Exploring an intervention’s impact on everyday school activities     

Marianne Björn  Idor Svensson 《Support for Learning》2021,36(1):5-19

The focus of this paper is on a group of pupils with reading and writing difficulties who have been participating in an intervention study using assistive technology. That intervention study contained supervised training sessions with reading and writing tasks using an iPad with special supportive applications. The current study is a qualitative investigation of whether there has been any transfer from the intervention, to the pupils’ everyday school activities. Interviews with pupils and their teachers and observations during classroom lectures have been used to collect data. The results show that the pupils were positive to the assistive technology (the applications on the iPads), they found the apps easy to learn how to use and they appreciated the benefits they could give. Even so, only a few of the pupils had found use for and continued to use the tools after the intervention period finished. Possible reasons are that when the novelty wore off, students reverted to their usual study habits and that older students with many teachers and different classrooms were less able to adapt to using the apps. To improve transfer, it is suggested to introduce assistive technology earlier to students, in the younger grades, before study habits have been formed and to inform teachers about the use of AT in the classroom, including what is available and how it can benefit students.  相似文献   

The Potential Impact of COVID-19 on Student Learning and How Schools Can Respond     

Adam E. Wyse  Eric M. Stickney  David Butz  Amanda Beckler  Catherine N. Close 《Educational Measurement》2020,39(3):60-64

There is no denying the impact that the coronravirus disease (COVID-19) outbreak has had on many aspects of our lives. This article looks at the potential impact of COVID-19 on student learning as schools abruptly morphed into virtual learning environments using data from several instructional, practice, and assessment solutions offered by Renaissance. First, three hypothetical learning scenarios are considered using normative data from Star assessments to explore the potential impact on reading and math test performace. Next, data on Focus Skills are used to highlight which grades may have missed the most foundational math and reading content if instruction was stopped or reduced. Last, data from two of Renaissance's practice tools are used to evaluate whether students were practicing key skills following school closures. The article concludes that academic decline will likely occur but may be tempered by the increased use of practice tools; effects may look different for math and reading; and may impact grades and schools differently. As such, schools may need to leverage decision-making frameworks, such as the Multi-tiered Systems of Support/Response-to-Intervention (MTSS/RTI) framework, more than ever to identify needs and target instruction where it matters most when school begins in fall 2020.  相似文献   

Preservice secondary subject teachers incorporating movement integration into classroom practice     

《Teaching and Teacher Education》2020

The present study explores Finnish preservice subject teachers’ perspectives and experiences with movement integration in academic classrooms. In the study, 44 subject teachers applied an integrated approach to infuse physical activity into a required teacher-preparatory course. The program’s framework is the constructivist learning approach. Data were collected through interviews, classroom observations and field notes. The findings show that movement integration was a new concept for the preservice teachers and that their experience positively influenced their beliefs regarding the use of that concept in academic lessons. Thus, it is possible to support implementation of movement integration into secondary academic classrooms.  相似文献   

Strength,Weakness, Opportunity,Threat (SWOT) Analysis of the Adaptations to Anatomical Education in the United Kingdom and Republic of Ireland in Response to the Covid-19 Pandemic     

Georga J. Longhurst  Danya M. Stone  Kate Dulohery  Deirdre Scully  Thomas Campbell  Claire F. Smith 《Anatomical sciences education》2020,13(3):301-311

The Covid-19 pandemic has driven the fastest changes to higher education across the globe, necessitated by social distancing measures preventing face-to-face teaching. This has led to an almost immediate switch to distance learning by higher education institutions. Anatomy faces some unique challenges. Intrinsically, anatomy is a three-dimensional subject that requires a sound understanding of the relationships between structures, often achieved by the study of human cadaveric material, models, and virtual resources. This study sought to identify the approaches taken in the United Kingdom and Republic of Ireland to deliver anatomical education through online means. Data were collected from 14 different universities in the United Kingdom and Republic of Ireland and compared adopting a thematic analysis approach. Once themes were generated, they were collectively brought together using a strength, weakness, opportunity, threat (SWOT) analysis. Key themes included the opportunity to develop new online resources and the chance to engage in new academic collaborations. Academics frequently mentioned the challenge that time constrains could place on the quality and effectiveness of these resources; especially as in many cases the aim of these resources was to compensate for a lack of exposure to cadaveric exposure. Comparisons of the actions taken by multiple higher education institutions reveal the ways that academics have tried to balance this demand. Discussions will facilitate decisions being made by higher education institutions regarding adapting the curriculum and assessment methods in anatomy.  相似文献   

Blended learning in higher education: professional development in a Hong Kong university     

