Elaborating a model of teacher professional growth

This paper details a model of teacher professional growth and relates the model to the research data on which the model is empirically founded. A key feature of the model is its inclusion of four analytic domains in close correspondence to those employed by Guskey (Educational Researcher 15(5), 1986) and others, but the model proposed in this paper identifies the specific mechanisms by which change in one domain is associated with change in another. The interconnected, non-linear structure of the model enabled the identification of particular “change sequences” and “growth networks”, giving recognition to the idiosyncratic and individual nature of teacher professional growth. One major value of a change model grounded in empirical data lies in its capacity to stimulate speculation, research and development regarding possible change mechanisms as yet unexplored and unexploited. In its current form, this model offers a powerful framework to support the analyses of those studying teacher change (or growth) and the planning of those responsible for teacher professional development.     

研究型实验课教学模式的试验报告

通过研究实验课的教学模式,发现了传统实验课教学模式的弊端,并通过对实验课教学模式近5年的改革及试验,发现了研究型实验课教学模式的优势。本文阐述了这种实验课教学模式的特点,并与传统实验课教学模式进行了对比,得出了该实验课教学模式可以推广的结论。     

A model for principals' STEM leadership capability

In this paper we develop a model for the capabilities required by principals for effective Science, Technology, Engineering and Mathematics (STEM) leadership. The model underpinned a large national cross-sectional research and development project across Australian states in both primary and secondary schools. This model is developed via synthesis of research literature across leadership and STEM education. The model consists of five dimensions of principals' STEM capability: (1) STEM discipline-specific and integrated knowledge and practices; (2) contexts; (3) dispositions; (4) tools; and (5) critical orientation. These dimensions represent distinct, but interrelated, capacities required by principals to establish and maintain positive STEM learning cultures within schools. Elaborations have been provided, in the form of capabilities, for each of these dimensions. The model has the potential for shaping principals' STEM leadership development trajectories and structuring targeted professional learning programmes for principals, teachers and other members of the school community.     

Teaching Scientific Analogies: a proposed model

The purpose of this paper is to propose a model for teaching scientific analogies. This model is called: ‘The General Model of Analogy Teaching’ (GMAT). A theoretical framework is developed first for this model. The following points are covered in this framework: (1) definition of the analogy, (2) analogical learning, (3) variables related to the analogical learning, (4) evaluating the outcomes of analogical learning, and (5) limitations of using analogies in teaching. The General Model of Analogy Teaching proceeds in the following nine stages: (1) measure some of the students’ characteristics related to analogical learning in general, (2) assess the prior knowledge of the students about the ‘topic’ to be taught, (3) analyse the learning material of the ‘topic’ to be taught, (4) judge the appropriateness of the analogy to be used, (5) determine the characteristics of the analogy to be used, (6) select the strategy of teaching and the medium of presenting the analogy, (7) present the analogy to the students, (8) evaluate the outcomes of using the analogy in teaching, and (9) revise the stages of the model.     

单循环赛程编排的数学模型

作用邻接矩阵的方式建立了单循环赛程编排的数学模型，给出了尽量公平原则的最优上限和下限，并以图论方法详细描述了n为偶数和n为奇数情形均衡解编排的全部过程。作为特例，得到了n=5，8，9情形的均衡解。     

PLC控制电梯教学模型的研发

介绍了用梯形图设计并制作了用可编程控制器（PLC）控制的现代电梯控制装置的实验模型.该模型为5层楼电梯控制,电机的正反转由一个正负12V的电源供电,所有指示灯由一个正5V的电源供电;楼层信息由一个74LS48译码芯片驱动的共阴极的数码管显示.在硬件电路连接好后,向PLC传送编好的控制程序,它能按预先的逻辑较好地完成电梯的控制.实践证明,可编程控制器在工业自动化中的运用和实现工业控制的智能化、稳定性和安全性都具有重要的实际意义.     

Preparation of counsellors in Pakistan: A proposed model

Summary This paper proposes a comprehensive counselor preparation model within the philosophical and religious beliefs of Pakistan. A series of courses are presented to provide a cohesive and comprehensive body of knowledge to counselors to work in educational, business, health and community settings. The proposed curriculum reflects the philosophy, beliefs, and values of the country in terms of human development, life/career and educational planning. Furthermore, this model proposes a pre-service preparation to replace the current in-service preparation model for counselors.Paper presented at the Tenth International Round Table for the Advancement of Counselling (Working Group: The Training of Counsellors), University of City-Dorigny. University of Lausanne, Lausanne, Switzerland, September 5–9, 1982.     

