美国"基于学分的过渡计划"探析

为了提高大学教育机会及学位获得率,美国高中和中等后教育机构制定了"基于学分的过渡计划".这些计划通过促进学生由高中到中等后教育的过渡衔接了高中与中等后教育.本文介绍了美国"基于学分的过渡计划",并分析了其发展的原因及实施对美国教育产生的影响,以期对我国的教育有所借鉴.     

College Now Program: Successful Transition for Moderate Achievers

Do our students actually read and use the feedback we provide? If so, what purpose does it serve them? Although these should be concerns, if we provide the adequate tools and guidance on how to use our feedback, this question should not be a pedagogical burden. Ultimately, learning, thinking, and understanding are the products of good feedback to a student, which includes feedback that may not be as concrete as students would like. But concrete ambiguity may be the key in helping our students develop their thinking, as well as their writing.     

The Transition Lynchpin: The Voices of Individuals with Disabilities Who Attended a Community College Transition Program

Nearly 60% of students with disabilities who attend postsecondary institutions attend community colleges. Individuals with disabilities paralleling their peers without disabilities need the postsecondary education opportunity to develop vocational skills, the time to mature, and the experience of living with others. A transition program, a K–12 and community college partnership, was developed to support students in this mission. A narrative inquiry methodology was utilized to understand the community college experience of students with disabilities in a transition program. Findings indicate that the program benefited the individuals. It did this by supporting completion of a vocational program leading to gainful employment and as a transition into adult roles and status. The program also provided opportunities that enhanced the individuals' self-esteem, and it facilitated the individuals becoming more independent and responsible.     

Transition Services for Students with Intellectual Disabilities: A Case Study of a Public School Program on a Community College Campus

Students with intellectual disabilities aged 18–21 are increasingly receiving transition services on college campuses during the last years of public schooling. These students may attend college courses, work in the community, access community recreational activities, and engage in age-appropriate experiences with peers without disabilities. However, there is little research that documents the types of practices included, the perspectives of consumers, or the outcomes of these transition services. Results from this case study depict how one public school program on a community college campus incorporated recommended transition practices and how students with intellectual disabilities and their families perceived these practices.     

高校网络教育规划浅析

从高校网络教育发展现状出发,认为目前高校网络教育建设普遍存在着功能不完备和缺乏整体规划等问题。因此,针对这些问题,分析了学校网络教学的多种方式,并进一步从管理的角度出发,提出了一套发展网络教育系统的规划和网络课程的设想。     

Examining a Comprehensive College Transition Program: An Account of Iterative Mixed Methods Longitudinal Survey Design

Research in Higher Education - There are few accounts in the higher education literature of mixing methods at the survey design stage and very little guidance targeting higher education researchers...     

Teaching Environmental Education through PBL: Evaluation of a Teaching Intervention Program

If our chosen aim in science education is to be inclusive and to improve students’ learning achievements, then we must identify teaching methodologies that are appropriate for teaching and learning specific knowledge. Karagiorgi and Symeo (2005) remind us that instructional designers are thus challenged to translate the philosophy of constructivism into current practice. Thus, research in science education must focus on evaluating intervention programs which ensure the effective construction of knowledge and development of competencies. The present study reports the elaboration, application and evaluation of a problem-based learning (PBL) program with the aim of examining its effectiveness with students learning Environmental Education. Prior research on both PBL and Environmental Education (EE) was conducted within the context of science education so as to elaborate and construct the intervention program. Findings from these studies indicated both the PBL methodology and EE as helpful for teachers and students. PBL methodology has been adopted in this study since it is logically incorporated in a constructivism philosophy application (Hendry et al. 1999) and it was expected that this approach would assist students towards achieving a specific set of competencies (Engel 1997). On the other hand, EE has evolved at a rapid pace within many countries in the new millennium (Hart 2007), unlike any other educational area. However, many authors still appear to believe that schools are failing to prepare students adequately in EE (Walsche 2008; Winter 2007). The following section describes the research that was conducted in both areas so as to devise the intervention program.     