Jennifer Catharine Evans  Hennie Yip  Kannass Chan  Christine Armatas  Ada Tse 《高等教育研究与发展》2020,39(4):643-656

ABSTRACT

Online learning has become a ubiquitous part of the educational landscape and how teachers are supported in developing approaches to teaching online is a fundamental aspect of the students’ learning experience. Based on the implementation of a professional development course on becoming an online teacher offered in a blended learning mode at one university in Hong Kong, this article proposes that offering this type of professional development in a blended mode is very effective in facilitating enhanced usage of the university’s learning management system. In a blended mode, teachers are actively engaged with blended learning and were found to make more extensive use of features/tools in Blackboard after they attended the professional development course. Results support that offering professional development in a blended mode provides teachers with an authentic student perspective, at the same time as they take guided steps in the teacher’s role in blended learning.  相似文献   

Implementing Student‐Centered Learning Practices in a Large Enrollment,Introductory Food Science and Human Nutrition Course     

Debra Korte  Nicholas Reitz  Shelly J. Schmidt 《Journal of Food Science Education》2016,15(1):23-33

Informed by the latest research on how people learn, effective teachers address both aspects of the teaching–learning equation—they engage students in the course material by implementing best teaching practices and they prepare students for learning by sharing best learning practices. The purpose of this study was to evaluate the impact of student‐centered learning practices on students’ perceptions of their ability to learn, specifically in a large enrollment, introductory food science and human nutrition course. Featured student‐centered learning practices included required assignments, optional study tools, and supplemental learning resources. A mixed method survey instrument with 5‐point Likert scales and qualitative, open‐ended questions was used to determine students’ (1) use of optional study tools and supplemental learning resources; (2) perceptions as to the quality and impact of required assignments, optional study tools, and supplemental learning resources to enhance their ability to learn; (3) perceptions as to the usefulness of required assignments, optional study tools, and supplemental learning resources to help them perform better in this course; and (4) overall satisfaction, as a learner, in this course. Overall, students identified study guides (developed using Bloom's taxonomy action verbs) (Mean = 4.34), microthemes (Mean = 4.27), and quizzes (Mean = 4.11) as the most beneficial resources to enhance their learning of the course material. Overall, 85% of students said they were extremely or very satisfied as learners in the course and nearly 75% of the students said the student‐centered learning practices should be offered to future FSHN 101 students.  相似文献   

论高中生物学案的编制策略     

任祥飞 《南昌教育学院学报》2011,(12):120-120

学案式教学模式,通过改变学生以前学习的方式,追求教学过程中教和学的交流和互动,培养学生的爱提问题的习惯,让学生积极参与,寻找获得智慧的方法,发挥他们创新的能力,这是一种非常有效的教学模式。本文在参考以往学案教学经验的基础上,探讨了高中生物学学案的编写策略。  相似文献   

“我心目中的好课堂”——来自孩子心灵的呼声     

蔡文艺 《江苏教育研究》2011,(1):36-39

对于什么样的＂课＂是＂好课＂,历来有多种说法,可谓仁者见仁,智者见智。然而,这些所谓＂好课标准＂都是成人所构建的。课堂生活是孩子们经历最多、体验最深的一种生活方式。教育现象学研究要求关注教育情境中师生的＂生活体验（世界）＂,关注教育的实际发生领域,关注生活的意义。由此,本研究旨在用教育现象学的方式倾听孩子们内心的声音,用描述性的语言勾勒出孩子们心目中的＂好课堂＂。  相似文献   

Instructional methods and languages in class: A comparison of two teaching approaches and two teaching languages in the field of intercultural learning     

《Learning and Instruction》2016

The article presents the results of a quasi-experimental intervention study with a 2 × 2 factorial design. We implemented a problem-based intercultural learning unit in four secondary schools (grades 9 to 12) and varied the teaching approach (analytical/affective-experiential) and the language of instruction (German/English). The learning unit covered six 45-min lessons and was conducted in nine school courses (n = 143). Five additional school courses (n = 66) served as a control group. In all experimental groups, students engaged with critical incidents. These were either analysed (analytical focus) or acted out as role plays (affective-experiential focus). In addition, students analysed film clips (analytical focus) or participated in a simulation game (affective-experiential focus). The experimental groups outperformed the control group in the post-test, which required the analysis of critical incidents. Both teaching approaches were equally effective; however, students evaluated affective-experiential learning more positively. Using a foreign language for teaching did not impair performance.  相似文献   

The role of a museum‐based science education program in promoting content knowledge and science motivation     

Andrew J. Martin  Tracy L. Durksen  Derek Williamson  Julia Kiss  Paul Ginns 《科学教学研究杂志》2016,53(9):1364-1384

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