说课应该说什么

说课是连接教育理论与实践的桥梁,说课能够帮助教师转变与深化课程理念,把握课标,驾驭教材,有效地实施课堂教学。说课主要说学习目标、教材、学情、重点难点、教法学法、教学过程、学习结果。     

小鸟说些什么

小鸟说些什么呢,在这黎明初晓的小巢中？小鸟说,让我飞,妈妈,让我飞走吧。宝贝,稍留久一会儿,等到那对小翅膀再长硬些。因此它又多留了一会儿,然而它还是飞走了。 婴儿说些什么,在破晓时分的床上？婴儿像小鸟那样说,让我起来飞走吧。乖乖,稍微多睡一会儿,等你的四肢再长硬点儿。     

红灯你说什么

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“戏说”是什么

近几年来戏说风潮风起云涌,成为文学表达的一股新势力。那么戏说到底是一种怎样的文学现象呢?文章就其发展现状,试图为“戏说”的概念范畴作一个理论性的探讨。     

多彩人生

你最喜欢的颜色能够泄露许多关于你的小秘密。研究人员说，人们对颜色有两种基本反应：身体反应（如红色使人兴奋）和情感反应（如黄色令人愉悦），这些反应可以显示一个人的个性。     

University Strategic Plans: What they Say about Innovation

Innovative Higher Education - We analyze innovation in university strategic plans to assess whether innovation is a stated priority, to what end innovation is sought, and whether innovation is a...     

What Assessment and Research Say About the Condition of Education

Do students today know less than their parents or grandparents did as students? Are they being academically outclassed by students of other nations? Or have ideologically driven policy makers painted an unnecessarily negative picture of student achievement?     

High Quality Preschool Programs: What Would Vygotsky Say?

The paper considers the definition of high quality preschool from a Vygotskian perspective. Similarities and differences in the issues faced in Russia and those in the United States are discussed as background. Three major ideas are considered from the work of Vygotsky and of his students/colleagues, Daniel Elkonin and Alexander Zaporozhets. The first is the Cultural Historical paradigm as the basis for defining development, which emphasizes the importance of underlying cognitive and social-emotional competencies. The second is the idea of "Leading Activity" with dramatic play defined as the leading activity for preschool. The third is the idea of "amplification" or enrichment rather than acceleration of learning. The article ends with a definition of quality based on these three constructs.     

What the Science Standards Say: Implications for Teacher Education

Journal of Science Teacher Education -     

Defining Differentiation in Cyber Schools: What Online Teachers Say

Online education has grown over the last ten years and with it has been an increase in diverse learners. In an effort to understand how online teachers meet the needs of diverse learners, researchers surveyed teachers in two cyber schools. 118 participants were asked their definition of differentiation and how differentiation is seen in their practice. After the survey was collected, NVivo qualitative software was used to continually reduce the data through constant comparison. The results from the survey data revealed that online teachers defined differentiation from two distinct perspectives: a) why a student needs differentiation, and b) what a student needs differentiated. Online teachers stated learning styles as their primary reason for differentiation. This result was not only different from findings in face-to-face classrooms, but does not support research on what impacts student achievement. Online teachers also cited when they differentiate, they adjust content, product, and process (63% coverage). Finally, noticeably absent from the data were references to using assessments in the classroom to inform differentiation. Future research should consider how online teachers differentiate in their learning environments and how they make day-to-day decisions as they adjust instruction to meet the needs of their learners.     

大学实习生面试时不该说的话

暑假已经过去,新的学期又到来了,不知大家的假期是如何度过的。你是否曾在烈日下苦苦寻找一份兼职实习工作,但在面试时却被拒了呢?本文将向大家介绍一些假期实习面试的经验,以供下次得到实习面试机会时借鉴。     

中小学教育科研:我们有话要说

在基础教育课程改革全面推进的今天,"教师成 为研究者运动"使我们中小学教师敢于揭开教育研 究头上神秘的面纱,教师们拉着教育研究之手把她 从高高的学术殿堂领进了广阔的学校课堂,使学校 的方方面面都发生了可喜的变化。但我们应该清醒 地认识到目前中小学的教育科研有些"操作"很有激 进之嫌,许多地区的中小学教育科研甚至有搞"大跃 进"的现象。中小学教师为什么对现行的教育科研没 有兴趣,困惑的原因究竟是什么?中小学教育科研的 本质功能应该是什么?教师们渴望什么样的教育科 研?     

Safety in Science Classrooms: What Research and Best Practice Say

Turnaround leadership concerns the kind of leadership needed for turning around a persistently low-performing school to one that is performing acceptably as measured by student achievement according to state tests. I first treat this question in the narrow sense, i.e., as a strategy for targeting low-performing schools, and then place it in a larger context—namely, how such turnaround can be part of an overall approach to sustainable system change. The sequence I will consider moves from the school to the district to the system as a whole. My conclusion, which I state upfront, is that what looks like apparent success in turning around schools is actually quite superficial and indeed illusory.     

What Preservice Teachers and Knowledgeable Others Professionally Notice During Lesson Study

The purpose of this study was to understand what preservice teachers and knowledgeable others professionally notice as they engaged in repeated cycles of a modified version of lesson study, as a component of a field experience in a teacher education program. The study also centered on comparing the professional noticing practices of preservice teachers with other lesson study participants, including classroom teachers and university facilitators. Data analyzed included videos of weekly lesson study analysis meetings for seven weeks for each of four teams. Each team included six preservice teachers, a classroom teacher, and a university facilitator. Findings indicate that preservice teachers primarily noticed elements about the classroom environment and teacher pedagogy, but included instances of noticing centered on students' mathematical thinking. In contrast, classroom teachers and university facilitators, as knowledgeable others, typically noticed general events and were less focused on students' mathematical thinking. Analysis of noticing trends over the seven weeks indicated that noticing levels remained steady initially, dropped in the fourth and fifth week, and resumed original status in the final weeks. Results that the preservice teachers' noticing comments were at higher levels than the knowledgeable others are contrary to other research studies and indicate that incorporating lesson study with appropriate scaffolds into a field experience for preservice teachers may be a viable option for encouraging noticing of students' mathematical thinking.