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1.
Throughout the history of education, debate has existed between the relative merits of instructed versus constructed knowledge. In this article, we review our program of research in science education for students with disabilities in order to reveal some insights into this debate. We review research in science curriculum, mnemonic strategies, text-processing strategies, hands-on approaches, coached elaborations, “discovery” learning, correlates of effective inclusive science classrooms, and class-wide peer tutoring with differentiated curriculum enhancements. Overall, both instructed and constructed knowledge are important and can be facilitated with appropriate instructional strategies. Implications for practice and future research are provided. 相似文献
2.
The case study, which explored the implementation of learner-centred approaches, emerged from an action research study of a three-year INSET (In-service Education and Training) programme for 145 unqualified primary teachers in Namibia. A learner-centred curriculum was introduced in Namibia soon after her Independence from South Africa in 1990. It was considered an effective antidote to the stifling teacher-centred practices used within the previous apartheid system. The case study raises questions about the implementation of learner-centred approaches. Data emerged which indicated their non-implementation, and reasons are presented to explain this: teacher professional capacity at the time of the study, limited resources, cultural factors and learner background. Efforts within the INSET programme to support teachers’ implementation of learner-centred approaches led to their reconceptualisation. The study indicated the effectiveness of developing teachers’ skills in the use of whichever approaches, methods and skills best bring about learning. The study highlights the usefulness of an adaptive approach—examining the realities within which teachers work and experimenting with strategies that seek to achieve student learning within the limitations of these realities. The focus is on learning-centred rather than learner-centred approaches. 相似文献
3.
Margo. L. Brewer Gisela van Kessel Brooke Sanderson Fiona Naumann Murray Lane Alan Reubenson 《高等教育研究与发展》2019,38(6):1105-1120
ABSTRACTThe health, wellbeing and employability of university students are key considerations within higher education. In response, interest in student resilience is on the rise. Reviews of contemporary resilience literature highlight both conceptual and methodological weaknesses, issues which hamper attempts to design effective resilience interventions. To inform the design of a student resilience program, to be piloted at three Australian universities, a scoping review of resilience specific to the higher education context was undertaken. Searches of three electronic databases (PsychINFO, CINAHL and ProQuest) were conducted. Seventy-two peer-reviewed articles published between 2007 and 2017 were included in the review. While the review reaffirms the conceptual and methodological issues found in previous resilience research, it provides a useful critique of key issues in relation to university student resilience and interventions to enhance students’ resilience. Recommendations for educators and researchers are provided. 相似文献
4.
Constructing more meaningful relationships: Mnemonic instruction for special populations 总被引：1，自引：0，他引：1
This article describes a model for reconstructing associative learning tasks along the dimensions of meaningfulness and concreteness, and for providing pictorial elaborations between stimulus and response information to promote learning in a variety of content domains. The research reviewed is of direct relevance to students with histories of learning failure in schools; we argue that such elaborative strategies are suitable especially for these handicapped learners. Initial investigations of mnemonic techniques involving the use of keywords and pegwords are described. Next, the broader approach of reconstructive elaborations, incorporating such strategies as the keyword method, is described. Several recent field investigations are presented, in which this approach was implemented in classrooms over extensive time periods. Finally, we discuss future applications, with particular reference to the transfer issue. 相似文献
5.
Thomas E. Scruggs Margo A. Mastropieri Lisa Marshak 《Learning disabilities research & practice》2012,27(1):12-20
Ten inclusive middle school social studies classes, including 133 general education students, and 24 students with mild disabilities (21 with learning disabilities and 3 with emotional disabilities), were assigned at random to a traditional instruction condition, or an experimental condition involving classwide peer tutoring with specialized materials and parent training. After 18 weeks of instruction, posttest data revealed that students in the experimental condition gained significantly more than students in the traditional instruction condition. These effects were observed on content included in the tutoring intervention, as well as on related content that was taught but not included in the tutoring intervention. Results are discussed within the context of recent research on inclusive secondary content area instruction. 相似文献
6.
Who educates teacher educators? How are teacher educators educated and prepared for their roles and tasks? This article uses a review of a two-year full-time Diploma in Teacher Education (DTE) for teacher educators in Uganda to engage with these questions. The article begins with a presentation of the Ugandan teacher education context and a literature review, focusing mainly on teacher educator knowledge, preparation, roles and tasks. It then presents the review process and discusses the main findings that emerged, exploring their implications for the education of teacher educators in Uganda and internationally. The main implications concern the critical role of teacher education pedagogy, context, teacher educator knowledge, tasks and roles, reflective practice, practitioner research, and the background, capacities and education of the educator of teacher educators. 相似文献
7.
ABSTRACT Clark and Murray examine the six Critical Performance Factors for Mega planning in an example drawn from the five‐year history of the population program of a major west coast philanthropy. In this article, the authors describe the salience and scope of the population issue as it is relates to other global trends; the steps the foundation took to “scope” the program and establish measurable impacts. It rates performance against the critical factors, then looks at some specific country impacts five years later. This analysis will be incorporated into the plan revision. Summary and What Next Indications are that our funding and the work of the grantees are having good impact in the country programs. Systematic, comprehensive reviews involving outside/inside experts, quantitative and qualitative data will be completed in all five country programs by mid‐2005. Also in 2005, the Board will work with staff and outside experts to examine the results of grant making and review and discuss our long term, overall approach. Much has changed since 1998. We will review those changes and see if any longer term shifts in funding emphasis will be appropriate. This effort to refresh our strategic thinking will allow us to revise, as appropriate, the stated missions of the population work, its assumptions, and how it fits into the overall work and goals of the Foundation. 相似文献
8.
Previous research has identified a negative correlation between developmental outcomes and length of early intervention programs. In the present investigation, these counterintuitive findings were examined on a sample of “at risk” children who had received a home-based infant development program and who had been enrolled at different age levels. Findings indicated that treatment length was negatively, but not significantly, correlated with developmental outcome. In addition, start age was found to be significantly negatively correlated with outcome, suggesting that certain developmental indices may decrease over time for certain populations. When the regression of time with start age was taken into account in the analyses, large and reliable treatment effects were observed at all start age levels. Results are discussed with respect to future research endeavors. 相似文献
9.
Margo C O'Sullivan 《Compare》2000,30(2):211-234
The literature endorses the critical role of needs assessment for effective INSET (In-service Education and Training). This view is not however, adequately supported by empirical research. There is also a dearth of literature on the process of needs assessment. The few studies that explore the process focus on the use of questionnaire and interview methods. The latter method was found to be inappropriate for the unqualified primary teachers participating in an INSET programme in Namibia (1995-97). This paper explores the process of needs assessment within this programme and presents an effective model of needs assessment which guided it. The model suggests the use of a multi-pronged qualitative approach to assessing needs. 相似文献
10.
Margo Brouns 《Higher Education in Europe》2000,25(2):193-199
This article discusses the results of a study on gender bias in assessment procedures in the two major institutions for scientific grants in The Netherlands: the Dutch Organization for Scientific Research (NOW) and the Royal Dutch Academy for the Sciences (KNAW). The study concentrated on a qualitative sample of one of the prestigious grants. A total of 128 files were analyzed on the basis of a correlation of characteristics of the applicant (sex, age, and scientific productivity), assessments by the external advisors (peer review), and the decision of NOW. The analysis indicated that women applicants were evaluated differently from male applicants. However, women were not discriminated against in all disciplines. On the contrary, in some disciplines they received a bonus. One of the major conclusions is that gender matters, but in different ways within the different disciplines. 相似文献