Learning about transformative research through others' stories: What does it mean to involve ‘others’ in science education reform?     

Angela Calabrese Barton  Kenneth Tobin 《科学教学研究杂志》2002,39(2):110-113

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Central Intervention in Local Educational Disputes: The Use of Section 68 of the 1944 Act     

Angela Thody 《Journal of educational administration and history》1990,22(1):59-66

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Achieving equivalence: a transnational curriculum design framework     

Angela Clarke  Terry Johal  Kristen Sharp  Shayna Quinn 《International Journal for Academic Development》2016,21(4):364-376

Transnational education is now essential to university international development strategies. As a result, tertiary educators are expected to engage with the complexities of diverse cultural contexts, different delivery modes, and mixed student cohorts to design quality learning experiences for all. To support this transition we developed a transnational curriculum design framework that synthesises knowledge about what impacts on curriculum design. This framework aims to help academic developers communicate complex educational concepts and foster international communities of practice. It guides cyclical implementation that is focused on achieving equivalent and quality educational outcomes for students regardless of their location across the globe.  相似文献   

A Quasi-Experiment Examining Expressive and Receptive Vocabulary Knowledge of Preschool Head Start Children Using Mobile Media Apps     

Angela Vatalaro  Anne McDonald Culp  Debbie L. Hahs-Vaughn  Amanda C. Barnes 《Early Childhood Education Journal》2018,46(4):451-466

This study examined the efficacy of using different types of mobile media apps to increase the receptive and expressive vocabulary development of 3-, 4-, and 5-year-old preschool children living in economically disadvantaged communities. Children and teachers in four Head Start classrooms participated in the quasi-experimental study, which included an 8-week intervention in which the children interacted with one of two types of apps: one classroom used four scaffolding-like vocabulary apps for an average of 1.8 h per day (n?=?16) and one classroom used four open-ended vocabulary apps for an average of 1.3 h per day (n?=?15). Two classrooms served as comparison groups (n?=?18; n?=?14) which used apps that were chosen by the Head Start program with no specific instructional method for approximately 1 h per day. Children’s vocabulary was assessed pre- and post-intervention using the PPVT-4, the EVT-2, and iPad Receptive and Expressive Vocabulary Assessments. Using a repeated measures analysis of variance with split plot analysis, children who used scaffolding-like vocabulary apps performed statistically significantly higher on the PPVT-4 than children who used open-ended vocabulary apps. There were no significant differences between groups on the EVT-2. The study contributed to the literature on teacher instruction of utilizing scaffolding-like apps to increase preschool vocabulary knowledge.  相似文献   

Creating a Climate of Self-Awareness in Early Childhood Teacher Preparation Programs   总被引：1，自引：0，他引：1  

Angela C. Baum  Margaret A. King 《Early Childhood Education Journal》2006,33(4):217-222

This article discusses the importance of helping preservice teachers develop a sense of self-awareness. This involves, in part, helping preservice teachers develop an ability to examine and identify the personal characteristics, beliefs and attitudes that make them who they are and influence the way they think about teaching and learning. The authors offer several suggestions for creating a climate in teacher education programs that will promote a developing sense of self-awareness in preservice teachers.  相似文献   

The conceptual change approach to improving teaching and learning: An evaluation of a Hong Kong staff development programme   总被引：2，自引：0，他引：2  

Angela Ho  David Watkins  Mavis Kelly 《Higher Education》2001,42(2):143-169

This paper reports a study ofthe effectiveness of an innovative approach tostaff development, the conceptual changeapproach, which attempts to change teachers'frameworks for conceptualising teaching andlearning. The evaluation investigated theprogramme at three levels: the impact on theconceptions of teaching of the participants,the resultant impact on teaching practices, andthe consequential effect on student learning.Encouraging results were obtained. Theprogramme brought about detectable conceptualchange or conceptual development in two-thirdsof the sample group. Subsequently, all the`changed' teachers received better ratings ontheir teaching practices from their students inthe following academic year while none of thosewho did not change their conceptions showedsimilar gains in student rating scores. Aresultant positive impact on their students'studying approaches was observed for half ofthe teachers who changed their conceptions.  相似文献   

Comparison of deficits in cognitive and motor skills among children with dyslexia   总被引：4，自引：2，他引：4  

Roderick I. Nicolson  Angela J. Fawcett 《Annals of dyslexia》1994,44(1):147-164

There is a growing body of evidence that children with dyslexia have problems not just in reading but in a range of skills including several unrelated to reading. In an attempt to compare the severity and incidence of deficits across these varied domains, children with dyslexia (mean ages 8, 12, and 16 years), and control groups of normally achieving children matched for IQ and for age or reading age, were tested on a range of primitive (basic) skills. The children with dyslexia performed significantly worse than the same-age controls on most tasks, and significantly worse even than the reading-age controls on phoneme segmentation, picture naming speed, word tachistoscopic word recognition, speeded bead threading and some balance tasks. The overall performance of the children with dyslexia is interpreted as showing less complete automatization than normal.  相似文献   

Effects of Web-based Support for the Construction of Competence Maps     

Angela Stoof  Rob L. Martens  Jeroen J. G. van Merriënboer 《Instructional Science》2006,34(3):189-211

Educationalists experience difficulties with the construction of competence maps that describe final attainment levels of educational programs. Web-based support was developed with three supportive aids: A construction kit, a phenomenarium, and an information bank. Each supportive aid was expected to improve perceived process and product quality as well as learning. In a full factorial experiment, 266 educational science students constructed a competence map, whether or not supported by different combinations of the three supportive aids. The availability of the construction kit and the phenomenarium had positive effects on perceived process quality and learning. Furthermore, if there was no phenomenarium with example materials, the absence of the construction kit greatly diminished experienced support (i.e., one aspect of process quality); if a phenomenarium was present, the availability of the construction kit had relatively little effect on perceived support. In general, this study indicates that well-designed Web-based support helps to construct competence maps. in final form: 2 February 2006  相似文献   

What Teachers Think     

Angela Thomas 《Assessment & Evaluation in Higher Education》1989,14(3):149-157

The present study examined Further Education Teachers’ opinions on the introduction of a formal appraisal system into their colleges. Data were obtained from two sources: (a) a one‐day workshop (N = 72), and (b) a survey questionnaire (N = 60). Findings showed that generally teachers did not welcome a formal appraisal system but felt that any system should offer encouragement and help to improve performance in the classroom, though most felt that time and money would need to be spent to enable Colleges to do the job properly.  相似文献   

Multigrade teaching: towards an international research and policy agenda   总被引：2，自引：0，他引：2  

Angela W. Little   《International Journal of Educational Development》2001,21(6):121

Despite its prevalence in many educational systems, multigrade teaching remains invisible. In the global effort to achieve education for all in the post-Dakar decade the needs of multigrade teachers, classes and schools must be addressed. The paper (i) explores the meaning of the term multigrade teaching in developing and industrialised countries and identifies a range of conditions under which it arises; (ii) synthesises knowledge of the practice of and research on multigrade teaching; and (iii) proposes an international agenda for future research on and dissemination of policy and practice. The agenda underlines the need for context-specific questions and comparisons, more awareness of the prevalence and challenges of multigrade teaching, more research on the practices and training needs of multigrade teaching and the exploration of synergies between teachers, curriculum, assessment and classroom organisation. It is suggested that knowledge of multigrade teaching strategies is needed by all teachers and not simply those in classes designated as ‘multigrade’.  相似文献