Complementary Approaches to Evaluation of Technology in Science Education

An interesting and relevant case involving two distinct systematic evaluations, traditional as well as somewhat nontraditional, of a science teacher education project with a heavy technology emphasis is discussed. Comparisons of the two separate evaluations of the same project revealed the complexity of evaluating technology projects and the multifaceted ways in which the evaluation endeavor could be approached, and provided an unusual situation and seldom seen opportunity for thinking about such evaluations. Additionally, what some other authors have said about the evaluations of efforts that take advantage of technology in the training of science teachers will also be explored. Evaluators must become active players in guiding the infusion of technology in preservice science programs. If evaluators, don't function to identify what works and what doesn't and what induces the best supportive environment, then who will?     

Partners in Loving the Children: Roles and Relationships in Teaching and in Parenting

The author describes how her perspectives as a teacher educator and as a parent were extended and enriched as her daughter entered school and learned to read. She highlights the importance of prioritizing love in her engagement with her child's teachers and in her professional thinking and actions as a teacher educator.     

引入情感教育提高班主任德育工作实效摭探

班主任在开展德育时应主动引入情感教育,以培养和提升学生的情感品质,促进学生健康成长,提高德育工作效率。文章对班主任德育工作中实施情感教育的必要性、班主任德育工作中引入情感教育的阻碍因素、班主任德育工作中情感教育的引入策略进行探讨。     

美国学校公民教育：内容、途径与模式

美国学校公民教育的主要内容包括爱国主义教育、法制教育、公民意识培养、个人道德品质、权利与义务教育、价值观教育和历史教育等;实施的主要途径有课堂教学、服务学习、课外活动等;实施的主要模式有开设独立的公民教育科、设置社会科和把公民教育渗透到各科教学和学校的其他活动中实施等模式。     

The Ghost of Social Justice Education Future: How the words of graduates contribute to self-transformation

The aim of this self-study was to better understand and improve my practice in preparing elementary credential candidates to create positive, educative learning environments for all children, especially those in high-need urban contexts. I felt I could learn most about this question by studying how graduates were engaging in this work and how their students were responding. Thus, a second aim of the research was to investigate what the implications of studying former students might be for the methodology and practice of self-study. I observed and interviewed six graduates and gathered affective data from their children. With the help of a “critical friend,” I discovered that for the most part my graduates had much strength in this area, which helped to clarify which aspects of my practice should be continued. However, I also identified areas for improvement. Most transformative were revelations that my unconscious uncertainties about working with extreme challenges had placed limitations on these teachers' abilities in this area and that I had been giving mixed messages about the role of joy in the elementary curriculum. The power of these revelations led me to conclude that the study of graduates can play a significant role in self-study.     

Religious Influences in Public Education: Political and judicial Developments

What can preservice teachers tell us about the impact of culture on literacy? Participants responded to an open-ended survey asking, “How do you think your culture influences what you read and write?” Three themes emerged in their answers: family influence, self-exploration through literacy, and the cultural politics of literacy. Further examination led to three premises about literacy. Findings highlight the importance of students’ literacy history and provide means for teachers to reframe their instruction, based on student voice.     

澳大利亚教师教育专业认证改革:理念更新和标准重构

澳大利亚于2015年实行了新一轮教师教育专业认证改革。本轮改革缘于提高基础教育质量以及对革除教师教育专业认证既有弊端的诉求,并受到了高等教育改革的影响;改革的主要举措包括更新教师教育认证理念和重构教师教育认证标准;改革的创新之处主要体现在注重结果评价、证据本位、认证过程严格透明、提出更为严格的职前教师选拔标准、强化教育实践、关注项目的持续改进等方面。澳大利亚教师教育专业认证改革体现了该制度不断丰富完善的趋势,但仍面临诸多难题与挑战。     

Assessment and Evaluation in Social Work Education: Formative and Summative Approaches

Despite a wealth of tacit knowledge in academia regarding effective teaching strategies and a rich theoretical and empirical knowledge base on student learning, social work instructors wishing to identify appropriate ways to measure teaching and learning have little evidence to guide them. This article presents a framework for assessment of student learning and evaluation of instructor teaching that distinguishes between formative methods, which support an ongoing process of improvement, and summative methods, which represent a measure of competence or mastery. While summative methods are often used to meet institutional or programmatic goals, formative methods bridge assessment and evaluation and can result in a more reflective, constructive, and productive experience for both instructors and students.     

意识形态和社会文化对美国学校德育的塑造

20世纪美国学校德育理论和实践有其鲜明的特点。这一特点的形成不是孤立的教育现象，而是意识形态(个人主义和自由主义)和社会文化(多元文化)塑造的结果。     

语言、语感与语文德育的整合

语文教学负有语言教学和思想品德教育的双重任务。语感是维系这二者的纽带,它能够直觉、准确地把握语言所表达的思想感情。因此,语文教学可以通过雕琢一个人的语感来塑造一个人的心灵、思想和道德情操。它是教师在中学语文教学中进行德育渗透独具特色的途径。     

Policy Changes in Brunei Teacher Education: Implications for the Selection of Trainee Teachers

To improve quality, teacher education programs in Brunei were recently eliminated at the undergraduate level and changed to master of teaching degree courses. Prospective teachers are required to obtain content-rich initial degrees prior to applying for teacher training. This study argues that the high entry qualification to teaching may, in itself, not guarantee teacher effectiveness. This study was to determine if those in teacher training were good candidates for long and effective teaching careers.     

