DEVELOPMENT, EVALUATION, AND VALIDATION OF A PAPER-AND-PENCIL TEST FOR MEASURING TWO COMPONENTS OF BIOLOGY TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE CONCERNING THE “CARDIOVASCULAR SYSTEM”     

Stephan Schmelzing  Jan H. van Driel  Melanie Jüttner  Stefanie Brandenbusch  Angela Sandmann  Birgit J. Neuhaus 《International Journal of Science and Mathematics Education》2013,11(6):1369-1390

One main focus of teacher education research concentrates on teachers’ pedagogical content knowledge (PCK). It has been shown that teachers’ PCK correlates with teaching effectiveness as well as with students’ achievement gains. Teachers’ PCK should be analyzed as one of the main important components to evaluate professional development programs. On this account, it is necessary to develop standardized measures of biology teachers’ topic-specific PCK that are labor-efficient. This paper presents a study on the development, evaluation, and validation of a paper-and-pencil test to measure biology teachers’ declarative PCK on the topic of blood and the human cardiovascular system. The development of the test was based, among other considerations, on a review of research literature on PCK and an analysis of 50 videotaped biology lessons. The final test instrument was comprised of 15 items distributed across 2 scales. The findings of the main study—with 93 preservice and in-service biology teachers and 12 biologists—confirmed that this measure of biology teachers’ declarative PCK was reliable, objective, and valid. In-service biology teachers scored higher on the test than preservice teachers (effect size Cohen’s d, 0.65) on one hand and, also, than biologists (Cohen’s d, 1.00) on the other hand. Future versions of this test should explore enlarging the scales and measuring procedural aspects of PCK.  相似文献   

Strategic Facilitation of Problem-Based Discussion for Teacher Professional Development     

Meilan Zhang  Mary Lundeberg  Jan Eberhardt 《学习科学杂志》2013,22(3):342-394

Engaging teachers in discussing and analyzing problems of practice has great potential for teacher professional development, yet little is known about how to facilitate such discussion. This study examined the strategies that experienced facilitators used to promote productive discussion among science teachers. Participants were 6 facilitators and 35 in-service teachers who participated in a professional development program that adopted a problem-based learning approach for teacher learning. Data analysis showed that experienced facilitators used a variety of strategies in their facilitation, including questioning, revoicing, making connections, clarifying, reframing, summarizing, role playing, meta-talk, and modeling. In particular, questioning and revoicing were the most important strategies in all sessions studied, accounting for about half of the facilitators' talk. Analysis further revealed both productive and disruptive characteristics of questioning and revoicing. In addition, analysis found that teachers were able to make progress in participating in the problem-based learning discourse in different ways. This study has implications for research on teacher professional development, problem-based learning, and learner-centered instruction.  相似文献   

Modeling the Growth of Word-Decoding Skills: Evidence From Dutch     

Ludo Verhoeven  Jan van Leeuwe 《Scientific Studies of Reading》2013,17(3):205-223

This study investigated the growth of word-decoding skills throughout the elementary school years for a representative sample of 2,819 Dutch children. Children's decoding abilities for (a) regular consonant-vowel-consonant words, (b) complex monosyllabic words with consonant clusters in prevocalic and postvocalic position, and (c) polysyllabic words were assessed on two occasions in each school year (Grades 1–6). The growth of word-decoding skills was found to be largely a matter of increased speed. Growth curve analyses showed a gradual curvilinear model to be superior to a step-model for all word-decoding skills. Furthermore, the three measures of word decoding define a common factor and show strong longitudinal stability. Some unique variance for the three word-decoding skills also emerged suggesting that the development of fully proficient word-decoding skills requires the learning of orthographic complexities.  相似文献   

Editorial     

Betty Collis  Jan Ring 《Interactive Learning Environments》2013,21(2-3):87-92

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A New Disciplinarity: Communities of knowledge,learning and practice     

Jan Parker 《Teaching in Higher Education》2013,18(4):373-386

The welcome new attention paid to subject teaching should have bridged the old divide between pedagogical and disciplinary research. But this paper argues that the focus on subject, rather than disciplinary communities is part of the commodification of higher education; that what is needed to re-energise both teachers and students is an inclusive new model of disciplinary education based on an engaged community's processes and practices. Each discipline, it is proposed, will model differently its practices, knowledge creation and dissemination, its writing, its community. The model may change received ideas about the focus and central concerns of the discipline, and in modelling disciplinary learning will change teaching and assessment. The model will be discipline specific and, as such, will resist generic and imposed 'skills and outcomes' frameworks. Evolving out of practice, rather than an external agenda, it should link disciplinary and pedagogical research so that they are mutually informing and transforming.  相似文献   

