Going virtual and going wide: comparing Team-Based Learning in-class versus online and across disciplines     

Silva  Elsa Costa e  Lino-Neto  Teresa  Ribeiro  Eug&#;nia  Rocha  Miguel  Costa  Manuel Jo&#;o 《Education and Information Technologies》2022,27(2):2311-2329

Education and Information Technologies - Team-based learning (TBL) is an active learning pedagogy developed for in-class sessions and based on the collaborative work of small groups of students....  相似文献   

Strands of Science Teaching     

Portugal  Khalil Oliveira  Arruda  Sergio de Mello  Passos  Marinez Meneghello 《Science & Education》2022,31(1):149-171

Science & Education - The paper introduces a tool for analyzing the teaching venue (where and how the teaching happens) of science teachers, called Strands of Science Teaching (SST)....  相似文献   

A look at superheroes: Some issues and guidelines     

Sally Pena  Judy French  Robina Holmes 《Early Childhood Education Journal》1987,15(1):10-14

Most early childhood teachers are not alarmists about children and television. TV is a fact of life for American children and simply another aspect that teachers must deal with in the classroom.  相似文献   

Initial teacher education in the university ‘My little ship,how ill-laden you are’     

Leonardo Franchi 《欧洲师范教育杂志》2016,39(2):147-158

Initial teacher education programmes in universities must meet the needs of varying constituencies. Politicians, school leaders and academics, for example, understandably seek to influence how these programmes should look. Given the importance of well-qualified teachers for the building of effective schools, it is right that a range of stakeholders should have their say. The Donaldson Report on teacher education in Scotland (2011) has much to say regarding the academic content of teacher education programmes. It offers food for thought for those wedded to the ‘craft’ model of teacher education. Academic rigour and breadth of experience cannot be seen as inimical to the need to ensure that newly qualified teachers are, indeed, ready to teach. The rediscovery of liberal approaches to education studies and the value of the liberal arts can be key components of a reimagined teacher education process.  相似文献   

Assessment of integration method for displacement determination using field accelerometer and geophone data     

F. Lamas-Lopez  Y. J. Cui  S. Costa D’Aguiar  N. Calon 《浙江大学学报(A卷英文版)》2017,18(7):553-566

A conventional French railway track was instrumented with accelerometers and geophones at three depths: sleeper (surface), interlayer (ITL, z=?0.93 m), and transition layer (TL, z=?1.20 m). A linear variable differential transformer (LVDT) was also used to monitor the displacement at the sleeper level. The recorded data allow the integration method (double for accelerometer and simple for geophone) for displacement determination to be assessed. Several questions need to be addressed prior to the selection of an adequate monitoring system: definition of signal filtering processes, influence on results of the different loading wavelengths, repeatability of measurements, train speed and axle load impact and their ranges of validity for each sensor. It was found that the main frequencies that caused more than 95% of the displacement of the monitored materials are in the low frequency range: <25 Hz for trains running up to 200 km/h. For an intercity train, the low frequencies are normally excited by long wavelengths, for instance, those corresponding to the 1/2 coach distance (λ=13.20 m), the bogies distance (λ=6.3 m), and the axle distance (λ=2.8 m). Comparison between the displacements deduced from the records of accelerometer and geophone and obtained from the records of LVDT shows quite consistent results; the mean displacement amplitudes obtained from accelerometers differ by only 20% from the LVDT records. The train speed does not have a strong effect on the obtained differences between sensors. The embedded sensors also gave consistent displacement results for each analysed depth. Moreover, the displacement amplitudes caused by different axle loads (locomotive or passenger coach) are distinguishable for all sensors at all depths. This validates the integration method used for the displacement determination.  相似文献   

A Critique of the external product evaluation of the brazilian system of undergraduate education     

da Rocha Bastos  Lilia  Michael  William Burton  de Oliveira  Denize Torres 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2001,47(1-2):151-158

International Review of Education -  相似文献   

Teaching Science Through Pictorial Models During Read-Alouds     

Alandeom W. Oliveira  Seema Rivera  Rory Glass  Michael Mastroianni  Francine Wizner  Vincent Amodeo 《Journal of Science Teacher Education》2013,24(2):367-389

This study examines how three elementary teachers refer to pictorial models (photographs, drawings, and cartoons) during science read-alouds. While one teacher used realistic photographs for the purpose of visually verifying facts about crystals, another employed analytical diagrams as heuristic tools to help students visualize complex target systems (rainbow formation and human eye functioning). Another teacher used fictional cartoons to engage students in analogical storytelling, communicating animal camouflage as analogous to human “blending in.” However, teachers did not always explicitly convey the representational nature of pictorial models (analog and target as separate entities). It is argued that teachers need to become more aware of how they refer to pictorial models in children’s science books and how to promote student visual literacy.  相似文献   

Best Practice in Middle-School Science     

Alandeom W. Oliveira  Kristen C. Wilcox  Janet Angelis  Arthur N. Applebee  Vincent Amodeo  Michele A. Snyder 《Journal of Science Teacher Education》2013,24(2):297-322

Using socio-ecological theory, this study explores best practice (educational practices correlated with higher student performance) in middle-school science. Seven schools with consistently higher student performance were compared with three demographically similar, average-performing schools. Best practice included instructional approaches (relevance and engagement, inquiry, differentiated instruction, collaborative work, moderate amounts of homework, and integration of language literacy and science) and administrative practices (nurturing a climate of opportunity to succeed in science, offering professional development based on data and dialogue, engaging teachers in standards-based curriculum revision and alignment, and recruiting the right fit of teacher). It is argued that best practice entails multiple levels of teaching and administrative praxis that together form a school-wide socio-ecological system conducive to higher performance.  相似文献   

Social Pedagogy: Presence,Commitment, Identification and Availability     

Walter de Oliveira  Carmen Montecinos 《Teaching Education》2013,24(2)

  相似文献   

Exploring affiliation network models as a collaborative filtering mechanism in e-learning     

Daniel Rodríguez  Miguel Ángel Sicilia  Salvador Sánchez-Alonso  Leonardo Lezcano  Elena García-Barriocanal 《Interactive Learning Environments》2013,21(4):317-331

The online interaction of learners and tutors in activities with concrete objectives provides a valuable source of data that can be analyzed for different purposes. One of these purposes is the use of the information extracted from that interaction to aid tutors and learners in decision making about either the configuration of further learning activities or the filtering of learning resources. This article explores the use of an affiliation network model for such kind of purposes. Concretely, the use of techniques such as blockmodeling – a technique used to derive meaningful patterns of relationships in the network – and the analysis of m-slices – a technique helpful to study cohesion in relationships – are explored as tools to decide on the configuration of topics and/or learner groups. In particular, the results of the case study show that such techniques can be used to (i) filter participants for rearranging groups; (ii) rearrange topics of interest; and (iii) dynamically change the structure of a course. The techniques presented can be considered a case of collaborative filtering based on social network structure.  相似文献