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1.
Through a qualitative research study we developed a model of employment success based on the experiences of successful adults
with learning disabilities. This model may be particularly useful to students with learning disabilities in helping them experience
success both in school and beyond. We suggest that the components of the model—internal decisions comprising desire, goal
orientation, and reframing, and external manifestations or behaviors of persistence, goodness of fit, learned creativity,
and favorable social ecologies—can be systematically taught and then used. By focusing on what has worked for adults with
learning disabilities, we propose that the model taps into inherent strengths that can compensate for significant limitations
associated with learning disabilities. The model does not guarantee success, but it does equip students with learning disabilities
with a readiness to capitalize on opportunities that they might otherwise miss. 相似文献
2.
Knowledge management tools for instructional design 总被引:1,自引:0,他引:1
Advances in computer technology typically find their way into education after a short generation of success in other settings.
This is an elaboration of one such technology—knowledge management systems (KMS)—and its application to instructional design.
An examination of the development of KMS from information systems. computer-supported collaborative work environments and
object-oriented systems, leads to a discussion of reusability. The focus is on the use of KMS by instructional designers.
A conceptual framework for distributed instructional design is provided along with examples of support tools. These tools
and the associated design framework are in use, and anecdotal evidence of effects and impact is provided. As such tools become
more widely used to support the planning, implementation and management of instructional systems and learning environments,
it is reasonable to expect the nature of instructional design practice to change. 相似文献
3.
4.
In this paper, we characterize the inquiry practices of four elementary school teachers by means of a pedagogical framework.
Our study revealed core components of inquiry found in theoretically-driven models as well as practices that were regarded
as integral to the success of day-to-day science teaching in Singapore. This approach towards describing actual science inquiry
practices—a surprisingly neglected area—uncovered nuances in teacher instructions that can impact inquiry-based lessons as
well as contribute to a practice-oriented perspective of science teaching. In particular, we found that these teachers attached
importance to (a) preparing students for investigations, both cognitively and procedurally; (b) iterating pedagogical components
where helping students understand and construct concepts did not follow a planned linear path but involved continuous monitoring
of learning; and (c) synthesizing concepts in a consolidation phase. Our findings underscore the dialectical relationship
between practice-oriented knowledge and theoretical conceptions of teaching/learning thereby helping educators better appreciate
how teachers adapt inquiry science for different contexts. 相似文献
5.
In this study, we embark on an exploration and analysis of a community of learners of science in a classroom of one of the
authors (Barbara Luster)—a group of Year 8 African American girls and boys in an urban, inner-city school. This study is a
collaborative action research project that examines closely the practice of teaching and learning science within a socio-cultural
perspective that Barbara has espoused and brought to her classroom. We study the two dimensions of a community of learners—social-organisational,
and intellectual-thematic—and how each evolved and influenced the other. As we explore these dimensions we pay particular
attention to the gender of the students, looking for similarities and differences between boys and girls in the patterns that
emerge. Our findings indicate that in Barbara's class the relative success of the learning community in terms of the social-organisational
dimension was not accompanied by a relative success in the intellectual-thematic dimension. Barbara and her students, for
the most part, succeeded in developing a community of people coming together to ask questions, offer their thinking, and respectfully
sometimes build on each other's contributions and sometimes disagree with each other. However, Barbara and her students did
not quite succeed in developing shared understandings, and we discuss the reasons for this. 相似文献
6.
Ralf Bohrhardt 《Zeitschrift für Erziehungswissenschaft》2000,3(2):189-207
Zusammenfassung Dieser Beitrag befasst sich mit der h?ufig vorgetragenen These, dass sich die Struktur der Herkunftsfamilie und hier insbesondere
die Abwesenheit eines Elternteils auf den Bildungserfolg von Kindern auswirke. Diese These wird aus der Perspektive der Lebensverlaufsforschung
theoretisch kritisiert und auf der Grundlage deutscher und amerikanischer Umfragedaten empirisch relativiert. Es zeigt sich,
dass es nicht die Strukturver?nderungen der Familie als solche sind, die Einfluss auf den Schulerfolg von Kindern nehmen.
Statt dessen rücken Selektionseffekte ins Zentrum der Aufmerksamkeit sowie insbesondere die sozialen und politischen Rahmenbedingungen,
unter denen sich familiale Ver?nderungen vollziehen.
Summary This article deals with the frequently made argument that family structure — and here especially the absence of one parent — has an impact on the school success of children. This argument is theoretically criticised from the perspective of life course research and empirically re-analysed on the basis of survey data from Germany and the U.S. It becomes obvious, that the change of family structure as such has no or only very little impact on children’s school success. Instead, selection effects play a major roll as well as the social and political framework, under which changes to the family occure.相似文献
7.
