To increase the teacher efficacy of student teachers, they need positive classroom experiences: mastery experiences. These mastery experiences have to be created by the student teachers themselves. Therefore, student teachers need a tool to better understand problematic teaching experiences and help them create positive classroom experiences. Nine student biology teachers used this attribution support tool when reflecting on multiple lessons taught in classes they considered difficult. They scored their lessons and filled in a teacher efficacy questionnaire after each lesson. The results show that teacher efficacy increased and the number of failures during the lessons decreased; on average, the self-awarded marks per teacher per lesson increased, indicating an increase in mastery experiences. Therefore, the attribution tool seems to be a promising tool for student teachers to enhance their teacher efficacy and to support reflection on problematic teaching experiences. 相似文献
A century before the outbreak of bovine spongiform encephalopathy (BSE), Great Britain and North America grappled with pleuro-pneumonia - a disease in cattle that had equally maddening consequences. Towards the end of the 19th century, this condition was at the heart of a transatlantic trade dispute that lasted for decades and attracted the attention of livestock farmers, diplomats, shipping moguls, veterinarians, public health regulators and journalists the world over. Scientific controversy aggravated the situation when there were doubts about the scientific judgment of Privy Council veterinary officials, who were simultaneously conducting disease-diagnosis activities and pushing for tighter regulations at British ports. At this point, William Williams, principal of the New Veterinary College in Edinburgh, waded into this troubled arena. His strong convictions spawned a long-running disagreement with the British Government over the diagnoses of pleuro-pneumonia in cattle imported from the USA and Canada. 相似文献
Two property regimes for software development may be distinguished. Within corporations, on the one hand, a Private Regime obtains which excludes all outsiders from access to a firm's software assets. It is shown how the protective instruments of secrecy and both copyright and patent have been strengthened considerably during the last two decades. On the other, a Public Regime among hackers may be distinguished, initiated by individuals, organizations or firms, in which source code is freely exchanged. It is argued that copyright is put to novel use here: claiming their rights, authors write ‘open source licenses’ that allow public usage of the code, while at the same time regulating the inclusion of users. A ‘regulated commons’ is created. The analysis focuses successively on the most important open source licenses to emerge, the problem of possible incompatibility between them (especially as far as the dominant General Public License is concerned), and the fragmentation into several user communities that may result. 相似文献
Theory-of-mind (ToM) abilities were studied in 176 deaf children aged 3 years 11 months to 8 years 3 months who use either American Sign Language (ASL) or oral English, with hearing parents or deaf parents. A battery of tasks tapping understanding of false belief and knowledge state and language skills, ASL or English, was given to each child. There was a significant delay on ToM tasks in deaf children of hearing parents, who typically demonstrate language delays, regardless of whether they used spoken English or ASL. In contrast, deaf children from deaf families performed identically to same-aged hearing controls (N=42). Both vocabulary and understanding syntactic complements were significant independent predictors of success on verbal and low-verbal ToM tasks. 相似文献
The Linguistic European Policy stresses the importance of linguistic diversity and encourages students to learn several languages, believing that the more languages we know, the better we can understand each other and preserve our languages. To preserve diversity and to value all the languages (either included in the curriculum or not) is a first step to develop a plurilingual and intercultural competence in the classroom as a means of overcoming frontiers between languages and between people. A second step is to work with teachers and to value what they know by helping them to find new and innovative answers to meet these professional challenges. Thus, this paper describes the work within a project for professional development of a group of in‐service language teachers. The teacher education programme suggests a portfolio‐oriented language learning and teaching approach that promotes plurilingualism. We will analyse the teachers' starting point and their willingness to work within an innovative and challenging approach. The analysed data include a questionnaire prior to the starting of the programme and three written reflections at the end of the programme concerning professional development, new concepts, teaching approach and working habits. The conclusions indicate that the teachers were not familiar with either the concept of plurilingualism or the portfolio‐oriented language learning and teaching approach. Nevertheless, they clearly show their willingness to try a new approach in their teaching practice.
