共查询到20条相似文献,搜索用时 31 毫秒
1.
Sze Yin Shirley Yeung 《Asia Pacific Education Review》2009,10(3):377-386
Hong Kong has been actively promoting a student-centered approach to teaching since the 1980s. Despite this effort, students
in Hong Kong still tend to be traditional learners who rarely experience and gain from real student-centered learning. While
teachers hold a “quantitative” concept of learning and focus on transmitting declarative knowledge to students (Biggs and
Watkins, Classroom learning: Educational psychology for the Asian teacher, 1995), students generally practise “rote learning.” Constructive learning models such as inquiry remain little used by students
in most Hong Kong classrooms. This article reports a study that examines the feasibility of implementing inquiry method in
Kong Kong’s primary classrooms. It analyses the implementation and some outcomes of an inquiry-based project conducted in
two local primary schools—a traditional elite Catholic school and a progressive, less-privileged school. Finally, it discusses
the contextual factors as well as cultural issues on teachers’ perception and implementation of inquiry in teaching. These
factors include the following: impacts of prevailing ideology in the community of Hong Kong, and the top-down policy-making
and management by the government.
相似文献
Sze Yin Shirley YeungEmail: |
2.
Kenneth Leithwood 《Journal of Educational Change》2008,9(1):71-75
Policy makers and leadership developers now admonish both aspiring and practicing educational leaders to base what they do
on evidence of “best practice”. Some argue, however, that today’s best practices stand a reasonably good chance of being unsuitable
for schools in the future. Unfortunately, effective leadership in future schools is empirically unknowable. This paper unpacks
the arguments about “best” and “next” practices concluding that there is an empirically defensible foundation for current
and future leaders.
相似文献
Kenneth LeithwoodEmail: |
3.
Janice E. Jackson 《Journal of Educational Change》2007,8(2):105-109
Today’s media is filled with stories of man’s inhumanity toward man. Education journals are replete with assessments of educators
as failing to meet the demands of the modern world. Jansen offers stories of hope to counterbalance the bombardment of negative
stories. His research “explores the character of leadership in transition societies”. He draws portraits of three educators,
in leadership roles, whose lives provide a moment for us to catch our breath and remember that leaders have choices about
how they will live out their roles in ways that are grounded in social justice
相似文献
Janice E. JacksonEmail: |
4.
Sreyashi Jhumki Basu Angela Calabrese Barton 《Cultural Studies of Science Education》2009,4(2):387-392
In this rejoinder to Bryan Brown and John Reveles, we highlight the facts that (a) sociocultural theories of learning do not
go far enough because they fail to address a number of issues and (b) we require concepts such as power and positionality
to understand science learning.
相似文献
Angela Calabrese BartonEmail: |
5.
Peter M. Miller 《The Urban Review》2009,41(3):222-250
This qualitative study examines the collaboration and leadership practice that influences the education of homeless students
in a large Mid-Atlantic city. The perspectives of administrators and staff members from three homeless shelters are analyzed
with insights from Spillane’s (Distributed leadership, 2006) distributed leadership theory. Findings from the study indicate
that differences in shelter and school structures and cultures present significant obstacles to productive communication that
would facilitate homeless children’s schooling. Several structural and programmatic recommendations are made towards developing
more effective leadership practice among schools and shelters.
相似文献
Peter M. MillerEmail: |
6.
Ann Moir-Bussy Catherine Sun 《International journal for the advancement of counseling》2008,30(3):202-212
Within the context of the growing development of intercultural counsellor education, the question of how different cultures
reconceptualize and transform Western counselling theories for their own context is an important one. In this intercultural
exchange in education, concepts such as ‘globalization’, ‘indigenization’ and ‘universalization’ have an impact on the education
process. This paper briefly explores these terms and movements and then highlights findings from a research project that took
place with a group of counselling graduates in Hong Kong examining how they undertook the processes of reconceptualization
and transformation. The dialogical process involved in that enabled participants and researcher to co-explore the process
of knowledge development within the counselling education field. Implications for counsellor education are highlighted.
相似文献
Ann Moir-BussyEmail: |
7.
A research framework for creative and imitative reasoning 总被引:1,自引:0,他引:1
Johan Lithner 《Educational Studies in Mathematics》2008,67(3):255-276
This conceptual research framework addresses the problem of rote learning by characterising key aspects of the dominating
imitative reasoning and the lack of creative mathematical reasoning found in empirical data. By relating reasoning to thinking
processes, student competencies, and the learning milieu it explains origins and consequences of different reasoning types.
相似文献
Johan LithnerEmail: |
8.
This article aims to explore how democratic community is manifest in schools in Korea. It also tries to examine how leadership,
specifically transformational leadership, functions in shaping a democratic community within a school. Toward this aim, we
have conducted a case study of two religious high schools in Korea. Based on the findings from the schools, we have discussed
five aspects related to democratic community and transformational leadership. When school principals’ leadership has transformational
characteristics and consistency over the years, the leaders’ mission and vision become shared values among the school members.
