The introduction of in-class cooperative learning to a two semester large lecture college physics sequence was evaluated using
both qualitative and quantitative measuremets. The first semester of the sequence was taught using traditional formats for
lectures, tutorials and laboratories. A group of six students with apparent weaknesses in their academic backgrounds (from
a class size of 200) was examined closely through weekly group meetings, journal writing and formal interviews. After several
weeks, the group meetings became cooperative learning sessions, and the meetings appear to have helped the students to achieve
at a higher level than expected. In addition, a classroom environment survey was administered during the first semester. During
the second semester, in-class cooperative learning was implemented in tutorials. Student reaction to the new tutorial format,
as measured by the survey, was positive. Field notes taken during the tutorials in the second semester revealed additional
positive aspects of this reform. Many of the data support the hypothesis that in-class cooperative learning addressed student
concerns about the learning environment and was perceived as an effective reform by most students. 相似文献
This article explores some of the methods currently used for studying television audiences and suggests some new possibilities for teaching about them. These include analysis of ‘hard’ data about television audiences and more subjective insights gained from the experience of being part of an audience. It will offer a framework of questions which ought constantly to be asked about television audiences. For example: what is a television audience? What pleasures do television audiences derive from programmes? How are television audiences composed? How are they addressed? How is television audience research carried out? How do television audiences respond to programmes? And finally, what are the implications of an increased understanding of television audiences for broadcasters and educational television producers?. 相似文献
Reliance on the power of audiovisual media in nurse education has substantially increased in the last few years. This has been especially so when changing approaches to patient care have required large‐scale innovations in clinical and educational practice. Successful innovation depends on effective educational provision and audiovisual media such as videotape and videodisc have been expected to act as powerful agents in this process. Yet there has been little research on the effectiveness of such media. This article examines what actually happened when the multi‐media package Who Cares? (1983) was used in the United Kingdom. The package consisted of two video films and a teacher's handbook.
All known users of the package in the United Kingdom were followed up in order to establish what sort of people used it, in what contexts, how its use was organised and how effective it was for learners. This article explores how the specific educational contexts in which media are used play a vital role in making learning effective. Relevant theory is examined to provide a model of how teachers and learners use media. The results of the research are closely related to recent developments in education and training and, finally, practical recommendations are made for improving the efficiency and effectiveness with which modern educational media are used. 相似文献
Research Findings: The objective of this study was to examine the student–teacher relationship as a potential moderator of the link between executive functioning (EF) and children’s early school readiness among a clinical sample of preschoolers with externalizing behavior problems (EBP). Participants for the study included 139 preschool children (75.54% boys, M age = 5.01 years, 84.94% Hispanic/Latino) with at-risk or clinically elevated levels of EBP. The student–teacher relationship was assessed using the Student–Teacher Relationship Scale. School readiness data were composed of standardized achievement test scores and teacher reports of kindergarten readiness. EF was measured via parent and teacher reports along with standardized measures of EF, including the Head–Toes–Knees–Shoulders task and 4 standardized subtests from the Automated Working Memory Assessment. Poorer student–teacher relationship quality was predictive of lower teacher-reported kindergarten readiness and higher academic impairment. Main effects were qualified by an interaction between EF and student–teacher relationship quality such that worse EF (parent/teacher reports and standardized performance) was only associated with lower teacher-rated kindergarten readiness for children with poorer student–teacher relationship quality. Practice or Policy: EF appears to be an important predictor of school readiness for preschool children with EBP, particularly for children experiencing poorer student–teacher relationships. 相似文献
Little is known concerning how subtypes of aggression (relational and physical) might be differentially related to preschool-age children's classification in peer sociometric status groups (popular, average, rejected, neglected, and controversial). Furthermore, associations between aggression and sociometric status might vary according to the assessment tools utilized (e.g., peer report vs. teacher report). In this study, relational and physical aggression as well as sociable behavior of preschool-age children was assessed using peer reports and teacher reports. Peer nominations of acceptance and rejection (like and dislike nominations) were also collected and used to form sociometric status groups. Findings indicate that the behavioral differences between sociometric status group categories, obtained with older samples in previous research, is already evident as early as preschool. Furthermore, relational aggression is associated with controversial sociometric status in this age group (based on peer reports). These findings complement an emerging body of research indicating that the practice of relational aggression may be associated with greater peer status for some children. 相似文献
The Scottish Government’s vision of improving outcomes for children prioritises attachment theory and research in promoting children’s well-being across children’s services. This theme is also noted as increasing international relevance. Our narrative research springs from the experience of designing and delivering the first course within initial teacher education in Scotland to focus on the application of attachment theory to the role and identity of the teacher – particularly, in supporting children vulnerable through experiences of trauma and adversity. We capture students’ ‘real time’ learning moments through reflective journaling during school experience within the analytic ‘Doing, knowing, being and becoming’. Emergent themes include: looking behind and responding to behaviours, making links with ‘lived lives’, understanding teachers’ potential as attachment figures and ‘secure base’, understanding the relevance of adult attachment theory and resilience/self-care to teachers’ emotions and their own attachment experiences. 相似文献
This study sought to gain an understanding of the current statistical training and support needs for Australian Higher Degree by Research (HDR) students and their supervisors. The data reported herein are based on the survey responses of 191 (18.7%) eligible supervisors from a single Australian institution. The survey was composed of both forced-choice and open-ended items relating to supervisors’ background and experience, supervisors’ perceptions of their own statistical knowledge, the capabilities of their HDR students and supervisors’ attitudes towards the provision of statistical support for HDR students. Most supervisors described themselves as being at either an intermediate or advanced level of statistical experience (74.4%) and were moderately to very confident (72.3%) supervising students in relation to statistical matters. In contrast, supervisors identified a substantial discordance, or gap, between HDR students’ statistical knowledge, which they rated at an overall introductory or lower level (76.6%), and a requirement to have at least an intermediate level of statistical knowledge to complete their degree (74.5%). The findings suggest that supervisors perceive HDR students’ statistical knowledge to be underdeveloped, that both students and supervisors are likely to benefit from the provision of formal statistics training and that supervisors value access to statistical consultancy services. 相似文献