免费师范生就业为何偏离政策初衷——基于社会流动的视角

从社会流动的视角考察免费师范生教育政策,高等教育的社会流动功能刺激免费师范生的教育需求,是农村家庭选择免费师范生教育的主要原因。但是个体的流动意愿与政府的政策要求之间的矛盾导致免费师范生就业偏离政策初衷,协调二者之间的矛盾是免费师范生就业政策调整的关键。深入推进免费师范生教育,应提高农村地区教师的工资水平和福利待遇,缩小城乡教师收入差距;调整现有免费师范生教育政策,适当满足免费师范生的流动意愿;消除城乡二元社会结构的制度性障碍,降低免费师范生的社会流动成本。     

Minecraft and children’s digital making: implications for media literacy education

This article aims to contribute new knowledge about the media literacies children assemble as they play the digital game Minecraft which it describes as a children's digital making platform. The article argues media literacy's tendency to use socio-cultural and humanist accounts of media participation limit its ability to fully explain digital making practices. Socio-material and performative literacy theories are used to introduce a framework for exploring digital media literacies across four nodes: digital materials, media production, conceptual understanding and media analysis [Dezuanni, M. 2015.“The Building Blocks of Digital Media Literacy: Socio-material Participation and the Production of Media Knowledge.”Journal of Curriculum Studies 47 (3): 416–419]. The article's second half outlines how the author uses digital ethnography in his home to understand children's Minecraft digital making and the article's theoretical claims are explored using empirical data. The conclusion considers the ramifications of digital making for media literacy research and practice.     

Digital games and the US National Research Council’s science proficiency goals

This review synthesises research on digital games and science learning as it supports the goals for science proficiency outlined in the report by the US National Research Council on science education reform. The review is organised in terms of these research-based goals for science proficiency in light of their alignment with current science education standards and reform documents worldwide. Overall, the review suggests that digital games can support science learning across the four strands but also suggests that there are few strong quantitative studies examining some of the strands. Much of the research conducted to date has centred primarily on the potential of games to scaffold conceptual knowledge, engagement and participation. Less research has focused on epistemological understanding and science process skills. While much debate has asked whether digital games are ‘good’ or ‘bad’ for learning, the research across the strands highlights that the design of digital games, rather than their medium, ultimately determines their efficacy for learning.     

数字化游戏教学法在成人教育中的应用研究

随着计算机和互联网技术的发展,数字化游戏教学法越来越多地被应用于各类教学中。文章分析了数字化游戏教学法应用于成人教育中面临的一系列问题,并在理论分析和教学实践的基础上,对针对成人教育应如何有效运用数字化游戏教学法以取得良好教学效果进行了探讨。     

Teaching Spilling by Column and Context Forms

Abstract

Two groups of undergraduate students participating in a field experience as part of the undergraduate teacher preparation program were compared on the basis of the supervisory practice of the cooperating/mentor teacher. Both groups received a traditional orientation to student teaching and supervision. In addition, the experimental group had teachers that received an in-depth training in supervision using a specific framework, Praxis III/Pathwise (Educational Testing Service, 1995). Results demonstrated statistically significant differences in favor of the experimental group on 11 of the 19 variables investigated.     

The Impact of Globalization on Teacher Education: The Philippine Perspective

This qualitative study is an attempt to describe how administrators, teachers and researchers in a select group of teacher education institutions (TEIs) in the capital of the Philippines collectively view globalization. Specifically, concepts of a globalized teacher education, impact of globalization in teacher education, and problems of teacher education in the context of globalization were the delineated factors investigated in this study. A total of 23 respondents comprising 13 university teachers, 6 deans and 4 educational researchers were asked to participate in an audio-taped interview and written responses. Data yielded by the interview were transcribed and categorized based on saliency, meaning and homogeneity. Clearly, this study has disclosed efforts initiated at both pre-service and in-service education levels in response to the challenges of globalization consistent with the collective view of the various sectors. This research segment is part of a research project submitted to the Asia-Pacific Education Policy Research Initiative/KEDI (AP-EPRI/KEDI) and funded by the World Bank/GDN.     

Social justice and school linkages in teacher education programmes

This paper investigates current research into the role of education in combating social injustice, assembles this research to indicate key features of a teacher education programme that would assist education for social justice, and links these features to one innovative university teacher education programme to ascertain some of the practical difficulties in establishing such a programme. The research indicated key approaches that would enhance the probability that graduates from teacher education programmes will be able to pursue social justice initiatives.     

网络游戏参与动机与学习动机的相关分析

网络游戏对青少年有很强的吸引力,同时也具有一定的教育启发功能;这一吸引力与学习过程的结合将有效促进游戏与教育的双赢.本文以动机为研究视角,运用主成分分析与典型相关分析方法,深入研究网络游戏参与动机与学习动机的匹配关系.结果显示,社会学习、自我肯定的游戏参与动机与求知成就、个人前途的学习动机存在正相关关系;娱乐猎奇、逃避归属则与外部期望、物质激励存在相关关系.     

教育游戏与商业游戏内在动机差异的对比研究

商业游戏之所以被人们广泛接受和喜欢,主要源于动机机制设计。把商业游戏的动机因素运用到教育游戏的设计中,是教育游戏可玩性和好玩性的保证。商业游戏在好奇、控制、幻想、挑战和人际动机这5个内在动机因素的设计上远远优于教育游戏,能给玩家带来忘我的体验。主要将商业游戏和教育游戏在动机的5个方面进行对比分析,得出二者之间的差距,提出几条教育游戏在游戏动机机制的设计上可以借鉴商业游戏的意见。     

Mathematical belief change in prospective primary teachers

The development and influence of beliefs in teacher education has been a topic of increasing interest for researchers in recent years. This study explores the responses of a group of prospective primary teachers to attempts to facilitate belief change as part of their initial teacher education programme in mathematics. The students’ responses seemed to fall into three categories: non-engagement; building a new set of beliefs and; reforming existing beliefs. In this article the participants’ responses are outlined and illustrated with stories from three individuals. This study suggests that belief reform is complex and fraught with ethical dilemmas. Certainly there is a need for further research in this area, particularly given the pervasive influence of beliefs on teaching practice.

Variables of Educational Excellence

Secondary preservice teachers at Georgia Southern University have little knowledge of poverty or the lives of students who live in poverty. Preservice teachers rarely interact with others who live outside their self-reported middle-class status. In this article, the author examines the effects a study of poverty has on the philosophy and practice of secondary education preservice teachers. Themes that emerged were development of awareness of socioeconomic differences, development of empathetic rapport and caring attitudes, and development of a commitment to culturally responsive teaching. The author also discusses the implication of this research on classroom practice and the broader scope of teacher education.