共查询到20条相似文献,搜索用时 46 毫秒
1.
Distance education plays an important role in broadening educational access and increasing higher educational opportunities.
The success, however, for any distance education initiative relies on a critical and core resource, namely having participating
faculty who provide quality instruction. This study uses survey design and diffusion of innovation theory to examine faculty
participation in relation to their technology use, their attitudes toward technology and distance education, and their adoption
of innovations at a public postsecondary 10-campus system. Ordinal regression analysis identified 20 significant variables
(16 predictors representing the four latent dimensions of the conceptual model and four demographic characteristics) that
explain faculty participation in distance education. The findings identify a number of core issues underlying faculty participation
and non-participation in distance education which pose implications for policy and practice relevant to technology use and
skills, training and development, course design and technical support, quality issues, and workload and compensation.
相似文献
Linda K. JohnsrudEmail: |
2.
Charalambos Y. Charalambous Areti Panaoura George Philippou 《Educational Studies in Mathematics》2009,71(2):161-180
Scholars and teacher educators alike agree that teachers’ beliefs and attitudes toward mathematics are key informants of teachers’
instructional approaches. Therefore, it has become clear that, in addition to enriching preservice teachers’ (PSTs) knowledge,
teacher education programs should also create opportunities for prospective teachers to develop productive beliefs and attitudes
toward teaching and learning mathematics. This study explored the effectiveness of a mathematics preparatory program based
on the history of mathematics that aimed at enhancing PSTs’ epistemological and efficacy beliefs and their attitudes toward
mathematics. Using data from a questionnaire administered four times, the study traced the development of 94 PSTs’ beliefs
and attitudes over a period of 2 years. The analysis of these data showed changes in certain dimensions of the PSTs’ beliefs
and attitudes; however, other dimensions were found to change in the opposite direction to that expected. Differences were
also found in the development of the PSTs’ beliefs and attitudes according to their mathematical background. The data yielded
from semi-structured follow-up interviews conducted with a convenience sample of PSTs largely corroborated the quantitative
data and helped explain some of these changes. We discuss the effectiveness of the program considered herein and draw implications
for the design of teacher education programs grounded in the history of mathematics.
相似文献
Charalambos Y. CharalambousEmail: |
3.
John L. Lewis 《Vocations and Learning》2009,2(2):109-125
Within the urban planning profession, designing for the needs of people with impairments has rarely been a significant feature
of planning theory and instruction. Given the role of urban planners in affecting the opinions of policy-makers and the public,
the prevalence of negative and misinformed attitudes among planning professionals toward impaired populations has been highlighted
as requiring study. This paper reports on the effectiveness of awareness training with regard to its influence on the attitudes
of urban planning students toward the needs of people with impairments and accessible design. Using an established attitude
assessment instrument (the Attitudes Towards Disablement Scale), pre and post-awareness training data were collected from
112 urban planning students. Results from the present study suggest that awareness training can result in significant attitude
changes, independent of the student’s gender or prior familiarity with impairment. The paper concludes with recommendations
and caveats for planning education and research.
相似文献
John L. LewisEmail: |
4.
Jennifer D. Adams 《Cultural Studies of Science Education》2007,2(2):393-440
In this article I critically examine the historical context of science education in a natural history museum and its relevance
to using museum resources to teach science today. I begin with a discussion of the historical display of race and its relevance
to my practice of using the Museum’s resources to teach science. I continue with a critical review of the history of the education
department in a natural history museum to demonstrate the historical constitution of current practices of the education department.
Using sociocultural constructs around identity formation and transformation, I move to the present with a case study of a
teacher who transforms the structure of science education in her classroom and school as a result of her identity transformation
and association with a museum-based professional education program.
相似文献
Jennifer D. AdamsEmail: |
5.
Uwe Gellert 《Educational Studies in Mathematics》2008,67(2):93-110
There is an increasing awareness of the social dimension in mathematics teacher education. Collaboration and co-operation
are regarded as key factors in professional development. In this paper I will analyse some tensions that might arise when
the professional development of mathematics teachers is considered a collective enterprise. I will present phenomenological group interview as a method that is designed to reveal the collective character of teacher development. Some primary teachers’
collective reflections on an ongoing professional development process will be interpreted by focusing on the concepts of routine and collective orientation. The discussion is centred on the ambivalence of routines, as facilitators of practice, and collective orientations, as socially-agreed-upon
knowledge base, for mathematics teachers’ professional development.
相似文献
Uwe GellertEmail: |
6.
Sheau-Wen Lin 《Cultural Studies of Science Education》2008,3(1):5-12
This article reviews the work of Jong-Hsiang Yang in science education and his efforts in creating a research culture in Taiwan.
Following in Yang’s footprints, the rebuilding of science education, implementing a new science curriculum, and gaining the
academic status of science education, we go through the important years of the development of science education in Taiwan.
His leadership in introducing interpretive research methods and expanding international studies catalyzed profound changes
to science education research in Taiwan.
相似文献
Sheau-Wen LinEmail: |
7.
