality should also capitalise on the widespread interest in teaching among school students. Without such a discursive broadening, we caution that current attempts to attract the ‘best and brightest’ risk undermining the very goals espoused.  相似文献   

Degree apprenticeships,the ‘joy of learning’ excellence framework,and the common good     

Joy Carter 《Journal of Further & Higher Education》2019,43(1):127-137

Degree Apprenticeships are fairly recent in the landscape of UK Higher Education. As is often the case with initiatives that try to build bridges between the world of work and the world of university education, there is suspicion that in such relationships higher education becomes servant to the needs of business and industry. Alternatively, Degree Apprenticeships perhaps offer a way for Higher Education to add value to the students’ working life. In our paper we try to argue for ways in which the value of the University-side of the provision within Degree Apprenticeships might reflect something of the value of the common good, and of the value of the joy of learning. Leaning on the venerable history of the triangle in the Western philosophical canon, and in Plato in particular, we demonstrate ways in which Degree Apprenticeships and Plato’s famous example of education as the journey to and from the cave can be brought together. In passing, we are claiming that Higher Education in all its forms would do well not to lose sight of its responsibilities to education as a servant of the common good, and above all, to the joy of learning.  相似文献   

Gaining a better understanding of your teaching through self-study     

Dwight Rogers  Joy Mermin  Mary Jenne 《Early Childhood Education Journal》1991,19(1):20-25

As the director of a small preschool, Mary struggled to come up with a meaningful form of staff development for her teachers. She encouraged her staff to enroll in local workshops, and together they attended weekend-long state and national early-childhood conferences. The staff always returned from these sessions a closer knit group, and the conferences often stimulated them with new ideas that they wished to incorporate into their teaching. Too often, though, by Monday, the demands of the real world of their classrooms had overwhelmed them, and the excitement and energy that had filled them on the weekend had faded away.Dwight Rogers is Assistant Professor, School of Education, University of North Carolina at Chapel Hill. Joy Mermin is a teacher at the Family Preschool, 632 Laurel Hill Road, Chapel Hill, NC. Mary Jenne is a teacher and Director of the Family Preschool, Chapel Hill, NC.  相似文献   

Chaos in Environmental Education     

Joy Hardy 《Environmental Education Research》1999,5(2):125-142

Random behaviour, perfectly controlled by deterministic laws, is the seemingly paradoxical definition of ‘chaos’. Hence, chaos theory reconciles order and disorder, and portrays an evolutionary universe based upon a delicate interplay of chance and necessity. These findings have raised fundamental questions regarding the nature of reality and humankind's dialogue with reality. In response, many theorists, both within and beyond the natural sciences, are heralding an emerging paradigm. In the context of education, the assumptions of the emerging paradigm posit learners in a creative process in which the evolution of knowledge and the participant's impact upon each other in a manner that remains ambiguous until the chance has been taken. Explorations of this vision of learning, and the philosophical assumptions, from which it is derived, have the capacity to promote and enrich the current contestation in environmental education. This article presents an example of such an exploration. Specifically, this exploration outlines the essence of chaos theory and the evolutionary capacity of chaotic systems, the philosophical implications of chaos theory both in general and for education, and compares the relations between Doll's (1986, 1988, 1989, 1992, 1993) curriculum vision based on chaos theory and critical education for the environment as outlined by Tien (1993).  相似文献   

Marketing Theory and Practice On‐line: a Development Towards International Collaboration     

Francis Farrelly  Sally Joy  Sandra Luxton 《Higher Education in Europe》1999,24(2):287-294

The authors detail the development of an on‐line course, “Marketing Theory and Practice On‐line” (MTPO) as part of the charter‐mandated commitment of Monash University of Australia to deliver quality flexible education transnationally. The course, that is now offered to both on‐campus and distance education students, uses a full range of media and computer technologies, including the Internet, e‐mail, bulletin boards, on‐line library facilities, video animations, and hypertext. The guiding principles for the development of the course were that the methodology must enrich the learning experience; the communication shell must enrich a scholarly environment; and the subject development should encourage and facilitate new opportunities. The ultimate aim is to utilize MTPO as the basis for international collaboration and to use the collaboration in question to develop a stronger intellectual package with specialist marketing subjects at both the undergraduate and the postgraduate levels.  相似文献   

Seasonal variation in physical activity among preschool children in a northern Canadian city     

Carson V  Spence JC  Cutumisu N  Boule N  Edwards J 《Research quarterly for exercise and sport》2010,81(4):392-399

Little research has examined seasonal differences in physical activity (PA) levels among children. Proxy reports of PA were completed by 1,715 parents on their children in Edmonton, Alberta, Canada. Total PA (TPA) minutes were calculated, and each participant was classified as active, somewhat active, or inactive. Logistic regression models were conducted to examine associations between PA status and seasons. Significant seasonal differences were observed for TPA, weekday PA, weekend PA, and active play. Children were significantly more likely to be physically active in the summer and spring and somewhat physically active in the summer and fall, relative to winter Children living in cold climates are less likely to be physically active in the winter.  相似文献