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1.
This paper describes a method of analysing teacher growth in the context of science education. It focuses on the identification of pathways in the development of secondary school teachers’ pedagogical content knowledge (PCK) by the use of the interconnected model of teachers’ professional growth (IMTPG).The teachers (n = 12) participated in a one-year action research project focused on their individual concerns related to teaching science. The use of the IMTPG revealed that teachers use different pathways of learning to develop different aspects of their PCK. For each PCK component, three distinct pathways could be identified, two of which clearly were associated with professional growth. When examining these two pathways in detail, it was found that (1) teachers learned about new instructional strategies and assessment methods mostly through literature reviews and discussions with peers and (2) teachers who analyzed and reflected on student learning as it happened in their classrooms developed understandings that helped them to select and apply instructional strategies to further promote student learning. Both the analytical method as well as the identification of the different developmental pathways help to better understand teacher development in the context of classroom practices. 相似文献
2.
Alexander L. Darling Martin D. England Daniel W. Lang Rosanne Lopers-Sweetman 《Higher Education》1989,18(5):559-583
Formulas are used in many jurisdictions to allocate public funds among universities which may then have considerable autonomy in the internal allocation of those funds. This paper provides first an overview of formula funding as it affects university education. This is followed by an exposition on the balance between autonomy and accountability in the Province of Ontario. Formula funding in Ontario is used as a case study to evaluate how effective formula-funding has been in encouraging autonomous universities to work towards the attainment of public policy objectives. The analysis shows that four mechanisms have in fact been used - namely formula funding, designated extraformula grants, incentive funding, and controls - and that some objectives are better supported by different mechanisms. The paper concludes with a discussion of the evolution and an evaluation of formula funding in Ontario against the objectives given for its introduction. 相似文献
3.
Objective setting and evaluation for learning in the affective domain are often neglected in educational programs, largely because affective learning is a poorly understood phenomenon. This is particularly problematic in nonformal science education facilities, which are uniquely suited to facilitate affective learning. To address this problem, a heuristic model of affective learning in nonformal educational facilities was developed. The model, referred to as the Meredith Model, displays a sequence of events occurring in the affective responses of learners in nonformal educational experiences and identifies factors which may influence individual events within this sequence. The model is proposed as a conceptual framework for gaining an increased understanding of affective learning and for making recommendations for practice of nonformal science education and for further research. J Res Sci Teach 34: 805–818, 1997. 相似文献
4.
This study investigated veterinary students’ experiences of clinic‐based learning (CBL) during a comprehensive final year internship programme. Open‐ended surveys (n = 93) were used to gather qualitative data about students’ conceptions of what is learned during CBL and their approaches to learning in clinics. Phenomenography was used for detailed analysis of the variation evident in students’ responses. Relationships between qualitative differences in students’ conceptions and approaches were then evaluated using quantitative statistical analysis. Links to achievement during final year were examined. Close associations were found between the quality of students’ experiences of CBL and achievement during the internship programme. 相似文献
5.
Good teaching that supports final year students’ learning in clinical placements is critical for students’ successful transition from an academic environment to professional practice. Final year internship programmes are designed to encourage student-centred approaches to teaching and deep approaches to learning, but the extent to which clinical supervisors adopt a student-centred teaching approach is unknown. Survey data (n?=?117) from veterinary supervisors were analysed using phenomenography. The results revealed qualitative differences in supervisors’ conceptions of and approaches to supervision. Quantitative statistical analysis was used to investigate relationships between supervisors’ conceptions and approaches. These analyses identified the types of supervisor experiences more likely to encourage students to participate in clinical practice in ways that will help them transition successfully to independent professional practice. The results have value for clinical educators and administrators seeking to improve the quality of placement supervision in a range of professional education programmes. 相似文献
6.
Rosanne Quinnell Elizabeth May Mary Peat 《International Journal of Science Education》2013,35(7):1053-1074
We surveyed first year students at the start and at the end of their first semester of university biology (n?=?285) as to their approaches to study (surface, deep) and their conceptions of biology (fragmented, cohesive). Hierarchical cluster analysis was used to group students who responded similarly to the survey; this resolved four Learner Profiles based on specific combinations of approach to study and conception of biology. By comparing cluster membership at the start and end of the semester we could assess whether students (1) maintained their incoming approach to study and conception of the discipline of biology, i.e. their ‘Learner Profile’ and (2) whether certain Learner Profiles were more persistent than others. Approximately half the student cohort did not alter their approach to study or conceptions of biology by semester's end. Students in the disengaged profile, i.e. who returned mostly negative responses to survey items, appeared the most resistant to changing their Learner Profile; while the greatest migration occurred towards less than desirable learning strategies (particularly to the disengaged profile). We were able to confirm the significant migration patterns by assessing the heterogeneity of each cluster at the start of semester clusters with respect to the students' approaches and conceptions at the end of semester. Thus we present a process to accurately track Learner Profile changes that may tell us more about how we can enhance students' learning and provide a means by which to gather the empirical data to support decisions relating to curriculum change. 相似文献
7.