A model of career development for a multicultural work force

This article highlights a career development model (Coleman, 1989) designed for use with multicultural and diverse populations. Individuals from these backgrounds sometime encounter difficulties with their career development, and the model was created to focus on the particular issues, needs, and concerns of multicultural populations. The career development model consists of six components: 1) Introduction and Orientation; 2) Self-Assessment; 3) Decision Making; 4) Educational, Occupational, and Community Information; 5) Preparation for Work, Leisure, and Retirement; and 6) Research and Evaluation. A discussion of the barriers encountered by multicultural populations is included, along with implications for counseling and development professionals.     

Developing a learning progression for number sense based on the rule space model in China

The current study focuses on developing the learning progression of number sense for primary school students, and it applies a cognitive diagnostic model, the rule space model, to data analysis. The rule space model analysis firstly extracted nine cognitive attributes and their hierarchy model from the analysis of previous research and the mathematics textbook used in Beijing. A cognitive diagnostic test for number sense was then developed based upon the cognitive attributes. Finally, the model was used to analyse a sample of 1207 Chinese primary school students’ observed item responses to identify their knowledge states and to validate and modify the hypothesised learning progression. The results showed that the test was of good psychometric quality, and that the hypothesised learning progression was generally validated. By applying the rule space model, the hypothesised learning progression was modified at each level. The results also showed that students in grade 3, grade 4 and grade 5 were mainly classified into level 1 and level 2, level 2–level 4 and level 5 of the modified learning progression, respectively. These results suggest the feasibility and benefits of using cognitive diagnostic models to develop learning progressions.     

A LISREL model for the analysis of repeated measures with a patterned covariance matrix

We present a LISREL model for the estimation of the repeated measures analysis of variance (ANOVA) with a patterned covariance matrix. We demonstrate this model for a 5 x 2 (Time x Group) ANOVA in which the data are assumed to be serially correlated. The residuals are assumed to have been generated according to an AR(1) process. An appropriate covariance structure is selected, tested, and compared with alternative patterns. Similarities between the LISREL model and SAS PROC MIXED are discussed.     

Chemistry Teaching for the Future: A model for secondary chemistry education for sustainable development

For more than 40 years, the international community has acknowledged the role education might play in environmental awareness and conservation. The last major initiative came when the United Nations General Assembly proclaimed a Decade of Education for Sustainable Development (2005–2014). In the final year of the decade, teachers still struggle to realise education for sustainable development (ESD). One of the challenges teachers face with respect to ESD is the inclusion of even more content into an already overloaded curriculum. In response, it has been suggested that ESD should be introduced as an integrated perspective across the content of all existing subjects. This paper offers a model for how ESD can be realised in chemistry education. The model has been developed to support chemistry teachers in their educational planning and consists of 5 categories: chemical content knowledge, chemistry in context, the distinctiveness and methodological character of chemistry, ESD competences and lived ESD. The ESD model is illustrated through 5 ellipses, visualising the hierarchy of the categories, as they exist in different levels. All 5 ESD categories need to be considered in a holistic ESD approach.     

A BOD-DO coupling model for water quality simulation by artificial neural network

A one-dimensional BOD-DO coupling model for water quality simulation is presented,which adopts Streeter-Phelps equations and the theory of back-propagation artificial neural network.The water quality data of Yangtze River in the Chongqing region in the year of 1989 are divided into 5 groups and used in the learning and testing courses of this model.The result shows that such model is feasible for water quality simulation and is more accurate than traditional models.     

改进的双重Q2重标度模型与核Drell-yan过程的核效应

针对双重Q2重标度模型存在的问题,提出了改进的双重Q2重标度模型,利用该模型所得到的束缚核子内部分子分布函数,对核Drell-Yan过程给出了满意的解释.     

工程教育视角下地方高校人才实践能力自我成长培养模式创新

该文围绕当前地方高校工程教育中存在的供需失调、人才实践能力培养模式结构性缺失等问题,提出“5S+CDIO”应用型工程人才实践能力自我成长培养模式,创新了高校工程教育模式.实践证明,该教育模式具有鲜明的工程特色,较强的融合性和适应性,形成了良好的校园文化“聚力场”,为相关专业改革发展提供了有益经验.     