La politique linguistique européenne défend l'importance de la diversité linguistique et encourage l'apprentissage de diverses langues, en croyant que la maîtrise de plusieurs langues augmente la capacité de comprendre les autres et de préserver nos propres langues. Préserver et valoriser toutes les langues (présentes, ou pas, dans le curriculum scolaire) est le début du développement de la compétence plurilingue et interculturelle. Ceci constitue un moyen de dépasser les barrières entre des langues et des peuples différents. Un deuxième pas est le travail avec les enseignants, en valorisant leurs connaissances et en les aidant à découvrir de nouvelles réponses, capables de faire face aux défis de la gestion de la diversité. Cet article décrit le travail mené au sein d'un programme de formation continue destiné à un groupe d'enseignants de langues. Ce programme de formation se construit autour d'une approche plurilingue où le portfolio est le concept‐clé. Le texte présente l'analyse du point de départ des enseignants, en explicitant leurs prédispositions à travailler d'une autre façon. Les données analysées incluent les réponses à un questionnaire antérieur au programme de formation et trois réflexions écrites à la fin de ce même programme à propos du développement professionnel (nouveaux concepts, nouvelle approche, nouvelles habitudes). Les résultats montrent que les enseignants n'étaient familiarisés ni avec le concept de plurilinguisme ni avec l'utilisation du portfolio. Toutefois, les enseignants révèlent le désir d'essayer une nouvelle approche dans leurs pratiques d'enseignement.
La política lingüística europea defiende la importancia de la diversidad lingüística y alienta a aprender varios idiomas, en la convicción de que cuantos más idiomas sabemos, mejor podemos entendernos y preservar nuestros idiomas. Preservar y valorar todas las lenguas (estén o no presentes en el currículum) es un primer paso para desarrollar una capacidad plurilingüe e intercultural en clase, que se convierte en un medio de superar las barreras entre idiomas y entre pueblos. Un segundo paso es trabajar con profesores, valorando lo que saben y ayudándolos a descubrir nuevas e innovadoras respuestas para su desarrollo profesional en momentos de cambios. Este escrito describe el trabajo llevado a cabo en el marco de un proyecto para el desarrollo profesional de un grupo de profesores en un instituto, a partir de un programa de formación sobre enseñanza y aprendizaje de idiomas basado en el porfolio. Analizaremos el punto de partida de su camino y la predisposición para trabajar un abordaje innovador y desafiante del currículum. Los datos analizados incluyen las respuestas a un cuestionario anterior al programa de formación y tres reflexiones escritas en el término de ese programa, sobre desarrollo profesional, nuevos conceptos y hábitos de trabajo. Las conclusiones indican que los profesores no estaban familiarizados ni con el concepto de plurilingüismo ni con la enseñanza y aprentisage de idiomas basado en el porfolio. Sin embargo, evidencian predisposición para intentar nuevos abordajes en sus practicas profesionales.
Die Europäische Sprachenpolitik legt grossen Wert auf die linguistische Vielfalt. Eine der Prioritäten ist demnach, Schüler zum Erlernen mehrerer Fremdsprachen zu motivieren. Diese Idee basiert auf der Grundlage, dass das Erlernen mehrerer Sprachen nicht nur eine bessere Verständigung zwischen Kulturen ermöglicht, sondern auch die eigene Sprache und Kultur erhält. Die linguistische Vielfalt zu erhalten und grossen Wert auf alle Sprachen zu legen (im Lehrplan beinhaltet oder nicht) stellt einen ersten Schritt dar, eine mehrsprachige und interkulturelle Kompetenz im Klassenzimmer zu entwickeln, zur Überwindung von Grenzen zwischen Sprachen und Leuten. Ein zweiter Schritt ist die Arbeit mit Lehrern, in der deren Vorkenntnisse wichtig genommen werden und ihnen damit geholfen werden soll, neue Antworten für die entsprechenden beruflichen Herausforderungen auszuarbeiten. In diesem Vortrag soll die Zusammenarbeit mit einer Lehrergruppe im Rahmen einer beruflichen Weiterbildung beschrieben werden. Das Lehrerausbildungsprogramm schlägt ein portfolio‐orientiertes Sprachlernen und Unterrichten vor, das Sprachenvielfalt fördert. Es soll analysiert werden, aus welchen Ausgangspunkten die Lehrer kommen und welche Bereitschaft sie zu einer innovativen Unterrichtspraxis zeigen. Die analysierten Daten, ein Fragebogen vor Programmbeginn und drei schriftliche Reflexionen am Ende des Programms, beziehen sich auf professionelle Entwicklung neuer Konzepte, Unterrichtspraxis und Arbeitsmitte. Die Schluβfolgerungen zeigen, dass die Lehrer weder mit dem Konzept der Mehrsprachigkeit noch mit dem portfolio‐orientierten Sprachlernen und Unterrichten vertraut waren. Andererseits deuten sie auf eine Bereitwilligkeit von Seiten der Lehrer, eine neue Herangehensweise ihre Unterrichtspraxis zu erproben. 相似文献
