Attitudes of Parents and Teachers toward Mainstreaming

A questionnaire measuring attitudes toward mainstreaming was completed by teachers and parents at two primary schools, one of which had initiated a mainstreaming program in Year 1 classes. Results indicated that attitudes of parents and teachers at this school were more negative than those of their counterparts at the school with no mainstreaming program. Despite this apparent relationship between contact with disabled children and a negative attitude towards mainstreaming, a significant association was found between amount of experience with disabled children and a positive attitude towards mainstreaming. Among explanations proposed for these discrepant findings is the suggestion that attitudes expressed prior to experience with mainstreaming may not be an accurate guide to views held after its implementation.     

信息不对称情况下的高校学生评教探析

学生评教是高校教师教学评价的重要组成部分,在国内外高校得到广泛的认可和应用.但现实中却存在着"学校重视、学生漠视、教师敏感"的情况,问题的症结可能就在于学校、教师、学生三者问存在信息不对称,导致了学生评教中出现道德风险和逆向选择.厘清评教中存在的信息不对称,采取措施有效规避显得极为重要.     

Children's Attitudes to Reading: Do Teachers Know?

Twelve primary aged children with learning difficulties rated their attitudes to reading on a Likert scale. Their teachers rated these children's attitudes on the same scale. They then devised an observation schedule to assess the children's attitudes to reading activities in the classroom. The use of these assessment procedures in the classroom, their differing results and the implications for helping children with learning difficulties, are discussed.     

数学系师范生在教育实习中对教师身份的理解

目前,考察师范生在学教过程中关于教师身份理解的知识和信念的意象研究正成为研究师范生数学教学信念发展和改变的重要内容.利用访谈和分析实习日记的个案研究,可以发现,在教育实习过程中,师范生关于教师即讲授者的身份理解发展处于中心位置,其他成分发展处于边缘位置,甚至消失,让师范生撰写和反思实习日记对教师身份理解发展具有潜在的价值.     

Student Attitudes toward Field vs. Didactic Instruction in Career Education

Although many studies have evaluated the gains in knowledge resulting from various programs and models, the affective effects of such interventions have been largely ignored. Positive affect, however, can serve to motivate cognitive learning. This study investigated how students felt about two types of career education instructional models: field exposure and didactic. Students who received field exposure training felt more positive about their training experience than students who received didactic instruction. This difference may be one reason why field exposure training has been found to be effective in producing cognitive gains relative to more traditional, didactic approaches.     

Exploring the Impact of Student Teaching Apprenticeships on Student Achievement and Mentor Teachers

Abstract

We exploit within-teacher variation in the years that math and reading teachers in grades 4–8 host an apprentice (“student teacher”) in Washington State to estimate the causal effect of these apprenticeships on student achievement, both during the apprenticeship and afterwards. While the average causal effect of hosting a student teacher on student performance in the year of the apprenticeship is indistinguishable from zero in both math and reading, hosting a student teacher is found to have modest positive impacts on student math and reading achievement in a teacher’s classroom in following years. These findings suggest that schools and districts can participate in the student teaching process without fear of short-term decreases in student test scores while potentially gaining modest long-term test score increases.     

实习教师的教学反思研究

本研究选取大四教育实习阶段的实习教师,采取质的研究方法,对实习教师教学反思行为进行考察。研究发现,实习教师的教学反思的内容多是集中在对教学方面和对学生方面的主动的反思,反思的时机多是选择在教学后,反思的层次上以技术的反思居多,实际的反思次之,而批判的反思则是明显不足。教师个人特质和学生的反应对实习教师的教学反思有很大的影响。通过本研究,研究者对实习教师的教学反思有了比较全面的认识和深刻的了解,并根据研究的发现和所获得的结论提出一些启示与建议。     

论英语教师在阅读课教学中的多元角色

目前高校英语专业英语阅读教学日益被边缘化,其主要原因是英语阅读教师没能充分认识和把握自己在阅读课堂上应充当的正确角色以及没有充分发挥和展现自己在阅读课程中的多元角色。     

巧用群文阅读优化语文阅读教学摭探

群文阅读是近几年新出现的一种阅读模式,更注重文本阅读的质量以及多文本阅读为学生带来的思维品质和学习能力变化。这种阅读模式能提升学生的阅读速度,提高学生的阅读能力,培养学生良好的阅读习惯,还对培养学生的语文素养有帮助。文章分析群文阅读的意义,提出基于群文阅读教学模式的语文阅读教学优化方法。