The development of a model of culturally responsive science and mathematics teaching

This qualitative theoretical study was conducted in response to the current need for an inclusive and comprehensive model to guide the preparation and assessment of teacher candidates for culturally responsive teaching. The process of developing a model of culturally responsive teaching involved three steps: a comprehensive review of the literature; a synthesis of the literature into thematic categories to capture the dispositions and behaviors of culturally responsive teaching; and the piloting of these thematic categories with teacher candidates to validate the usefulness of the categories and to generate specific exemplars of behavior to represent each category. The model of culturally responsive teaching contains five thematic categories: (1) content integration, (2) facilitating knowledge construction, (3) prejudice reduction, (4) social justice, and (5) academic development. The current model is a promising tool for comprehensively defining culturally responsive teaching in the context of teacher education as well as to guide curriculum and assessment changes aimed to increase candidates’ culturally responsive knowledge and skills in science and mathematics teaching.     

A model for making decisions about ethical dilemmas in student assessment

In this mixed-methods study we investigated the development of a generalized ethics decision-making model that can be applied in considering ethical dilemmas related to student assessment. For the study, we developed five scenarios that describe ethical dilemmas associated with student assessment. Survey participants (i.e., educators) completed an online survey to express their decision-making process when faced with ethical dilemmas relating to student assessment. Based on the literature and the educators’ written responses to the scenarios, elements to consider in an ethics decision-making model related to student assessment include the following: (1) the critical incident giving rise to the ethical dilemma; (2) identification of the conflict elements; (3) decisions about the ethicality of the elements; (4) justification of the decisions; (5) implications; and (6) alternative suggestions. This model offers guidance to educators in considering the dimensions of an ethical dilemma in assessment prior to making a decision.     

基于集成产品模型的数控加工模型

以一型号火车车轮为例，综合考虑其加工要求，研究其数控加工模型的建模方法：提出了用逐步追加扩展数据段将工艺过程模型和生产工具模型集成到产品模型的渐进式建模方法，并采用十字链表结构的图形数据库存储方法。该建模方法包含了数控编程所需的信息。     

Topcolor—assisted Technicolor模型对Top夸克对产生树图贡献的研究

在强予对撞机上研究了顶色辅助的人工色模型对顶夸克对产生的树图贡献,在计算过程中,运用了CTEQ5部分子分布函数的方法.研究结果表明:对于质量较轻的top-pion,在Tevatron上树图贡献较大,而在LHC上,在顶色辅助的人工色模型的绝大部分参数空间内,树图贡献均占较大比重.因此,为了使理论预言更可靠,在顶色辅助的人工色模型下计算顶夸克对的截面时,应考虑包括树图贡献在内的所有主要贡献.     

Bicycle model on climate change education: presenting and evaluating a model

Abstract

This article presents and evaluates a model made for climate change education – the bicycle model. The model was created based on an extensive literature review, from which, essential aspects of climate change education were drawn out. The bicycle model is a representation of holistic climate change education and emphasizes the importance of the following aspects: knowledge, thinking skills, values, identity, worldview, action, motivation, participation, future orientation, hope and other emotions, and operational barriers. In this study, the model is also evaluated by climate education researchers and educators. The evaluation was done through documented group discussions and an electronic questionnaire. The findings suggest that the model is useful in developing climate change education policy, research and practice. The findings also give insight into expert's perceptions on climate education. Finally, the article discusses how this model could be developed further.     

Extending educational planning discourse: A new strategic planning model

To academic visionaries the new century appears to have an emerging environment characterized by increased complexity, uncertainty, unpredictability which, some have argued, render traditional notions of planning and management irrelevant. The expectations of management and planning scholars carry the implicit assumption that somehow individual capability and organizational capacities will rise to meet the enormous challenges of this new environment. In the light of this situation the purposes of this paper are: (1) to briefly examine the limitations and criticisms of traditional educational planning; (2) to outline the emerging concepts and processes which collectively form a new paradigm for strategic planning; (3) to discuss the new model within the context of changing national policy and planning environments and increased localization; (4) to review the limited results of empirical research related to more participatory planning models; and (5) to offer a critique of the assumptions and practicality of the new model in the process of planning and sustaining educational change in developing countries