The shared vision and cultural values make democratic systems work effectively. This article includes implications for educational
policy and practice.
相似文献
Susan PrintyEmail: |
9.
Pauline W. U. Chinn 《Cultural Studies of Science Education》2009,4(3):639-647
This response draws from the literature on adaptive learning, traditional ecological knowledge, and social–ecological systems
to show that Brad’s choice is not a simple decision between traditional ecological knowledge and authentic science. This perspective
recognizes knowledge systems as dynamic, cultural and historical activities characterized by diverse worldviews and ways of
constructing and legitimizing knowledge. Brad’s decision is seen as an example of adaptive learning, identity development
and personal/collective agency oriented to increasing tribal influence in resource management decisions and policies. I will
conclude that science literacy for all is not served by a transcendent, universal, Western modern view of science.
相似文献
Pauline W. U. ChinnEmail: |
10.
Sheau-Wen Lin 《Cultural Studies of Science Education》2008,3(1):5-12
This article reviews the work of Jong-Hsiang Yang in science education and his efforts in creating a research culture in Taiwan.
Following in Yang’s footprints, the rebuilding of science education, implementing a new science curriculum, and gaining the
academic status of science education, we go through the important years of the development of science education in Taiwan.
His leadership in introducing interpretive research methods and expanding international studies catalyzed profound changes
to science education research in Taiwan.
相似文献
Sheau-Wen LinEmail: |
11.
Tamara van Gog Fred Paas Nadine Marcus Paul Ayres John Sweller 《Educational Psychology Review》2009,21(1):21-30
Learning by observing and imitating others has long been recognized as constituting a powerful learning strategy for humans.
Recent findings from neuroscience research, more specifically on the mirror neuron system, begin to provide insight into the
neural bases of learning by observation and imitation. These findings are discussed here, along with their potential consequences
for the design of instruction, focusing in particular on the effectiveness of dynamic vs. static visualizations.
相似文献
Tamara van GogEmail: |
12.
This paper argues that a common sense of purpose around inclusive education, together with a consistent use of language, is
essential if Education for All (EFA) strategies are to become more inclusive. This does not require the introduction of new
techniques; rather it involves: collaboration within and between schools, closer links between schools and communities, networking
across contexts, and the collection and use of contextually relevant evidence. The authors draw on research evidence relating
to teaching and learning, school development, leadership and the development of education systems. This research is mostly
from economically developed contexts, but it is also drawn from the experience of a UNESCO teacher education project which
was conducted in over 80 countries and case study material gathered by the Enabling Education Network (EENET), which supports
practitioners in documenting their experience of working towards more inclusive education, primarily in the countries of the
South.
相似文献
Susie MilesEmail: |
13.
The Creation of OpenCourseWare at MIT 总被引:2,自引:2,他引:2
Hal Abelson 《Journal of Science Education and Technology》2008,17(2):164-174
This paper traces the genesis of the MIT OpenCourseWare project from its initial strategic precursors in 1999 and 2000, through
its launch in 2001 and its subsequent evolution. The story told here illuminates the interplay among institutional leadership,
and strategic planning, and with university culture in launching major educational technology enterprises. It also shows how
initiatives can evolve in unexpected ways, and can even surpass their initial goals. The paper concludes with an overview
of challenges facing OpenCourseWare in moving from the end of its production ramp-up and towards sustainability.
相似文献
Hal AbelsonEmail: |
14.
John K. Gilbert 《Cultural Studies of Science Education》2009,4(2):315-322
This short paper outlines the emergence and achievements of the Science Education Research Unit at the University of Waikato
over the period 1979–1985 under the leadership of the late Dr. Roger Osborne. Following his attendance at the ASERA meeting
in Wagga Wagga in 1977, Roger Osborne rapidly built up a very productive team, which he led until his death in 1985. His legacy
is tentatively evaluated. In conclusion, the cultural context in which this work took place is sketched.
相似文献
John K. GilbertEmail: |
15.
Various factors are making faculty leadership challenging including the rise in part-time and non-tenure-track faculty, the
increasing pressure to publish and teach more courses and adopt new technologies and pedagogies, increasing standards for
tenure and promotion, ascension of academic capitalism, and heavy service roles for women and people of color. This article
focuses on describing actions taken by institutional agents and aspects of campus environments which are supportive of grassroots
faculty leadership. While there are many conditions which inhibit faculty leadership (i.e., part-time and contingent faculty
trends, rising publication standards, etc.), our study demonstrated certain campus conditions or characteristics can overcome
the forces of change including counting leadership as service, creating campus networks, addressing dysfunctional department
dynamics, fostering role models, supporting faculty who question or challenge decisions, ensuring flexibility and autonomy,
and altering contingent faculty contracts to include service and leadership.
相似文献
Jaime LesterEmail: |
16.
