Reflection on the Assessment of the Assessment of Mathematics Learning

Assessment is a critical issue in the teaching andlearning of mathematics. For many students, theassessment is still one that is based on a behaviouristapproach where discrete facts and skills are tested,where grading and ranking are the primary goals.Kilpatrick argues that an alternative vision isnecessary for today's classrooms. The challenge is toproduce an assessment practice that does more thanmeasures a person's mind and then assign a mindtreatment. We need to understand how people cometo use mathematics in different social settings and     

Reflection in the context of team‐teaching

Team‐teaching is not a common practice in universities but in the experience of the authors of this paper it has a great deal to offer in terms of professional development because of the opportunities it provides for collaborative reflection. The paper describes the authors’ approach to team‐teaching, developed over a period of several years, and the application of the process in the teaching of a Master's course in Adult Education. They focus on the ways in which working with a teaching partner deepens and enhances the process of reflection in which they would normally engage individually and give examples of some of the outcomes triggered by their reciprocal reflection. The paper concludes with a discussion of the ways in which team‐teaching provides many of the elements other authors have described as helpful in promoting effective reflection.     

Supporting the Construction of Teacher’s Practical Knowledge Through Different Interactive Formats of Oral Reflection and Written Reflection

The relevance of initial teacher education is a widely recognised concern. Researchers are striving to find innovative pedagogies that would better prepare student teachers for actual day-to-day teaching. In this study, a guided reflection procedure is presented that aimed to support student teachers in constructing practical knowledge and linking this with research-generated knowledge. In all, 21 student teachers at an Estonian university participated in the guided reflection procedure. Their lessons were video recorded, two meaningful events (one empowering and one challenging) selected, and oral (alone or with a peer or supervisor) and written reflections carried out. Differences between students’ practical knowledge as presented in (1) oral and written reflections and (2) in three oral reflection conditions were investigated. Results indicated that the procedure supports the construction of different types of practical knowledge. Moreover, the practical knowledge gained could be more easily transferred to other situations when the oral reflection was carried out with a peer or supervisor.     

Reflection on the Key Features and Causes of the Current¨Global Financial Crisis"

The current financial crisis is an inevitable result of the financial system accommodating a new banking business model, which endeavors to benefit, with increased innovation in financial products, from the incentives and distortions created by the global macro liquidity policies. The failure of regulatory and supervising institutions to keep up with those innovations has undoubtedly compounded the magnitude of the debt and credit crisis.     

Assessing the psychometric properties of Kember and Leung’s Reflection Questionnaire

Reflective thinking is often stated as a learning outcome of baccalaureate nursing education, and as a characteristic of a competent professional; however, no consistent method exists to assess the extent to which students engage in reflective thinking. To address this need, Kember and Leung developed and tested a self-report questionnaire based on Mezirow’s conceptualisation of levels of reflective thinking. The purpose of this study was to test the psychometric properties of the Reflection Questionnaire, developed by Kember and Leung. A convenience sample (n?=?538) of third-year baccalaureate nursing students from four collaborative nursing programmes in Ontario was used. Ethical approval was secured from 10 sites. Second-order confirmatory factor analyses (CFA) were used to test the factor structure of the Reflection Questionnaire. This research was part of a larger study on reflective thinking and is a first step in validating a four-level measure of reflective thinking, in educational environments, with baccalaureate nursing students. The results of the second-order CFA provide support for the construct validity of reflective thinking. Results of this study contribute to the evidence supporting the reliability and validity of the questionnaire. Nurse educators can use this information when implementing the questionnaire, and learning the extent to which students are engaging in the reflective thinking process.     

Reflection

看着我你们以为见到了真实的我但你从来都没有了解我每一天我都在扮演另一个自己现在我发现如果我带上这个面具,我可以欺骗整个世界但我不能欺骗我的内心     

The Call of the Wild Is a Reflection of Jack London’ s Diverse Philosophies

The Call of the Wild is one of the most famous novels written by Jack London.By borrowing vivid materials from his rich living experiences and diverse philosophies from different sources,he manages to make a dog named Buck the hero,an impressive image which at tracts broad attention of both readers and critics.The writer intends to explore the author’ s diverse philosophies,from the perspectives of Marxism,Darwinism,Social Darwinism and the Superman Theory respectively.And the writer will also point out this is caused by the col lision of different social ideas at that time.     

Exploring Preservice Elementary Teachers’ Understanding of the Essential Features of Inquiry-Based Science Teaching Using Evidence-Based Reflection

This study explored preservice elementary teachers' and their mentors' understanding of the essential features of inquiry-based teaching through the use of evidence-based reflection. The web-based video analysis tool (VAT) system was used to support preservice teachers' and mentors' evidence-based reflection during field experiences. Major data sources included VAT reflections and individual interviews. Data analysis indicated that the preservice teachers had been involved in various activities designed to support their understanding of inquiry features in a science methods class; they did not implement all of the features in their actual teaching. Both preservice teachers and mentors had difficulty connecting appropriate inquiry features to each teaching episode, which indicates their lack of understanding of inquiry. Both the preservice teachers and mentors had different levels of understanding for each feature. That is, they tended to understand certain features better than others. They interpreted each feature of inquiry-based science teaching too broadly. They also either had a teacher-centered view or tended to focus on issues unrelated to science teaching.     