互联网+时代大学英语教育发展

随着经济全球化的不断发展,英语作为世界上最为通用的语言之一,也越来越凸显了它的重要地位。而我国当今的大学英语教育,还仍然存在着亟待解决和完善的问题。本文通过对我国现今英语教育模式的分析,提出现阶段我国英语教育中主要存在着大学生学习目标不明确、教学目标不明确、教育理论不切实际、师资力量不足这些问题,通过对这些问题的分析,并对比日本英语教育的可借鉴之处,结合我国"互联网+"的发展浪潮,引进慕课的学习方式,提出了相应的解决策略,以促进我国大学英语教育的发展。     

“互联网+”时代高校德育工作路径探究

"互联网+"已成为时代发展主旋律,深刻地改变了人们的生活,催生了独具特色的"网生代",给高校德育工作带来了机遇和挑战。正确认识"互联网+",把握"网生代"的特点,采取积极有效地措施改进高校德育工作,对提高大学生德育的实效性具有重要意义。     

Military Design Insights for Online Education Program Evaluation: A Revised Theoretical Construct

This theoretical development article examines how design methodology currently applied in United States military doctrine can offer insights into the increasingly complex arena of program evaluations of online modes for adult distance education. The article presents key themes that emerge from a multidisciplinary literature review. These themes consist of the value of iterative dialogue, the benefits of design methodology, and the importance of accountability in situated program evaluation. The themes integrate the fundamental concepts framed by the Pillars of Quality Online Education. The themes also suggest a synthesis of current program evaluation models that can effectively address the unique needs of online programs for adult learners. The revised model combines the flexibility of the interactive models, the conceptual planning of design methodology, and the rigor of the frameworks situated in the theoretical context of distance education. These revisions can enhance the value of iterative dialogue; the potential contributions of design to current models; and the benefits of transparent, continuous program evaluation in situated contexts.     

Changing the Attitudes That Predict Underage Drinking in College Students: A Program Evaluation

Several attitudes that predicted binge drinking on campus were identified by focus groups. A brief classroom intervention led to self‐reported attitude change among university students. This type of intervention may be useful to college counselors interested in redefining normative perceptions of alcohol use to decrease the prevalence of binge drinking.     

对教育转型阶段小学生德育评价的思考

当前的学校德育工作仍存在令人尴尬的局面：学校、教师开展的多姿多彩的德育工作,不仅没有激发学生政治思想学习的热情,有时反而使部分学生产生了厌烦与反感。笔者认为其中的一个重要原因就是德育评价机制的缺失与错位。本文从传统德育评价的弊端入手,提出了现阶段小学生德育评价的若干实施策略。     

生命教育:实现教育的两种转向

教育是最具有生命性的事业。个体生命是教育的出发点,也是教育的最终归宿,教育是"因生命而生"、"为生命而成"的活动。生命教育以生命为基准,使教育回归生命的原点,同时,它也使得教育的目标从生存转向生活,教育的立场从社会转向个体。生命化的教育不仅是教育的一种应然追求,而且,更是"以人为本"时代的必然选择。     

基于互联网+环境下的大学体育实验室教学探究

随着互联网+时代的到来,互联网信息技术日新月异,在社会各发展领域得到了广泛的普及、应用。在大学体育教学领域,给高校体育实验室建设和教学改革提出了新的挑战,同时也带来了发展创新机遇。结合当代高校体育实验室教学与建设现状,重点从体育实验室建设、体育教师教学工作环节方面进行探讨分析,发掘其中的问题、不足。通过信息技术在体育实验室教学中的引入,探寻一种新型、可行、高效率的体育实践教学模式,为高校深化体育教学改革提供新思路。     

互联网+大学生心理健康教育模式探究

心理健康教育已成为一个重要的部分大学的课程体系,它对提高学生的综合素质起着至关重要的作用。网络技术的飞速发展使一种新的心理健康教育方式——互联网+心理健康教育发展起来。基于互联网+的大学生心理健康教育平台具有更好的私密性、实时性等优势。     

Teleconsultation to Support the Education of Students with Visual Impairments: A Program Evaluation

ABSTRACT

Teleconsultation is being increasingly used in schools to support children with disabilities; however, further evaluation of the impact of this practice is needed. This study describes a teleconsultation model used to provide educational support for students with visual impairments being educated in their local school districts and examines the initial acceptability and feasibility of this teleconsultation model. In addition, the current study discusses some of the recommendations for improvement regarding program implementation, with the goal of increasing the ease of use of teleconsultation in schools. Stakeholders reported qualitative and quantitative data indicating that the teleconsultation model is acceptable to and feasible for families and school district staff.     

A Follow‐up Evaluation of a Transition Class Program for Children with School and Learning Readiness Problems

In response to the problems of non‐promotion, a school district near Rochester, New York, introduced the Transition Class (TC) as a placement alternative after kindergarten for students not ready for the Grade One program. Follow‐up evaluation investigated the effects of four treatment conditions over a six year period. Outcome variables included achievement, affective, and use of special services indices. Results confirm gradual blending of TC students with regular peers. Parental refusal of TC placement, however, resulted in a significant increase in subsequent need for special services.     

四川教育学院校园网方案构想

本文结合四川教育学院的实际,提供了四川教育学院校园网的一个预设方案.