师范教育高品质发展:可能与可行——基于师范专业认证施行的省察

师范专业是师范教育办学的基本载体和师范生培养的直接主体,师范专业办得好,师范教育才有质量.开展师范专业认证是大力提升师范教育质量的有力抓手和制度保障,对师范教育而言不亚于一场新的革命.师范教育利益相关者要进一步提高对师范专业认证实施的价值意蕴和现实意义的认识,正视和推进解决影响师范教育发展的长期性与瓶颈性问题.师范教育的高品质发展,外在方面要注重利用专业认证有利时机为师范教育充分赋能,内在方面要以师范专业认证为引擎充分激活师范教育动能.     

日本中小学道德教育途径和方法对“三生教育”的启示

＂三生教育＂主张通过多种途径、多种方法进行,其途径和方法同日本中小学道德教育有相似之处,但在具体实施层面还不够成熟。当代日本中小学道德教育可供＂三生教育＂借鉴的途径和方法主要有：统合所有教育时间和活动,制定学校、家庭和社会三位一体的教育体制;让学生接触自然和社会,通过活动增强学生的实践体验;根据国情、地区特点及学生思想状况,有针对性地设置课程;突出学生主体性,加强师生的交流和沟通;等等。     

师范教育是落实德法并举治国方略的重要环节

师范教育肩负着为社会培养师资的重要任务，在落实“德法并举”这一治国方略中有着十分重要的地位和作用，只有加强师范道德教育和法制教育，才能为国家培养出一大批德才兼备的人民教师，也才能培养出一批又一批遵纪守法，品德高尚的社会主义建设者和接班人，为德法治国方略的顺利实施打下坚实的社会基础。     

Multimedia Cases in Elementary Science Teacher Education: Design and Development of a Prototype

Multimedia cases intend to bring about fundamental changes in teacher education by bridging the gap between theory and practice. The use of information and communication technology in multimedia cases is expected to create a powerful and flexible learning environment. Such a learning environment is in line with a constructivist vision of teaching and learning. This paper focuses on the rationale behind case-based instruction by describing the design and development of a prototype and addressing the justification of underlying design decisions. Moreover, the prototype is briefly outlined and formative evaluation results are presented.     

我国教师资格制度改革的时代创新与发展趋向 ——专访中国教育国际交流协会会长、教育部原副部长刘利民

从20世纪80年代中期开始,我国具有当代意义的教师资格制度开始萌芽,90年代中期初步建立,进入新世纪开始实质性运行与发展,今天的教师资格制度已成为我国教师教育制度创新的重要标志。我国教师资格制度发展的历程虽短暂,但却呈现出不断改革创新的时代特征,为建设高素质专业化创新型的教师队伍提供基础保障。回顾我国教师资格制度的改革历程,需要理性地认识和看待出现的一些主要问题,如学历标准要求低、考育分离、师范生参加“国考”等,也要理性把握师范类专业认证对教师资格制度改革的意义。进入新时代,我国教师资格制度借助师范生免试认定教师资格的改革,迎来了深化发展的新契机,也开启了探索具有中国特色教师资格制度和教师教育体系的新征程。实现师范生“教育专业性”和“学科专业性”的双提高,高度重视教师教育的实践性,对教师资格进行细致地分类分级,探索教师资格认证机构的多样化与专业化,以及加强教师资格制度改革中信息技术和人工智能的应用等成为我国教师资格制度发展的新趋向。     

成为批判反思型教师:内涵及其途径——托马斯大学Stephen D.Brookfield教授访谈

斯蒂芬.D.布鲁克菲尔德(Stephen D.Brookfield)教授从批判理论的传统出发来探讨教师的反思。他将反思看作教师不断学习、探究自己教学的方式。当教师开展批判性反思时,他们实际上是对自己作为成人学习者有更清晰的意识;通过反思,教师持续地了解自身,了解他们与同事的关系,了解他们如何对学生施加影响。批判反思型教师不断质疑自己带到教学中的前提假设,尤其是课堂中的权力关系及其相互转换;确保课堂中的权力和权威被负责任地使用从而有助于支持学生的学习,而不是被误用或滥用而使学生感到不公或无益,或者是被胁迫或压制。他提出,每一位教师都可以运用从学生那里收集来的反馈信息、同事的感受、理论学习和对自身经验的反思这四条途径来探查自身的教学假设,寻求教学实践的改善。     

The ethical claim of partiality: practical reasoning,the discipline,and teacher education

Practical reasoning refers to a teacher's capacity to discern particulars and make wise judgements about how to act in pedagogical situations. But how do teachers know what is right? How are teachers' preferences to be grounded and their choices justified? I explore the disciplines as one source of moral perception. Assuming that narrative unities underscore the coherence and continuity of an individual's experience, I generated data in the context of a 2‐year teacher education programme. The case study of an aspiring teacher of secondary school language arts illustrates how the intellectual virtues of a discipline can influence a student teacher's practical reasoning. I conclude that teacher educators must attend to the complex ways in which a prospective teacher's prior discipline may influence aspiring teachers' orientations to experience, their consideration of educational ends, and, finally, their characters.     

法治职教:《职业教育法》实施进程的回顾与反思

职业教育是现代教育体系的重要组成部分,在社会主义现代化建设中发挥着举足轻重的作用。而依法治教是抓住当前重要战略机遇期,实现职业教育又好又快发展的必然选择。自《职业教育法》颁布实施以来,职业教育事业取得了显著的成绩。同时,职业教育的立法、执法、监督和普法教育等环节也暴露出了诸多问题。为此,必须重视普法工作,修订法律文本,完善配套法规,加大执法力度,强化监督机制。     

德育工作管理模式创新研究——从单轨、双轨到多轨制德育工作途径的调查与探讨

大学生德育工作关系到祖国的未来,辅导员是开展大学生德育工作的骨干力量。当前,辅导员作为学生管理者也面临着新的挑战。通过调研揭示现有的单轨制德育工作管理模式的局限性和存在问题,探讨从单轨制向双轨制、多轨制过渡的必要性、可能性、原则及途径。