It＇s Man Reflection of Vanness 吴建豪

吴建豪的人生似乎像是在坐云霄飞车，起起落落几回。这一次的《下一站，幸福》让他又重新回到了“偶像剧一哥”的宝座。但是不管外界的纷纷扰扰，吴建豪早已学会用平静的心去面对各种挑战。     

A Reflection on the Critical Period Hypothesis in Second Language Learning

1.A brief review of the research on children's language acquisitionBehaviorists,e.g.Skinner,believe thatlanguage,like any otherlearned behavior,is learntby aprocess of habit-formation.They see language development as a result of adults' reinforcement andgradual shaping of infants babbling (Gleason,1 993 :1 48) .According to Littlewood(1 984:5 ) ,theprocess may be like this:the child imitates the sounds and patterns which he hears around him;peo-ple recognize the child' s attem pts and reinfor…     

Reflection Of Sex Stereoty

1. Social stereotype and sex stereotypeIt is commonly found that people can draw con-clusions about other people’s character and abilitiessimply on the basis of how that person speaks, regard-less of the content of what they say. Sociologists andsocial psychologists apply the notion of “prototype”to gap the bridge between social categories such as “middle class”or “female”to value judgments like “friendly”, “reliable”, or “intelligent”. A prototype isa concept which is typically a…     

The Reflection of Modern Females’Prominent Qualities in Jane Eyre

Nowadays the modern females get out of home, fighting with males to display their wonderful life and demonstrate the wonderful characters, so we will ask the question what qualities do the modern femal...     

"David Copperfield": Perfect Reflection of Dickens'''' Creative Ideas

Charles Dickens（1812—1870）was the most popular and internationally known as an Engilsh novelist. Being the greatest representative of the English critical realism, he gives us a most vivid picture of the everyday life of the ordinary people of his time. He created a large number of characters , well drawn, full of life and unforgettable.He has suffered so bitterly himself as a child and had seen so much evil that he burned with the desire to fight it to the end .While presenting a truthfu…     

The Influence of Repeated Teaching and Reflection on Preservice Teachers’ Views of Inquiry and Nature of Science

This study describes the influence of a secondary science methods program on secondary science preservice teachers’ views and enactment of nature of science and inquiry-based instructional practices. Built into the structure of this program were three cycles of practice teaching and reflection in which the preservice teachers focused on key pedagogical ideas in classroom settings with middle and high school students. The nine secondary preservice teachers improved both their understanding and enactment of inquiry and nature of science throughout the program period. This study provides evidence of the importance of incorporating multiple low-stakes practicum experiences that are closely tied to methods course goals that are highly scaffolded through both methods instructor and cooperating teacher support and tied to analytic self-reflection.     

The development of critical being? Reflection and reflexivity in an action learning programme for health promotion practitioners in the Netherlands

Public health is a major focus of government policy worldwide and an expanding area of practice that includes an array of professionals and disciplines. Since the 1980s ‘empowerment’ of individuals and communities to gain greater control over the factors that in?uence their health has become the focus of many national and local policies and practices. In The Netherlands, where the current study is undertaken, empowerment has only recently found its way in the health promotion discourse and a review study found that practitioners feel incapable to transform their current practice in line with the new discourse. Therefore, an action learning programme on empowerment was developed to support practitioners in this process and evaluated using a qualitative case-study approach. In this paper, the process and outcomes of reflection as experienced and described by the practitioners in the action learning programme, are discussed against the background of notions of reflection and reflexivity, critical being and critical pedagogy.     

Knowing where we Stand: Mapping Teachers’ Conception of Reflection in Service-Learning

Innovative Higher Education - Reflection is fundamental in experiential pedagogies, and many studies have been carried out to investigate its impact and benefits on student learning outcomes....     

On the Learner-Centered Teaching Approach-The Reflection Getting from New College English By ZheJiang University

This paper first focuses on a brief evaluation of the teacher-centered and the learner-centered methodologies and the relevant result and the necessily for changing. Secondly,it represents the practical ways of teaching based on the learner-cen-tered approach in classrooms to show how students' initiative is given .Thirdly , it presents the guidance for fellow teachers and students in group activities .The author of the paper believes that getting students started is the initial step towards active learning and fruitful teaching. It is proposed that efforts made to get students involved should focus not only on forms of activities but also on their contents , skill integration and establishing cooperative relationships between teachers and students or among students.