Rosanne W. Fortner Jae-Young Lee Jeffrey R. Corney Samantha Romanello Joseph Bonnell Brian Luthy 《Environmental Education Research》2000,6(2):127-141
During a 10-week period prior to the 1997 Kyoto conference on climate change, two parallel studies were conducted: Study 1 examined media portrayals of global warming and the certainty with which information was reported (percentage of 'hedging'); Study 2 was a telephone survey to assess public knowledge about key topics in global climate change, people's certainty about their information, trust in the media, and willingness to take action on global warming. Media reports were found to be scarce, and about half of the references to global warming were found to be hedged. More hedging was evident in the New York Times than in other print media and national television reports, and economic impacts of climate change were reported with the greatest certainty. The audience (N = 139 adults, average age 36–45, with at least a high school education) reported trusting their media sources more than 50% of the time. They were collectively fairly knowledgeable and certain about global warming information (9.1 on a scale of - 20 to + 20), and they appeared to be willing to adopt a range of responsible behaviors seen to be useful in countering global warming (average response 3.0 out of 4). The knowledge/certainty factor was described as 'attitude under uncertainty', and was significantly related to media trust (r = 0.325, p < 0.01) and willingness to act responsibly (r = 0.400, p < 0.01). Comparing Study 1 with Study 2, the research does not support a hypothesis that media hedging is related to uncertainty. Implications for environmental communicators are discussed. 相似文献
8.
In this article, we focus on an analysis of critical issues in supporting teacher educators conducting a self-study. As data, we have used the digital logbooks written by the participating teacher educators, the outcomes of the interviews we held at the end of the support process, and of a follow-up questionnaire answered by the participating teacher educators six months later. We have found seven issues critical to enhancing the chances of self-studies being beneficial to the practice of teacher education as well as to the further development of a knowledge base for teacher education. In addition, our study points to four themes for further attention and research. 相似文献
9.
OBJECTIVE.: This paper investigates the mean level and within-family similarities and differences in Filipino mothers' and fathers' attributions about success and failure in caregiving situations, and their progressive and authoritarian parenting attitudes. DESIGN.: Both mothers and fathers in 95 families in metropolitan Manila completed interviews. RESULTS.: Controlling for parents' age, education, and possible social desirability bias, there was a significant gender difference in modernity of attitudes, with mothers exhibiting higher levels of modernity than fathers. There was a strong correlation in mothers' and fathers' authoritarian attitudes and moderate correlations in modernity of attitudes. There were neither parent gender effects nor concordance in the attributions of mothers and fathers. CONCLUSIONS.: Cultural explanations are presented to account for the findings, specifically the sociocultural values that foster traditional attitudes favoring parental authority and child obedience, and the differences in gender and family roles of Filipino mothers and fathers. 相似文献
10.
Reuven Babai Rachel Rosanne Eidelman Ruth Stavy 《International Journal of Science and Mathematics Education》2012,10(4):763-775
Many students encounter difficulties in science and mathematics. Earlier research suggested that although intuitions are often needed to gain new ideas and concepts and to solve problems in science and mathematics, some of students’ difficulties could stem from the interference of intuitive reasoning. The literature suggests that overcoming intuitive interference is associated with the activation of inhibitory control mechanisms. The goal of the current study was to find out whether indeed the reasoning processes associated with overcoming intuitive interference are different from the ones related to answering correctly in line with the intuition. To do so, we focused on the comparison-of-perimeters of geometrical shapes task that triggers intuitive responses and applied the prime–probe paradigm. High school students were presented with pairs of congruent and incongruent trials of different combinations. The findings showed that previous trial congruity affects response times of the probe. When congruent trials followed incongruent prime, an increase in response time was observed as compared with congruent trials that followed congruent ones, and vice versa. In addition, when congruent trials followed incongruent-equal prime, not only did response time increase but accuracy significantly dropped as well. The current study supports the suggestion that inhibitory control mechanisms play a key role in overcoming intuitive interference, even in adolescence, and points to the importance of enhancing students’ inhibitory control mechanisms. 相似文献