Students’ mathematical problem-solving experiences are fraught with failed attempts, wrong turns, and partial successes that
move in fits and jerks, oscillating between periods of inactivity, stalled progress, rapid advancement, and epiphanies. Students’
problem-solving journals, however, do not always reflect this rather organic process. Without proper guidance, some students
tend to ‘smooth’ out their experiences and produce journal writing that is less reflective of the process and more representative
of their product. In this article, I present research on the effectiveness of a persona-based framework for guiding students’
journaling to reflect the erratic to-and-fro of the problem-solving process more accurately. This framework incorporates the
use of three personas—the narrator, the mathematician, and the participant—in telling the tale of the problem-solving process.
Results indicate that this persona-based framework is effective in producing more representative journals. 相似文献
8.
Sally A. Lesik 《Research in higher education》2007,48(5):583-608
The impact of academic programs—such as developmental mathematics programs—on student retention, has been a controversial
topic for administrators, policy makers, and faculty in higher education. Despite deep interest in the effectiveness of these
programs in retaining students, scholars have been unable to determine whether such programs have a causal impact on student
retention. Rather than assigning students to a developmental program based on a random assignment process as in a true experiment,
most of the existing research up to this point has been non-experimental and has focused exclusively on whether student background
and demographic characteristics are statistically significant predictors of dropout. Furthermore, prior research is also limited
by its reliance on cross-sectional, retrospective designs despite the longitudinal nature of the dropout phenomenon. In this
paper, I report the results of a unique piece of research which embeds a regression-discontinuity design within the framework
provided by discrete-time survival analysis. By combining these two approaches, I was able to obtain an unbiased estimate
of the causal impact of participating in a developmental program in mathematics, and confirm that the risk of leaving college
among students who participate in developmental mathematics programs was significantly lower than for equivalent students
who did not participate in such programs. 相似文献
9.
Since the 1970s, using his world-systems analysis, Immanuel Wallerstein has developed a wide-ranging framework for the social
sciences, with potential applications for comparative educational research. In this paper we outline key aspects of Wallerstein’s
theorising, and then analyse the uptake, understandings, and applications of his analysis in the field of comparative and
international education, through a case study of the Comparative Education Review (CER) journal from 1980 to 2008. This paper examines how, and how widely, his analysis has been adopted and interpreted.
Our analysis highlights significant and—given the broader emphasis in comparative education on questions of education and
development—surprising absences in the application of this approach. We conclude by arguing for the use and development of
three critical features of his analysis in comparative work, as relevant and timely interventions in the field. 相似文献
10.
Susanne A. Denham Hideko H. Bassett Katherine Zinsser 《Early Childhood Education Journal》2012,40(3):137-143
Young children’s emotional competence—regulation of emotional expressiveness and experience when necessary, and knowledge
of their own and other’s emotions—is crucial for social and academic (i.e., school) success. Thus, it is important to understand
the mechanisms of how young children develop emotional competence. Both parents and teachers are considered as important socializers
of emotion, providing children experiences that promote or deter the development of emotional competence. However, compared
to parents, early childhood teachers’ roles in socializing young children’s emotional competence have not been examined. Based
on the findings from research on parental socialization of emotion, in this theoretical review we explore possible teacher
roles in the development of young children’s emotional competence. Additionally, we suggest future research focusing on early
childhood teacher socialization of emotion, and discuss theoretical and practical benefits of such research. 相似文献
11.
Philip B. Gough 《Annals of dyslexia》1996,46(1):1-20
The present article considers the contrast between conceptions of reading as a natural and as an unnatural act, relying on
the simple view of reading as a theoretical framework (Gough and Tunmer 1986). According to the simple view, reading comprehension
is a product of both listening comprehension and decoding. Here it is argued that the comprehension aspect of reading depends
on those same—natural—forces that govern acquisition of spoken language, whereas decoding depends on explicit tutelage, with
little evidence that children will induce the cipher from simple exposure to written words and their pronunciations (sight-word
instruction). Rejecting both sight-word and phonics instruction as inadequate in and of themselves, evidence is reviewed suggesting
that successful readers require explicit awareness of the phonological structure of spoken words, which can and should be
taught in kindergarten, prior to formal reading instruction. Beyond this point, reading success depends on a modicum of phonics
instruction together with extensive practice with reading itself. 相似文献
12.
Duck-Joo Kwak 《Asia Pacific Education Review》2001,2(1):3-9
This paper examines in detail the distinctive features of Kierkegaard’s notion of subjectivity in an attempt to find a new
theoretical formulation of moral education; that is, a self-regarding—as opposed to an other-regarding—ethics of moral education.
Heavily relying upon an existentialist line of ethical questioning, my aspiration underlying this investigation is not presumptuous
in claiming that the self-regarding approach to moral education can—or should—compensate the other-regarding one. For it reveals
an ethically non-trivial aspect of human subjectivity which has been overlooked by dominant approaches to moral education,
like the moral reasoning and care-ethics models, in such a way as to suggest a way of diagnosing the moral predicament in
the contemporary (Korean) society. 相似文献
13.
