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Relations between teachers' approaches to teaching and students' approaches to learning 总被引:16,自引:0,他引:16
This paper reports on an empirical study which shows that qualitatively different approaches to teaching are associated with qualitatively different approaches to learning. More specifically, the results indicate that in the classes where teachers describe their approach to teaching as having a focus on what they do and on transmitting knowledge, students are more likely to report that they adopt a surface approach to the learning of that subject. Conversely, but less strongly, in the classes where students report adopting significantly deeper approaches to learning, teaching staff report adopting approaches to teaching that are more oriented towards students and to changing the students conceptions. The study made use of a teaching approach inventory derived from interviews with academic staff, and a modified approach to learning questionnaire. These conclusions are derived from a factor and cluster analysis of 48 classes (involving 46 science teachers and 3956 science students) in Australian universities. The results complete a chain of relations from teacher thinking to the outcomes of student learning. Previous studies have shown relations between teachers' conceptions of teaching and learning and their approaches to teaching. Numerous studies have shown correlations between students' deeper approaches to learning and higher quality learning outcomes. The results reported here link these two sets of studies. They also highlight the importance, in attempts to improve the quality of student learning, of discouraging teacher-focused transmission teaching and encouraging higher quality, conceptual change/student-focused approaches to teaching. 相似文献
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Wendi Beamish Fiona Bryer 《International Journal of Disability, Development & Education》1999,46(2):261-278
This paper reports initial findings of a research project in Queensland, Australia that did not adopt recommended practices from listings established in other countries for early childhood intervention services. Instead, a contextual and participatory process served to determine a relevant listing of program quality indicators for a large, early intervention service conducted by the state Department of Education (Stage 1). Thirty-one indicators of program quality were identified for this particular service. To validate these indicators and to gather additional information about their implementation, a statewide survey was conducted (Stage 2). For each of the 31 indicators, parents and staff from within this service were asked to (a) indicate their level of acceptance, (b) report on current use, and (c) comment on barriers to implementation. Results provide strong support for the indicator listing and reveal high level of indicator acceptance accompanied by a lower level of indicator implementation. Lack of time and lack of staff were identified as the primary barriers to implementation across all indicators. The validated indicator listing for Early Special Education (Qld) services is provided. 相似文献
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Government statistics show that children with special educational needs and disabilities do not achieve as well academically as their peers, which impacts on later employment and socioeconomic circumstances. Addressing these inequalities is a key policy area which currently lacks a satisfactory evidence base. To explore the issue, the present study used data from the Scottish Longitudinal Study which contains data from the 1991, 2001 and 2011 censuses along with other administrative data, from a representative sample of the Scottish population. Using this large and longitudinal sample, the present study examines educational engagement, expectations and attainment for children with self-reported disability, controlling for other early childhood factors. The results show that children with mental health problems were at higher risk of leaving school early, and that children with learning difficulties were less likely to gain advanced qualifications. Neither limiting long-term illness in early childhood nor disability in adolescence were significant predictors of engagement, however, they did predict measures of academic expectation and attainment. Results suggest there is a critical phase for attainment, with area deprivation in early childhood but not adolescence being important for later educational inequalities. 相似文献
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Fiona Blackburn 《Public Library Quarterly》2020,39(3):229-245
ABSTRACTThis article revisits LIS literature about cultural competence. It is not the prominent topic it was but is still considered important for addressing diversity, and is still criticized for obscuring racism and power structures in librarianship and society. Articles published in the last four years suggest, however, that library and information studies educators are teaching to engage with these issues. The cultural competence conceptual framework, specifically the environmental domain, can be recast to incorporate engagement with race and power. This more robust framework would enable culturally competent professionals to do more than accommodate difference. 相似文献
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Caldwell L Davies S Stewart F Thain A Wales A 《Health information and libraries journal》2008,25(2):125-134
BACKGROUND: Using specific examples, this paper describes the tools, methods and resources used to develop Managed Knowledge Networks (MKNs) within the NHS Scotland e-Library (http://www.elib.scot.nhs.uk). MKNs help to complete the knowledge management cycle by providing a place to share the learning and discuss the evidence for practice through combining the use of the published material (explicit knowledge) with the experience and knowledge held by individuals, communities and organizations (tacit knowledge). OBJECTIVES: First of all, this paper outlines the e-Library infrastructure, which provides an inter-operable framework to manage the published knowledge using a metadata management system; and a knowledge-sharing tool to support the development of MKNs. It then covers the various stages involved in developing an MKN: gathering and analysing information needs in a variety of ways; presenting and organizing the resources and services for the users as identified in the needs analysis; managing the tacit, personal and local knowledge. CONCLUSION: The toolkit described enables the Knowledge Services Group to take the needs of users, transcribe these into Specialist e-Libraries to provide access to the published information and to support this with accessing and sharing the knowledge of colleagues via MKNs. 相似文献
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Delivering information skills training at a health professionals continuing professional development conference: an evaluation 下载免费PDF全文
Aoife Lawton Padraig Manning Fiona Lawler 《Health information and libraries journal》2017,34(1):95-101
In this feature, guest writer Aoife Lawton discusses the outcomes of an information skills workshop delivered at a continuing professional development conference for health and social care professionals in Ireland. The primary aim of the study was to evaluate perceptions of the effectiveness of the workshop. The study provides details of how, through collaborative partnership, the workshop was developed and delivered. Application of an adapted version of the Kirkpatrick model of evaluation is presented alongside details of what impact the event had on the attendees both immediately after the workshop and 3 months post‐workshop. The authors also reflect on the benefits delivery of the workshops had for professional health library practice and service improvement. H. S. 相似文献
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