Lessons learned and tables turned: ‘(in)security’ and media representations in the 2018 World Cup     

Jan Andre Lee Ludvigsen 《Soccer & Society》2019,20(7-8):986-999

ABSTRACT

This essay follows up on an article published in Soccer & Society prior to the 2018 World Cup in Russia. There it was argued that this edition of the World Cup served as particularly interesting for the academic field focussed on sport-mega events (SMEs) and ‘security’, because of its uniquely securitized climate. Written immediately after the 2018 World Cup, the present essay reflects upon the event’s ‘security’ and mega-event security more broadly. It revisits some ‘security-related’ episodes. Then, special attention will be given the media discourse vis-à-vis ‘hooliganism’. The essay argues that the media discourse took an unorthodox ‘turn’ with regard to English ‘hooligans’, who, compared to past events, were portrayed as being ‘in risk’ – rather than being the group generating ‘the risk’ of football-related violence and public disorder.  相似文献   

Teacher–student negotiations during context-based chemistry reform: A case study     

Michelle Overman  Jan D. Vermunt  Paulien C. Meijer  Mieke Brekelmans 《科学教学研究杂志》2019,56(6):797-820

Teachers participating in curricular reforms, especially reforms based on constructivism, are expected to bring about change in their teaching approach. This is often a difficult, complex and intensive process, and demands a radical reculturing of the classroom. This is also the case for social constructivist reforms in chemistry education, which are based on a context-based approach. Educational change is a social and interactional process, and during this change teachers will engage in negotiations with their students about the reform. These teacher–student negotiations have a profound impact on the succeeding of the reform. This study explores the teacher–student interactions during the reform that shape and alter the context-based chemistry approach. We focused on two teachers, of whom it was found in an earlier study that one of them succeeded in implementing the reform, while the other one struggled. By following them for one school year, in which in-depth qualitative data was collected through various instruments, we developed insights about the teacher–student negotiations that influenced the educational reform. Three themes emerged from the data: “agency of learning,” “vulnerability,” and “care.” The differences that were found between the teachers regarding these themes help explain why and how the reform can become a success and why the reform often fails to change classroom practice.  相似文献   

Remote vocational learning opportunities—A comparative eye-tracking investigation of educational 2D videos versus 360° videos for car mechanics     

Felix Hekele  Jan Spilski  Simon Bender  Thomas Lachmann 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(2):248-268

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图书馆管理：2008年的探索与实践——以澳大利亚国家图书馆为例   总被引：2，自引：0，他引：2  

简·弗勒顿 《国家图书馆学刊》2008,17(3):87-92

非常荣幸能够受邀在中国国家图书馆主办的世界图书馆馆长论坛上发表演讲。澳大利亚国家图书馆于1901年建馆,是澳大利亚联邦建立之后的首家公共机构。澳大利亚国家图书馆的创始人有着远大的抱负,他们想要建立一个伟大的公共图书馆,这家图书馆不仅要拥有与澳大利亚和澳大利亚人相  相似文献   

An Insidious Poison or a Door to the Story?     

Jan Boesman  Baldwin Van Gorp 《Journalism Practice》2017,11(5):559-576

The aim of this paper is to grasp the influence of the newsroom on frame-building processes. First, journalists’ own understanding of “frames” and “framing” is discussed. Second, from an academic interpretation of these concepts, journalists’ framing practices are studied. To this end an ethnographic study was conducted at two newsrooms, one in Belgium and one in the Netherlands. The findings reveal that while the noun “frame” is sporadically used as a tool, the verb “framing” is considered as something from which a journalist should refrain. This is explained by the associations journalists make with strategic framing from sources as well as by the newspapers’ explicit attempt to no longer view the world from a single ideological frame. It is argued that the studied newsrooms have replaced ideology by, respectively, a counterframing strategy that strives to disprove existing frames (deframing) and a narrative approach that, one the one hand, sharpens existing frames but, on the other hand, offer more opportunities to create alternative frames (reframing) for events.  相似文献