Enhancing quality with a research-based student feedback instrument: a comparison of veterinary students’ learning experiences in two culturally different European universities     

Mirja Ruohoniemi  Monica Forni  Johanna Mikkonen  Anna Parpala 《Quality in Higher Education》2017,23(3):249-263

This paper explores the value of a research-based student inventory from the quality assurance point of view in two culturally different European higher education institutions for veterinary education. Perceived heavy workload is a well-known problem in veterinary studies and is a challenge to the quality of learning. First- and third-year students in both institutions responded to an inventory consisting of items regarding their approaches to learning, self-efficacy, study workload and the teaching-learning environment. There were differences in students’ approaches to learning and perceived workload between the two institutions. In both contexts, the strongest predictor of the workload turned out to be the surface approach to learning. Self-efficacy showed a positive correlation with the deep approach to learning and organised studying. The strengths of the teaching-learning environment varied between the institutions. Moreover, the present study discusses how the gained information could be used in improving the teaching-learning environment and students’ learning.  相似文献   

Reformation of VET and demands on teachers’ subject knowledge – Swedish vocational teachers’ recurrent participation in a national CPD initiative     

S. Köpsén  P. Andersson 《Journal of Education & Work》2017,30(1):69-83

This study investigates continuing professional development (CPD) of vocational teachers, with a focus on recurrent participation. Vocational teachers need to be competent as teachers and in relation to their vocational teaching subject. Reformation of Swedish vocational education in order to strengthen the working-life connection imposes demands on teachers to have up-to-date knowledge about the vocations related to their vocational subjects. To support the reform, vocational teachers have been offered to participate in a new national CPD initiative targeting their vocational competence. The study concerns participation in this initiative. Drawing on a socio-cultural perspective, vocational teachers’ CPD implies boundary-crossing between school and working-life. Theory concerning adults’ participation in education is considered relevant to understand conditions for such boundary-crossing, and learning, among vocational teachers. The article specifically investigates patterns in vocational teachers’ recurrent participation, which is expected to clarify the factors influencing further participation in professional development. The strongest predictor of recurrent participation, when adjusting for the influence of other factors, is the type of municipality that the teacher comes from, with low populated municipalities having the lowest likelihood of participation. Furthermore, recurrent participation is more likely by participating teachers from adult education or from privately owned schools, and by male teachers.  相似文献   

A sociocultural perspective on mediated activity in third grade science     

John M. Reveles  Gregory J. Kelly  Richard P. Durán 《Cultural Studies of Science Education》2007,1(3):467-495

This ethnographic study of a third grade classroom examined elementary school science learning as a sociocultural accomplishment. The research focused on how a teacher helped his students acquire psychological tools for learning to think and engage in scientific practices as locally defined. Analyses of classroom discourse examined both how the teacher used mediational strategies to frame disciplinary knowledge in science as well as how students internalized and appropriated ways of knowing in science. The study documented and analyzed how students came to appropriate scientific knowledge as their own in an ongoing manner tied to their identities as student scientists. Implications for sociocultural theory in science education research are discussed. John Reveles is an assistant professor in the Elementary Education Department at California State University, Northridge. He received his Ph.D. from the University of California, Santa Barbara in 2005. Before pursuing his Ph.D., he worked as a bilingual elementary school teacher for 3 years. His research focuses on the development of scientific literacy in elementary school settings; sociocultural influences on students' academic identity; equity of access issues in science education; qualitative and quantitative research methods. Within the Michael D. Eisner College of Education, he teaches elementary science curriculum methods courses, graduate science education seminars, and graduate research courses. Gregory Kelly is a professor of science education at Penn State University. He is a former Peace Corps Volunteer and physics teacher. He received his Ph.D. from Cornell in 1994. His research focuses on classroom discourse, epistemology, and science learning. This work has been supported by grants from Spencer Foundation, National Science Foundation, and the National Academy of Education. He teaches courses concerning the uses of history, philosophy, sociology of science in science teaching and teaching and learning science in secondary schools. He is editor of the journal Science Education. Richard Durán is a Professor in the Gevirtz Graduate School of Education, University of California, Santa Barbara. His research and publications have been in the areas of literacy and assessment of English Language Learners and Latino students. He has also conducted research on after school computer clubs, technology and learning as part of the international UC Links Network. With support from the Kellogg Foundation, he is implementing and investigating community and family-centered intervention programs serving the educational progress of Latino students in the middle and high school grades.  相似文献   

A challenge for vocational guidance in Peru     

Elba Ramos López 《Prospects》1989,19(1):49-55

Previously University Director of Student Welfare and Students' Concerns at that university. Has also worked as Vocational Counsellor and teacher at several universities in Peru. Is interested in psychological research and in vocational and psychological guidance.  相似文献   

