Decolonizing the Westernized University: Interventions in philosophy of education from within and without     

Frank G. Karioris 《British Journal of Educational Studies》2018,66(3):412-413

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Using Open-Source Videos to Flip a First-Year College Physics Class     

Robinson  Frank J.  Reeves  Philip M.  Caines  Helen Louise  De Grandi  Claudia 《Journal of Science Education and Technology》2020,29(2):283-293

Journal of Science Education and Technology - Flipped classrooms provide students the opportunity to collaboratively solve challenging problems in class with help and scaffolding available from...  相似文献   

Can neuroscience change our minds     

Frank Pearson 《Educational Psychology in Practice》2017,33(3):334-335

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A Comparative Study of Electronic Performance Support Systems     

Frank Nguyen  James D. Klein  Howard Sullivan 《Performance Improvement Quarterly》2005,18(4):71-86

ABSTRACT Electronic performance support systems (EPSS) deliver relevant support information to users while they are performing tasks. The present study examined the effect of different types of EPSS on user performance, attitudes, system use and time on task. Employees at a manufacturing company were asked to complete a procedural software task and received support from either an intrinsic, extrinsic, external performance support system or no system at all. Results revealed significant differences on performance, attitudes and use between several treatment groups. The study suggests that providing any kind of EPSS to support task performance is better than having none at all. In addition, designers can improve user performance, attitudes and use by creating systems that integrate with the primary work interface.  相似文献   

Kooperierende Diagnoseagenten     

Stefan Bamberger und Frank Puppe 《Informatik - Forschung und Entwicklung》1999,14(3):135-144

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Guest editorial     

Frank Clement 《Performance Improvement》1981,20(10):3-4

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The impact of new technologies on instruction     

Joseph Lipson  Frank Clement 《Performance Improvement》1981,20(9):5-9

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Is practical subject matter knowledge still important? Examining the Siedentopian perspective on the role of content knowledge in physical education teacher education     

Frank Herold  Michael Waring 《Physical Education & Sport Pedagogy》2017,22(3):231-245

Background: The role that content knowledge, an important component of practical subject matter knowledge, plays for pre-service teachers (PSTs) in physical education teacher education (PETE) remains contested and unclear. Whilst some researchers emphasise the facilitative nature of such knowledge, others criticise that too much focus on content knowledge has a negative effect on the development of pupil-centred and critical pedagogies. Despite of its seeming importance, specific research into this aspect of the knowledge base remains scarce.

Purpose: This research set out to examine the effects that varying levels of content knowledge had on the development of PSTs in PETE. In doing so, it aimed to create an enhanced understanding of how this knowledge base influences the learning and development of PSTs in PETE.

Methods and procedures: Shulman’s [1987. ‘Knowledge and Teaching: Foundation of the new Reform’. Harvard Educational Review 57 (1): 1–22] conceptualisation of the knowledge base for teaching was used to delineate the concept of content knowledge. Influenced by a constructivist approach to grounded theory, this study employed semi-structured interviews, lesson observations and post-lesson reflections as main instruments of data collection during three stages of a one-year PETE programme at a University in the UK. Using constant comparative analysis, data from 12 PSTs (6 female; 6 male) were analysed, following a 2-stage analysis procedure as outlined by Charmaz [2006. Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis. London: Sage].

Main outcomes and results: Content knowledge limitations were found to have numerous effects on PSTs. Lack of teaching confidence, as well as adverse impact on enacted teaching knowledge (pedagogical content knowledge) highlighted that at least ‘adequacy’ of content knowledge is needed, if PSTs are to use more advanced pedagogical strategies with confidence. Content knowledge was seen to be context specific and contextualised within the curriculum delivered in the respective schools, where PSTs were placed. In-depth content knowledge was perceived to be an asset that could be used to design and teach lessons that were responsive to pupil need.

Conclusions: In line with Siedentop’s [[1989] 2002. ‘Content Knowledge for Physical Education’. Journal of Teaching in Physical Education 21 (4): 368–377] critique of the academicisation of PETE, this study confirmed the facilitative role of content knowledge. Whilst such knowledge by itself does not guarantee good teaching, the debate about the wider role practical subject matter knowledge needs be re-visited. As universities and schools reposition and redefine their roles within a changing landscape of teacher education partnership models and the academic priorities and funding limitations at UK universities, the development of a range and depth of content knowledge represents an evolving challenge for all of those involved in PETE.  相似文献   

Voices from the bridge: Worldview conflicts of Kickapoo students of science     

Nancy J. Allen  Frank E. Crawley 《科学教学研究杂志》1998,35(2):111-132

The purpose of this study was to compare the worldview of Native American students of the Traditional Kickapoo Band with the worldview encountered in the science classroom. The qualitative study investigated the worldview expressed in science instruction by conducting periodic observations in two classrooms over an 18-month period, teacher interviews, and text evaluations. StudentsÕ worldviews were investigated during individual and group interviews, classroom observations, science activities, and social interaction. Twenty-eight Kickapoo students, two teachers, and eight nonteaching members of the community participated in the study. Adult members of the Kickapoo Band were interviewed and asked to reflect on the educational and cultural norms of the students. A variable-oriented analysis revealed differences in epistemology, preferred methods of teaching/learning, values, spatial/temporal orientation, cultural rules for behavior, and perspective of the place of humans in the natural world. The study revealed significant worldview differences, none of which would prevent Kickapoo students from being full participants in the scientific community, but many of which may be preventing them from being successful in the science classroom. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 111–132, 1998.  相似文献   

Making sense of reports on the incidence of behavior disorders/emotional disturbance in school-aged populations     

Frank H. Wood  Robert H. Zabel 《Psychology in the schools》1978,15(1):45-51

A review of estimates of the incidence of emotional disturbance/problem behavior in school-aged children leads to the conclusion that schools should anticipate a need for alternative programming for the 2–3% of their students predicted to have recurrent or persistent problems in adjusting to school situations. In addition, there is a need to assist teachers in dealing with the stresses created by the high incidence of transient problem behavior affecting 25–30% of the total school population. Some programming possibilities are suggested.  相似文献