In this essay Justin Pack responds to Vine Deloria, Jr., and Daniel Wildcat's call to “indigenize education” by exploring what that entails both in his own life and for his teaching. Recognizing the power of place in Native American metaphysics, epistemology, and ethics is essential to the project of indigenizing education, according to Pack. He recounts how reading Deloria and Wildcat's Power and Place: Indian Education in America as a graduate student radically changed his perception of and relation to place, instilling in him the insight that knowing the history of a place is key to gaining a sense of one's connection to place. This realization, in turn, influenced Pack's approach to teaching. He came to understand that passing his changed perception and experience of place along to his students helped their development of critical thinking skills by exposing them to a metaphysics radically different from Western epistemology and ethics and by opening a path for them to recover a deeper sense of what it means to be in a place. Ultimately, Pack's aim in the essay is to demonstrate the potential for teaching Native American philosophy to function as a disruptive force in the classroom. 相似文献
Although the importance of high motivation to engage in deliberate practice has been acknowledged, no research has directly tested this hypothesis. Therefore, the present study examined this relation in adolescent elite chess players by means of a questionnaire. In addition, to provide an explanation for dropout among promising chess players, differences in motivation between persistent and dropout chess players were analyzed. Competitiveness and the will to excel proved to be predictors of investments in deliberate practice. Moreover, achievement motivation and chess-specific motivation differed to a certain extent between persisters and dropouts. Our results suggest that motivation to engage in deliberate practice not only contains elements of the will to improve performance, but also of the will to attain exceptional levels of performance. 相似文献
In this study, we examined the anthropometric dimensions of powerlifters across various body mass (competitive bodyweight) categories. Fifty-four male Oceania competitive powerlifters (9 lightweight, 30 middleweight, and 15 heavyweight) were recruited from one international and two national powerlifting competitions held in New Zealand. Powerlifters were assessed for 37 anthropometric dimensions by ISAK (International Society for the Advancement of Kinanthropometry) level II and III accredited anthropometrists. The powerlifters were highly mesomorphic and had large girths and bony breadths, both in absolute units and when expressed as Z(p)-scores compared through the Phantom (Ross & Wilson, 1974). These anthropometric characteristics were more pronounced in heavyweights, who were significantly heavier, had greater muscle and fat mass, were more endo-mesomorphic, and had larger girths and bony breadths than the lighter lifters. Although middleweight and heavyweight lifters typically had longer segment lengths than the lightweights, all three groups had similar Zp-scores for the segment lengths, indicating similar segment length proportions. While population comparisons would be required to identify any connection between specific anthropometric dimensions that confer a competitive advantage to the expression of maximal strength, anthropometric profiling may prove useful for talent identification and for the assessment of training progression in powerlifting. 相似文献
This paper analyzes the effects that the 2012 VAT rise in Spain had on household’ demand for cultural goods and services. Household’ demands are modeled as a two-stage QUAIDS. After estimating price and expenditure elasticities, and the pass-through parameter associated with the reform, our results show that the individual welfare loss and the increment in the tax bill increase, but less than proportionately, with income. Consequently, the reform can be considered as regressive. Relating the effects of the VAT reform to households’ incomes also implies a low quantitative effect, because of the low proportion of total household expenditure that cultural expenditure represents. From a social perspective, the size of the induced welfare loss would positively depend on society’s inequality aversion. Regardless of the latter, it cannot be concluded whether the reform would have increased or reduced inequality in the distribution of cultural spending. Our results prove qualitatively robust to alternative values of the pass-through parameter. 相似文献