Jesse L. M. Wilkins 《Journal of Mathematics Teacher Education》2008,11(2):139-164
This study investigated 481 in-service elementary teachers’ level of mathematical content knowledge, attitudes toward mathematics,
beliefs about the effectiveness of inquiry-based instruction, use of inquiry-based instruction and modeled the relationship
among these variables. Upper elementary teachers (grades 3–5) were found to have greater content knowledge and more positive
attitudes toward mathematics than primary teachers (grades K-2). There was no difference in teachers’ beliefs about effective
instruction, but primary level teachers were found to use inquiry-based instruction more frequently than upper elementary
teachers. Consistent with Ernest’s [Ernest (1989). The knowledge, beliefs and attitudes of the mathematics teacher: A model.
Journal of Education for Teaching, 15(1), 13–33] model of mathematics teaching, content knowledge, attitudes, and beliefs were all found to be related to teachers’
instructional practice. Furthermore, beliefs were found to partially mediate the effects of content knowledge and attitudes
on instructional practice. Content knowledge was found to be negatively related to beliefs in the effectiveness of inquiry-based
instruction and teachers’ use of inquiry-based instruction in their classrooms. However, overall, teachers with more positive
attitudes toward mathematics were more likely to believe in the effectiveness of inquiry-based instruction and use it more
frequently in their classroom. Teacher beliefs were found to have the strongest effect on teachers’ practice. Implications
for the goals and objectives of elementary mathematics methods courses and professional development are discussed.
相似文献
Jesse L. M. WilkinsEmail: |
8.
Gamze Ozogul Howard Sullivan 《Educational technology research and development : ETR & D》2009,57(3):393-410
This study investigated the effects of teacher, self and peer evaluation on preservice teachers’ performance, knowledge and
attitudes. Earlier research by the same authors revealed that students made significant improvements in their lesson plans
under all three of these conditions, but the teacher-evaluation improved significantly more than the two student-evaluation
groups. Therefore, relevant training and practice in the evaluation process were added in this study. All three groups made
significant improvements from draft to final version of their plans, and the differences between the teacher-evaluation group
and the two student-evaluation groups were non-significant. The authors attribute the stronger performance of the student-evaluation
groups to their training on the evaluation task. Students’ overall attitudes were significantly more positive toward teacher
evaluation than toward peer evaluation, but did not differ significantly between these two groups and the self-evaluators.
Several suggestions are discussed for further improvements in the training of self and peer evaluators.
相似文献
Howard SullivanEmail: |
9.
Janice E. Jackson 《Journal of Educational Change》2007,8(2):105-109
Today’s media is filled with stories of man’s inhumanity toward man. Education journals are replete with assessments of educators
as failing to meet the demands of the modern world. Jansen offers stories of hope to counterbalance the bombardment of negative
stories. His research “explores the character of leadership in transition societies”. He draws portraits of three educators,
in leadership roles, whose lives provide a moment for us to catch our breath and remember that leaders have choices about
how they will live out their roles in ways that are grounded in social justice
相似文献
Janice E. JacksonEmail: |
10.
Julie A. Bianchini 《Cultural Studies of Science Education》2008,3(4):799-810
This article examines Mary Budd Rowe’s groundbreaking and far-reaching contributions to science education. Rowe is best known
for her research on wait-time: the idea that teachers can improve the quality and length of classroom discussions by waiting
at least 3 s before and after student responses. Her wait-time research grew from and helped inform her staunch advocacy of
science education as inquiry; Rowe saw wonder and excitement as central to the teaching and learning of science. She spent
much of her professional life designing professional development experiences and innovative curriculum materials to help teachers,
particularly elementary school teachers, enact inquiry in their classrooms.
相似文献
Julie A. BianchiniEmail: |
11.
Language in Science Education as a Gatekeeper to Learning,Teaching, and Professional Development 总被引:1,自引:0,他引:1
Felicia M. Moore 《Journal of Science Teacher Education》2007,18(2):319-343
In this study, I used a feminist poststructural perspective to explain how language is a gatekeeper in learning science, in
achieving professional honors in teaching science, and in teaching science to English language learners. The various uses
of language revealed interesting dynamics related to the culture of power of language and the culture of power of science
along race–ethnicity, gender, and class dimensions for teachers. Teachers did not necessarily see language as having distinct
purposes and uses. This further maintained the gatekeeping nature of language and discourse in science education. I discuss
implications for looking at language in science education for teacher professional development and student learning.
相似文献
Felicia M. MooreEmail: |
12.
Middle grades science teachers need professional support in practice as they implement new inquiry-based science. Professional
development schools can provide this bottom-up support through connecting preservice and inservice teacher education programs
in classroom practice. In this study, coteaching arrangements with secondary science education majors provided additional
teachers in the classroom to support a materials-rich curriculum and the needed associated pedagogies. Science education majors
provided needed assistance in troubleshooting difficulties with the new curriculum. They also provided needed content knowledge
to support inquiry, along with creating moments and space for teachers to reflect on inquiry practice. Ongoing assistance
by preservice teachers allowed inservice teachers to progress from logistical concerns in implementing kit curriculum to concerns
regarding student learning and the supporting professional development.
相似文献
Charles J. EickEmail: |
13.
