Big change question As national policy-makers seek to find solutions to national education issues, do international comparisons such as TIMMS and PISA create a wider understanding, or do they serve to promote the orthodoxies of international agencies?     

Kathryn Riley  Harry Torrance 《Journal of Educational Change》2003,4(4):419-425

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The social construction of a Teacher Support Team: an experience of university lecturers’ professional development in STEM     

Elvia Castro-Félix  Harry Daniels 《师资教育杂志》2018,44(1):14-26

Abstract

This paper focuses on understanding and exploring how a group of university engineering and science tutor educators learn and assimilate new conceptions about their role in the face of the forces of globalisation that are transforming the system of higher education. This research paper adopts the notion of the Teacher Support Team (TST) as developed by Daniels and grounded in Vygotsky’s sociocultural account of the social formation of mind. These structures of meaning provide insight into the role played by the context, the interactions, the needs and the demands of actual activities, agreements and learning processes that this group of STEM lecturers undertook as they sought to transform their usual teaching methods that were focused on individual and isolated work in order to create more innovative practices and impact on their students’ performance. The analysis of this experience, which was based on the epistemological principles of the sociocultural approach, focused on the educational model that emerges from needs that are perceived and shared through the group’s interactions, as well as the transitions that such a team undergoes in its actions and decisions.  相似文献   

Conceptual Mediation Program in Practice: Educational Outcomes from Two Sites     

Gregory C. R. Yates  E. Harry Lyndon 《Research in Science Education》2004,34(4):389-401

We report on two studies in which high school students who had been exposed to a cognitive training procedure known as the Conceptual Mediation Program (CMP) were compared to students who had not participated within the program. In the first study, based on data from two sites, it was found that 70 CMP students exhibited higher levels of school affect and strategy awareness than 103 comparable students not in the program. In the second study, based on retrospective data from one site, 53 students who had participated within CMP classes were found to exhibit higher levels of attainment on Year 12 South Australian public examination results (effect size of 1.04 on the aggregate). On the Year 12 examination results, the CMP students outperformed both the school and state norms.  相似文献   

Education and the changing world economy: The imperative of reform     

Nicholas Burnett  Harry Anthony Patrinos 《Prospects》1997,27(2):223-230

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Longitudinal retention of anatomical knowledge in second‐year medical students          下载免费PDF全文

Denise E. Doomernik  Harry van Goor  Jan G.M. Kooloos  Richard P. ten Broek 《Anatomical sciences education》2017,10(3):242-248

The Radboud University Medical Center has a problem‐based, learner‐oriented, horizontally, and vertically integrated medical curriculum. Anatomists and clinicians have noticed students’ decreasing anatomical knowledge and the disability to apply knowledge in diagnostic reasoning and problem solving. In a longitudinal cohort, the retention of anatomical knowledge gained during the first year of medical school among second‐year medical students was assessed. In May 2011, 346 medical students applied for the second‐year gastro‐intestinal (GI) tract course. The students were asked to participate in a reexamination of a selection of anatomical questions of an examination from October 2009. The examination consisted of a clinical anatomy case scenario and two computed tomography (CT) images of thorax and abdomen in an extended matching format. A total of 165 students were included for analysis. In 2011, students scored significantly lower for the anatomy examination compared to 2009 with a decline in overall examination score of 14.7% (±11.7%). Decrease in knowledge was higher in the radiological questions, compared to the clinical anatomy cases 17.5% (±13.6%) vs. 7.9% (±10.0%), respectively, d = 5.17. In both years, male students scored slightly better compared to female students, and decline of knowledge seems somewhat lower in male students (13.1% (±11.1%) vs. 15.5% (±12.0%), respectively), d = ?0.21. Anatomical knowledge in the problem‐oriented horizontal and vertical integrated medical curriculum, declined by approximately 15% 1.5 year after the initial anatomy course. The loss of knowledge in the present study is relative small compared to previous studies. Anat Sci Educ 10: 242–248. © 2016 American Association of Anatomists.  相似文献   

Teacher Support Teams for Special Educational Needs in Primary Schools: evaluating a teacher-focused support scheme     

Brahm Norwich  Harry Daniels 《Educational studies》1997,23(1):5-24

This paper reports on part of an evaluation of teacher support teams (TSTs) as a special education needs (SEN) support strategy in primary schools. Using a mixture of quantitative and qualitative evaluation methods, it focuses on areas derived from a theoretical framework for understanding schools’ approaches to SENs. TSTs were set up and run in six of the eight schools, with meetings of between 30 and 45 minutes, usually during lunchtime or after school. Most of the referrals were about behaviour problems, though many were about learning difficulties. The support included providing emotional encouragement, specific approaches to managing behaviour, teaching strategies and consulting others. Referring teachers reported that their TST experience led to increased confidence and some improvements in the children, while TST members themselves believed that they had gained much from the TST experience. Overall the study showed the feasibility and benefits of setting up TSTs in primary schools. The findings are discussed in terms of the wider benefits of TSTs and their relevance to special needs policies and the implementation of the SENs code of practice.  相似文献   

Cultural Considerations: Interpretations of blame and perceived ability among children in India     

Gowri Parameswaran  Harry L. Hom Jr 《Educational studies》2001,27(3):269-279

In the first study, children's ability attributions following teacher blame was assessed for 218 Tamil-speaking children in India between 6 and 12 years of age. Indian children of all ages attributed low ability to the child that was blamed and high ability to the child who was not blamed by the teacher. This finding does not conform to expectations based on studies conducted in the West. In the second study, children between the ages of 6 and 12 were given questionnaires that attempted to explore their conceptions of ability and effort. It was found that the Indian sample did not clearly distinguish between ability and effort. Studies conducted in the West have found that older children clearly differentiate between ability and effort and value ability more than effort. The reasons for these culturally different findings in children's attributions is examined, and several possible explanations are offered.  相似文献   

Book reviews     

Renate Nestvogel  Harold J. Noah  Sixten Marklund  Richard Noonan  John Nisbet  Desmond J. Keegan  Jeremy Greenland  Robert G. Thomas  Douglas Thom  Mina J. Moore-Rinvolucri  Wolfgang Tietze  A. Harry Passow  Michael A. White  D. S. Anderson  Philip G. Altbach  R. Gardner  Bogdan Suchodolski  Malcolm Rosier  Ronald H. Wilson  David H. Partington 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1983,29(4):493-521

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Stories,Class and Classrooms: classic tales and popular myths     

Harry Daniels  Jan Lee 《Educational studies》1989,15(1):3-14

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Self-punitive responding in rats with goal shock and color change     

Harry L. Hom  Harold Babb 《Learning & behavior》1975,3(2):152-156

After acquisition avoidance training, rats were assigned on the basis of matched run speed to the following groups: (1) maintenance of avoidance training, (2) extinction procedures with the addition of a brief shock in the goalbox, and (3) regular extinction procedures. Each group was further divided into two minor groups which experienced either change or no change in goalbox color. The results indicated : (1) that self-punitive responding was increased by goal shock, (2) that self-punitive responding was reduced by goalbox color change, and (3) that generalization of goal shock to the startbox and runway areas is a factor in self-punitive responding.  相似文献