Dr. Joseph I. Stepans Patricia A. McClurg Ronald E. Beiswenger 《Journal of Science Teacher Education》1995,6(3):158-163
Conclusion To educate teachers who have adequate content knowledge, possess the necessary skills to implement effective teaching strategies,
and are confident and have positive attitudes toward science and the teaching of science, alternative teaching models are
necessary. The University of Wyoming model provides such an alternative. Based on observations and interviews of students
and the mentor teachers, it is apparent that it has created a very positive response in prospective teachers who have participated
in it.
The Wyoming model provided an effective process to train future elementary teachers. Even though it focused on science, the
basis is general enough that it could be successfully extended to other disciplines with only minor modifications; however,
all of the major components of the Wyoming model are vital to its success.
Content courses designed specifically for prospective teachers have been successful in giving the students the content knowledge
and providing opportunities for effective modeling. The seminars provide strong mechanisms to connect content to methodology
and make the content relevant to teaching and to children. Because of their modeling, peer coaching, and sharing their time
and students, the mentor teachers are essential partners in helping the university educate future teachers. Finally, the cooperation
of all partners—district administrators, teachers, science content and science education university faculty, and students—is
necessary to provide early and continuous experiences to prospective teachers.
This material is based upon work supported in part by a grant from the National Science Foundation (Grant No. TTE-8851105).
Any opinions, findings, conclusions, and/or recommendations expressed in this article are those of the authors and do not
necessarily reflect those of the NSF. 相似文献
14.
Collegial sharing and reflection about practice has been widely suggested as an effective form of teacher professional learning. Information and communications technology (ICT) has the potential to foster this professional learning through online community environments. Whilst the potential of self-sustaining online teacher communities to support professional learning through reflective sharing of practice is recognised, the journey to realising this potential is not straightforward. This paper identifies two key aspects of school culture that are acting as barriers on the journey—schools do not adequately value collegial reflective sharing of practice, and classroom teachers do not use online communications tools as an integral part of their professional practices. The paper suggests a framework for maximising participation in online teacher communities. 相似文献
15.
A Framework for Research on Large-scale Reform 总被引:1,自引:0,他引:1
Variation in the success of large-scale reform is afunction of many factors interacting at many ``levels'.Built on a selective review of the evidence aboutlarge-scale reform, this paper provides a framework forexplaining such variation, as well as assessing progressin that direction. Relevant factors influencing reformsuccess, according to the framework, include broad international social, economic and political trends bearing on education, characteristics of national educationalpolicies and strategies for their implementation, and localconditions conceptualized in terms of a model of workplaceproductivity; this model is defined by local practitioners' motivation, capacity, and the organizationalconditions in which they work. This framework has been usedto guide the external evaluation of the National Literacy andNumeracy Strategies. 相似文献
16.
Towards a research training curriculum: What, Why, How, Who? 总被引:3,自引:0,他引:3
Our purpose in this paper is to investigate the ways in which the work of research higher degree supervision is being reshaped from within and outside universities. Our interest is in the means by which new ‘content’ and ‘process’ knowledge — and thus a new set of pedagogical tasks and relationships — are being configured in the field of higher degree research. The outcomes of research training have traditionally been products of a one-on-one supervisory relationship, that is, academic apprentice-to-disciplinary mentor. This is especially the case in the fields of arts/humanities. Any ‘curriculum’ necessary to such a model has been both implicit and at the discretion of the disciplinary ‘master’. 相似文献
17.
Joy A. Oslund 《Educational Studies in Mathematics》2012,79(2):293-309
The purpose of this article is to consider what methods from ethnopoetics—a field at the intersection of linguistics and anthropology—may
add to narrative inquiry in mathematics education. I build a theoretical framework to argue for the use of narrative inquiry
and ethnopoetics in studies of teacher knowledge. I report ethnopoetic analyses of two teachers’ narratives and what they
suggest regarding their knowledge of mathematics-for-teaching. 相似文献
18.
Yuichi Handa 《Educational Studies in Mathematics》2012,79(2):263-272
In some circles of mathematics education, repetition and rote are somehow conflated in terms of their pedagogical uses and
ramifications. In this paper, I argue for the separation of the two, relying upon a framework suggested by Martin Buber’s
I–Thou ontology. In the presentation of Buber’s ideas, I highlight the notion of will-as-would-join-with-grace, to be contrasted with plain will. The merit of repetition in teaching and learning, as I argue, is not in automaticity—the common rationale—but in fostering
and supporting a deepened sense of connection and/or intimacy to the object under study. 相似文献
19.
Though the term “formative evaluation” was coined only in 1967, formative evaluation activities, by different labels, have
been going on for a long time. This article traces those activities—from study of World War I training films in the 1920s
to detailed models and microcomputer technology currently employed. 相似文献
20.
As I look back at K-12 science education in post-World War II America, it strikes me that surprisingly little progress has
been made. This disappointing outcome cannot be due to a lack of effort, for in the last half-century our investment in science
education reform—human and financial—has been substantial. In this essay, I focus first on some of our failures (as I see
them) of the last 50 years, and speculate on why we were not more successful. With that in mind, I then propose a reform agenda
for the next 50 years. 相似文献