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This study was situated within a year-long, statewide technology integration initiative designed to support technology integration within science, technology, engineering, and math classrooms. It examined the elements used in student artifacts in an attempt to investigate trends in digital artifact creation. Among several conclusions, this examination highlighted areas of significant improvement in student use of technology, such as an increase in the creation of PowerPoint presentations and the inclusion of multimedia elements. The study also highlighted areas for improvement, such as the low cognitive demand for content in the majority of the artifacts. 相似文献
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Middle-level students have unique emotional and academic needs. As a result, it is important for middle-level educators to realize these needs when creating a caring and engaging classroom climate that results in successful student achievement. This article describes the Caring Community Teaching Model (CCTM), which is a synthesis of affective teaching as well as learning practices tailored to meet the unique needs of middle-grade students. The CCTM is designed as a program with a two-function approach to enhance student engagement: (1) caring relationships and (2) instructional strategies. The authors describe the theoretical framework that underpins the CCTM as well as the emerging literature that creates its needs. Additionally, the CCTM is highlighted through the lens of a case example in which the authors provide concrete examples of CCTM being used in a middle-level classroom. 相似文献
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Abstact This article reviews content analysis studies aimed to assess critical thinking in computer-mediated communication. It also discusses theories and content analysis models that encourage critical thinking skills in asynchronous learning environments and reviews theories and factors that may foster critical thinking skills and new knowledge construction. 相似文献
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Glenn W. Lambie W. Bryce Hagedorn Kara P. Ieva 《Counselor Education & Supervision》2010,49(4):228-246
Counselors are required to have high levels of social‐cognitive development, significant knowledge regarding ethical and legal practice, and sound ethical decision‐making processes to provide effective and ethical services to their clients. This study investigated the effect of two counseling ethics courses on 64 master's‐level counselor education students' levels of social‐cognitive development, ethical and legal knowledge, and ethical decision making. Students' ethical and legal knowledge scores increased significantly, and precourse social‐cognitive maturity predicted postcourse ethical and legal knowledge scores. Implications for counselor education and development are discussed. 相似文献
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