Thomas Crisp 《Children‘s Literature in Education》2008,39(4):237-261
Few pieces of GLBTQ fiction have received the popular and scholarly acclaim awarded to Alex Sanchez’s Rainbow Boys series. Although “problem novels” are rarely taken seriously as literature, the books—the first novel in particular—have
joined the few pieces of GLBTQ literature incorporated into educational discourse and curriculum. In this article, the author
suggests that although the positive nature and surface construction appeals to those seeking “affirmative” representations
of GLBTQ youth, the contributions made by the series may be overshadowed by its reliance on heteronormative gender stereotypes
that may actually work to perpetuate homophobic attitudes toward gay sexuality.
相似文献
Thomas CrispEmail: |
14.
Conflicting measures of state support for postsecondary education create confusion and misunderstanding that convolute debates
about states’ postsecondary education funding. The use of multiple measures is largely unnecessary, though. A simple single
measure is constructed that adequately quantifies both states’ postsecondary need and states’ ability to pay. Specifically,
this study proposes measuring state support for postsecondary education as state postsecondary funding per high school graduate
over the previous four years per dollar of per capita income.
相似文献
Justin M. RoncaEmail: |
15.
Peter Wood 《Academic Questions》2007,20(4):277-294
This essay on the ethical mission of the university explores extremes of anti-social behavior, visiting numerous crime scenes
before concluding that contemporary higher education has lost the capacity—and even the language—for taking character development
seriously. In his attempt to determine whether coincidently traditional-liberationist-diversiphilic-apathetic colleges can
morally improve their charges, Peter Wood collects a wrenching compendium of violent academic mayhem.
相似文献
Peter WoodEmail: |
16.
We study in this article mathematics teachers’ documentation work: looking for resources, selecting/designing mathematical tasks, planning their succession, managing available artifacts,
etc. We consider that this documentation work is at the core of teachers’ professional activity and professional development.
We introduce a distinction between available resources and documents developed by teachers through a documentational genesis process, in a perspective inspired by the instrumental approach. Throughout their documentation work, teachers develop documentation systems, and the digitizing of resources entails evolutions of these systems. The approach we propose aims at seizing these evolutions,
and more generally at studying teachers’ professional change.
相似文献
Luc TroucheEmail: |
17.
Twenty-two faculty and graduate students were interviewed in one college of education in order to understand what the college
and its constituents view as the skills, habits of mind, and dispositions needed to obtain a Ph.D. in Education. Analysis
of the data was conducted using professional socialization as a theoretical framework, allowing for an understanding of the
different perspectives of this topic as viewed through a developmental lens. Implications for theory and practice are included.
相似文献
Xyanthe N. NeiderEmail: |
18.
Participation,financial support and the marginal student 总被引:2,自引:0,他引:2
This paper examines differences between the decision-making of marginal and nonmarginal students about participation in higher
education (HE). We distinguish between two kinds of marginality: being ‘borderline’ on account of prior achievements in school
and being ‘unsure’ after taking prior achievement into account. We identify a significant minority of students in their final
year of schooling who are unsure about participation in higher education even though they have prior school achievements typical
of entrants to HE. Being ‘unsure’ is found to be unrelated to socioeconomic background, but it is associated with significantly
different attitudes towards the potential benefits and risks of participation, different levels of knowledge about financial
support that is available and different approaches to information search about participation in HE.
相似文献
Peter DaviesEmail: |
19.
Preschool is an institution for cultural preservation, which responds to social change. Guided by this assumption, this study used a recent video of Chinese preschool in conjunction with the questionnaire from Preschool in Three Cultures, a study by Joseph Tobin and his colleagues in the 1980s, to examine the cultural and professional beliefs of three groups of U.S. early childhood educators (preservice, inservice non-Head Start, and inservice Head Start). We examined participants’ cultural beliefs, critical comments on the preschool, and group differences in their comments. Results show that participants’ beliefs about necessary qualities for a teacher remained stable from the 1980s in the U.S. But a shift occurred in beliefs about why society needs preschools. More education and longer employment were linked significantly to more critical comments of Chinese practice. There was a marked difference in professional and cultural beliefs by educators’ group affiliations.
相似文献
Yeh HsuehEmail: |
20.
Market orientation in managing relationships with multiple constituencies of Croatian higher education 总被引:1,自引:0,他引:1
In this paper, market orientation in Croatian higher education (HE) is discussed within the context of stakeholder-oriented
management. Drawing on existing studies, the ‘classical’ empirical model, describing the market orientation of generic nonprofit
organisations, has been adapted to the contingencies of the Croatian HE sector. Empirical testing of the model, based on primary
data drawn from the majority of public institutions of higher learning in the country, reveals inadequate market orientation
toward the relevant stakeholders. Although social market orientation currently does not exist in Croatian HE institutions,
the empirical results confirm that it might be possible to initiate a ‘virtuous circle’, in which relevant market orientation
and stakeholder management practices, directed toward one or other of the stakeholders, simultaneously enhance orientation
toward the other stakeholders. Unfortunately, the current situation in HE is not satisfactory, which could hinder the implementation
of development of knowledge society in Croatia.
相似文献
Zoran MihanovićEmail: |