Pedro Gutiérrez Bueno’s Textbooks: Audiences, Teaching Practices and Chemical Revolution     

José Ramón Bertomeu Sánchez  Antonio García Belmar 《Science & Education》2006,15(7-8):693-712

Pedro Gutiérrez Bueno wrote two editions of a chemistry textbook between 1788 and 1802. The paper offers a comparative view of both editions taking into account Gutiérrez Bueno’s biography, his intended audience and the changes related to the so-called chemical revolution. Some conclusions are at odds with common images about scientific revolutions and the role of textbooks in science. The analysis aims to shed some light on the multiple historical forces shaping textbooks and the way in which scientific change is assimilated by their writers. This research was partially supported by the program BHA2002-04611-CO3-02  相似文献   

Books and articles of academic interest     

Antonio Gómez Skarmeta  Pedro García López  Jesús Egea Payá  José Meseguer Navarro  Tomás Jiménez García 《Academic Questions》1994,8(1):91-92

Books and articles of academic interest  相似文献   

Early Childhood Services in Ireland     

Eilis Hennessy  Nóirín Hayes 《International Journal of Early Years Education》1997,5(3):211-224

This paper gives background information on early childhood services in Ireland and presents the results of a survey of the preschool experiences of 1065 children. The results of the survey suggest that the majority of children experienced some form of early childhood service before starting school. The most common service was a playgroup although a significant proportion of the children had experienced home‐based care with a relative or family day care provider. The implications of the findings for the development of a policy on early childhood services are discussed.  相似文献   

Tracing unique trajectories of participation for a ‘girl with ADHD’: from ‘unwilling student’ to ‘agentive learner’     

Ann-Carita Evaldsson  Johanna Svahn 《Emotional and Behavioural Difficulties》2019,24(3):254-272

ABSTRACT

The overall aim of this study is to explore how individual children with long-term school difficulties follow unique ‘trajectories of participation’ in special educational needs settings, sometimes in unexpected ways, and how this contributes to alternative forms of identification and processes of learning. The data draws on long-term video-ethnographic work, tracing trajectories of participation during the course of a school year for an individual girl with an ADHD diagnosis who is a newcomer to a special support school in Sweden. We use a multi-layered theoretical and methodological framework to learning, identities and participation as situated practices to explore how the focal girl, through her everyday participation in classroom contexts structured to amplify the student’s capabilities, gradually moves from an ‘unwilling student’ to an ‘agentive learner’. Through a multimodal interactional analysis, we demonstrate how the focal girl’s actions and the teacher’s scaffolding responses are interactionally organised, and the emotional and relational dimensions in the creation of participation frameworks for learning. It is argued that the student’s agency and emerging emotional engagement in school-based learning are intimately linked to the pursuit of building long-term learning relationships based on mutual trust.  相似文献   

Mathematics in Physics Education: Scanning Historical Evolution of the Differential to Find a More Appropriate Model for Teaching Differential Calculus in Physics     

Joaquín Martínez-Torregrosa  Rafael López-Gay  Albert Gras-Martí 《Science & Education》2006,15(5):447-462

Despite its frequent use, there is little understanding of the concept of differential among upper high school and undergraduate students of physics. As a first step to identify the origin of this situation and to revert it, we have done a historic and epistemological study aimed at clarifying the role and the meaning of the differential in physics and at improving curricular and teaching models in the sense of Gilbert et al. (Gilbert J.K., Boulter C., & Rutherford, M.: 1998a, International Journal of Science Education 20(1), 83–97, Gilbert J.K., Boulter C., & Rutherford, M.: 1998b, International Journal of Science Education 20(2), 187–203). We describe the contributions of Leibniz and Cauchy and stress their shortcomings, which are overcome by the alternative definition proposed by the French mathematician Fréchet, dating from early 20th century. As a result of this study, we answer to some fundamental questions related to a proper understanding of the differential in physics education (for 17–19 years old students).  相似文献   

Self-regulation of homework behaviour: relating grade,gender, and achievement to homework management     

Fuyi Yang  Menglu Tu 《教育心理学》2020,40(4):392-408

Abstract

The present investigation linked grade, gender, and maths achievement to homework management strategies using data from 305 Chinese students in grades 7, 8, and 9. These strategies included arranging the environment, managing time, handling distraction, monitoring motivation, and controlling potentially interfering emotion. A three-way MANOVA examined the effects of grade, gender, and maths achievement on homework management strategies. Grade or gender was not related to homework management strategies. Meanwhile, high-achieving students (compared with low-achieving students) were more likely to arrange the environment, manage time, handle distraction, monitor motivation, and control negative emotion.  相似文献