Mark R. Connolly Jana L. Bouwma-Gearhart Matthew A. Clifford 《Innovative Higher Education》2007,32(1):19-34
Despite calls for greater agreement in defining the Scholarship of Teaching and Learning (SoTL), terms that resemble SoTL
are proliferating. An NSF-sponsored center for teaching and learning coined its own term, teaching-as-research (TAR), believing it would resonate better with research-active scientists, engineers, and mathematicians. To understand whether
this was a wise strategy, we interviewed 43 participants from courses that sought to explain and demonstrate TAR. Our study
found that participants defined TAR with varying complexity and that disciplinary concepts generally provided “conceptual
handles” for making sense of TAR. However, tailoring a term to particular disciplines entails several challenging tradeoffs.
Mark Connolly is a Researcher who studies STEM education reform efforts, postsecondary teaching, graduate education, and practitioner theorizing Jana Bouwma-Gearhart is an Assistant Researcher whose interests include STEM K-16 educators’ teaching professional development and science learning through inquiry Matthew Clifford is an Associate Researcher who studies the practice of instructional leadership and change in the sciences, with particular attention to the potentialities of secondary and post-secondary faculty collaboration and curriculum design. 相似文献
Mark R. ConnollyEmail: |
Mark Connolly is a Researcher who studies STEM education reform efforts, postsecondary teaching, graduate education, and practitioner theorizing Jana Bouwma-Gearhart is an Assistant Researcher whose interests include STEM K-16 educators’ teaching professional development and science learning through inquiry Matthew Clifford is an Associate Researcher who studies the practice of instructional leadership and change in the sciences, with particular attention to the potentialities of secondary and post-secondary faculty collaboration and curriculum design. 相似文献
17.
Bringing the Classroom to the Web: Effects of Using New Technologies to Capture and Deliver Lectures
Technology expands instructional options for faculty, and this study examines the differential learning effects of offering
a lecture on physics to students in a traditional classroom versus internet video formats. Based on an experiment conducted
in a natural educational context, results indicate enhanced transfer of lecture information in the video formats relative
to the live condition, with students also responding more positively to personalized video presentation.
相似文献
Eric L. DeyEmail: |
18.
Faculty experiences of innovative approaches to learning and the changes to their knowledge emerging from such experiences
constitute an important area of inquiry that has to date largely been ignored or has been approached with research methods
ill-suited to examining such experiences. This paper adopts interpretative meta-ethnography as its research framework to investigate
the changes to faculty knowledge that occur when they adopt problem-based learning (PBL). The paper presents themes that emerged
through the analysis and argues for future inquiry.
相似文献
Claire Howell MajorEmail: |
19.
Chit-Kwong Kong 《Learning Environments Research》2008,11(2):111-129
It is generally believed that classroom learning experiences very much influence students’ academic development. However,
relatively little is known about whether classroom learning experiences have much effect on students’ affective and social
development. In this study, we argued for the importance of learning experiences on students’ affective and social development.
From research on Accelerated Schools Project and active learning, we conceptualised Positive Learning Experiences, Teacher
Support in Learning, and Active Learning Experiences as three components of learning experiences and developed relevant measures
to tap these learning experiences. Using research data from a large-scale student survey in Hong Kong (N = 19,477), we examined the construct validity of learning experiences and quality of school life. Confirmatory factor analysis
provided very strong support for the measures and the underlying constructs that they tap. In two-way analysis of variance,
the effects of gender and school level (secondary versus primary) on learning experiences and quality of school life were
examined. Significant gender and school-level main effects, as well as gender by school-level interaction effects, were found
for students’ ratings of their learning experiences and quality of school life. Female students gave more favourable ratings
than male students, and primary students gave more favourable ratings than secondary students. In addition, gender differences
in these ratings in secondary schools were relatively smaller than in primary schools. In subsequent multilevel modelling,
learning experiences were strong predictors of quality of school life after controlling for the effects of gender, school
level and average school achievement. These findings provide strong empirical support for the significance of classroom learning
experiences for students’ social and affective development.
相似文献
Chit-Kwong KongEmail: |
20.
Since many teachers and students recognize other kinds of knowledge (faith) based on other ways of knowing, consideration
of these realities is appropriate for the science education community. Understanding the multitude of ways that clergy view
relationships between science and faith (i.e. alternative ways of knowing) would assist in understanding various ways that
people address complex issues arising from ideas about science and faith. We administered a questionnaire composed of multiple-choice
and short answer items to 63 United Methodist ministers. Findings included (1) that formal, organized faith contexts (e.g.
church services) serve as informal science education opportunities, (2) participants demonstrated considerable diversity regarding
the types of relationships developed between science and faith, and (3) participants recognized a need exists for better understandings
of science and its relationship to faith for them, their colleagues, and their congregations.
相似文献
Daniel L. Dickerson (Corresponding author)Email: |
Karen R. DawkinsEmail: |
John E. PenickEmail: |