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Innovative teaching is sometimes perceived as opposite of traditional teaching, since it is regarded as student-centred and takes on the form of guided construction. This distinguishing feature led to an expectation that traditional teaching practices will be replaced with innovative ones for the purpose of fostering learning. The goal of the present research is to examine this issue by taking a closer look at teaching practices within an innovative learning environment, and their implications for teachers and teacher educators. Our qualitative research was conducted in a secondary school which has implemented such a learning environment. The data analysis is based on sociolinguistic discourse analysis. The findings reveal a variety of teaching practices, which allows teachers to choose the most suitable one for a particular learning requirement. We conclude in proposing to adopt a more complex approach to teaching, and to relinquish the dichotomy between traditional and innovative teaching practices. Theoretical and practical implications of this proposal are presented in the discussion. 相似文献
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Dorit Tubin 《International Studies in Sociology of Education》2013,23(3):217-234
The article aims to reveal teachers' dispositions concerning stability and change in the field of schooling and to suggest some possible connection to the social space. Forty teachers who attended a principals' training course were asked to write educational fantasies regarding their 'dream school'. A content analysis of the fantasies showed similarities, such as: respecting student diversity, core curriculum and subjects of choice, a variety of teaching methods and a rich physical environment, and differences regarding: time and space configuration, classroom size and the schoolyard and recreation area. Most (75%) of the desired models view the school as preparing the student for society, while 25% perceive it as a place for the fulfilment of students' potential. The conclusion is that educational reforms are likely to succeed if they follow the trend toward more diversity, choice and pluralism, but at the same time respect the areas of difference. Further research is needed to elaborate on the educational fantasy as a research tool. 相似文献
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Baruch Offir 《Educational Media International》2013,50(1):9-15
English:This paper deals with decision-making aspects of the introduction of distance learning (DL) into university instruction and learning. Teacher/student interactions are examined and a model is suggested for the introduction of DL into the university teaching and learning arena whilst ensuring the realization of the potential of DL methodology both educationally and cost-effectively. Francais: Cet article traite des aspects des prises de décision dans l'introduction des systèmes d'enseignement à distance a l'université. Les interactions enseignements-enseignés sont examinées, et on suggère un modèle pour l'ntroduction de l'enseignement à distance dans l'université tout en mettant à profit le potentiel de la methodologie de l'enseignement à distance tant au point de vue éducation qu'au point de vue coût-efficacité. Deutsch:Dieses papier beschreibt aspekte der entscheidungsfindung für die einführung von DL für lehren und lernen an universitäten. Auf der basis von lehrer/schüler - interaktionen wird ein modell fur die einführung von DL im Universitätsbereich vorgeschlagen, das dessen möglichkeiten auf pädagogischem gebiet unter dem aspekt der kosteneffizienz sicherstellt. 相似文献
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Dan Lin Catherine McBride‐Chang Dorit Aram Iris Levin 《Journal of Research in Reading》2011,34(4):426-442
The present study examined the relations of Chinese word reading and writing to both maternal mediation of writing and a number of metalinguistic and cognitive skills in 63 Hong Kong Chinese kindergarteners. The whole process of maternal mediation of writing, in which mothers individually facilitated their children's writing of 12 two‐character words in their own ways, was videotaped. This study replicated and extended previous work on the cognitive strategies mothers use to help children in writing Chinese words. Mothers' typical mediation strategies were positively and significantly associated with both children's independent word reading and writing. In addition, maternal mediation of writing was uniquely associated with Chinese word reading, but not word writing, even with metalinguistic and cognitive skills, including phonological awareness, morphological awareness, orthographic processing and visual knowledge, statistically controlled. Findings underscore the importance of mothers' early scaffolding in facilitating children's literacy acquisition. 相似文献
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Dorit Tubin David Mioduser Rafi Nachmias Alona Forkosh-Baruch 《Education and Information Technologies》2003,8(2):127-145
The study reported here is based on the results of two international studies: IEA's Second Information Technology in Education Study (SITES) Module 2, focusing on innovative pedagogical practices at the classroom level, and OECD/CERI Case Studies of ICT and Organizational Innovation, focusing on ICT related innovations at the school system level. In the paper we analyze the data collected in ten innovative schools in Israel which have incorporated ICT in unique ways and have succeeded in devising innovative classroom pedagogies and school system changes. The major research questions addressed are: (a) What levels of innovation were observed in the participant schools, and in which domains? (b) How does the level of innovation in the various domains vary among and within schools? (c) What correlation patterns among levels of innovation in the various domains can be identified? The results of ten comprehensive case studies of exemplary schools in Israel were analyzed by mean of the innovation analysis schema developed by us for characterizing ICT-based educational innovations. 相似文献
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Abstract
This study focuses on the effect of doctoral and postdoctoral studies at leading research universities in the USA on constructing
the academic identity of Israeli students. The findings are based on constant comparative analysis of semi-structured interviews
with 27 Fulbright alumni. The results show that while American scientific standards become a model for the Israeli scientists,
Israeli culture and identity become much more evident, for better or worse. Several ways of handling these identities were
recognized and include: the intertwine method, ordering, and buffering. Further theoretical and practical implications are
discussed. 相似文献