An alternative field work model for prospective teachers

General socialization theory is applied to the preparation of teachers in an effort to assess present structural defects in teacher education arrangements and to develop a scientifically supportable model of such field work during a period of massive social change. The model proposed postulates several novel practices for consideration and testing.

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Résumé Les théories générales de la socialisation sont appliquées à la formation des maîtres en vue de déterminer les défauts structurels existant actuellement dans les arrangements relatifs à la formation des maîtres et d'élaborer un modèle de ces derniers qui soit scientifiquement défendable durant une période de changements sociaux importants. Le modèle proposé postule l'emploi de plusieurs pratiques nouvelles pour fin d'étude et d'expérimentation.

     

An alternative model of special education teacher education socialization

The process of organizational socialization sheds light on the difficulty of a university program to effectively socialize its special education teacher candidates into believing and acting on theories of inclusion for students with disabilities in public schools. In general, people are socialized by prior experiences, then the university, then the workplace. In this case, the workplace socialization exists prior to participation in the university setting and in conjunction with it potentially complicating traditional university socialization. This study explores how prospective special education teachers in a moderate/severe special education teacher credential program adopt, adapt, and redefine the concept of inclusion. An analysis of their use of the term “inclusion” in semi-structured interviews draws attention to the degree to which they have or have not been socialized into believing and acting on inclusion at their schools.     

An alternative vision for the thoughtful teacher

Book reviewed in this article: Professional knowledge, professional lives: studies in education and change I. F. Goodson Teaching in the knowledge society: education in the age of insecurity A. Hargreaves The activist teaching profession J. Sachs     

An alternative instrument for private school competition

Empirical studies estimating the effect of private school competition on student outcomes commonly use the share of Catholics in the local population as an instrument for private school competition. I show that this is not a valid instrument since it is endogenous to private school competition and suggest using instead the local share of Catholics in the population in 1890 and its squared term. These instruments are very strong and are also exogenous to both student achievements and private school competition. I further show that using the current Catholic share as an instrument results in seriously flawed estimates of the effect of private school competition on math test scores and on educational attainment, to the extent that significant positive effects of private school competition on these outcome measures do not hold when the historical Catholic share in 1890 is used as an alternative instrument. The historical Catholic share in 1890 can also be applied to estimate the treatment effect of Catholic schools.     

《科学》(七年级上册)教材解读及教学建议

本文从四个方面分析了上海教育版七年级《科学》教材 (上册 )的特点 ,即内容设计主题化 ,知识编排由近及远 ;倡导科学学习方式多元化 ;运用各种图形图表 ,传达多样化信息 ;特别重视科学过程与方法 ,主张探究式学习《科学》。并在此基础上提出适应该教材教学的观念与建议     

The mathematical textbook for young students

The mathematical textbook has always been an important influence in mathematics teaching. However, as more modern methods of teaching aim to engage the pupil in mathematical activity the textbook's role has become more problematical. In this paper the author analyses that problem and offers principles and examples from new Polish textbooks which illustrate some possible solutions.     

Supervision for teacher development: an alternative model for Pakistan

The current supervisory system in Pakistan obviously does not contribute to teachers' professional development. An alternative model which combines supervisory pressure and support; where professional development is linked to school performance; and supervisory responsibilities are shared among external supervisors, heads and supervisory teachers in a network of schools is proposed. It is claimed that this model has the potential to create additional, more appropriate and more accessible resources for supervision. However, efforts to implement it will be met with some resistance. The sources of and reasons for this resistance are identified for further study.     

面向词典编纂的商务英语教材语料库建设

本文主要探讨面向词典编纂的商务英语教材语料库的设计原则、建设流程和潜在应用。文章认为,商务英语教材语料库应符合词典编纂辅助性、商务知识系统性和教学导向性原则;商务英语教材语料库的建设应从语料采集、加工、标注和规模结构等方面着手,保证其在词典编纂中的适用性;商务英语教材语料库可应用于选词立目、标签设置、语法、义项区分、搭配、例证和学习专栏等词典编纂工作。本文旨在为商务英语语料库的建设和商务英语学习词典的编纂提供思路。     

The advising system: An alternative model related to the evaluation of self-directed learning

The proposed advising model focuses on creative learning. To operationalize such a model, there must be not only structural but behavioral changes in the existing system. This requires that professional educators have special concern for the quality of relationships between faculty and students. In a program which focuses on creative learning, most students need assistance in developing the understanding and skill necessary for creative learning. An alternative advising model is proposed, therefore, which enhances the behavioral requirements. The alternative model views the advising function as a teaching-consulting function with a priority goal of helping the student learn the art of self-evaluation as a prerequisite to life-long learning.     

选频滤波器的一种设计方法

采用归一化变换的方法，使不同选频滤波器变换为标准低通滤波器，简化了设计过程．     

The propositional approach to associative learning as an alternative for association formation models

Dickinson (2009) agrees with two of the core claims that were made in my target article (De Houwer, 2009): Associative learning effects (often) depend on (1) the formation of propositions and (2) the operation of nonautomatic processes. Whereas I derived these claims from propositional models of learning, Dickinson (2009) argues that they are also compatible with association formation models (AFMs). He also defends the position that only AFMs can explain “nonrational responses to associative experiences.” In this comment, I question whether there is much value in continuing to cling to AFMs.     

An alternative framework for conceptualizing and analysing special education research

People with severe disabilities (SD) communicate in complex ways, and their teachers, parents and other involved professionals find it difficult to gain knowledge and share their experiences regarding the person with SD’s communication methods. The purpose of this study is to contribute to our understanding of how parents and professionals share learning about communication and augmentative and alternative communication (AAC) for people with SD by participating in blended learning networks (BLNs). Thirty-six parents and professionals participated in online web-based BLNs according to a prepared format; four groups were formed, and all of the groups participated in four discussion sessions and an evaluation session. Detailed minutes from the 16 BLN sessions, an evaluation session and course evaluation data were thematically analysed. The theoretical frameworks were different perspectives on disability within communication research and special education research, and theories about shared learning in networks. The analyses revealed themes that focused on communication partners’ knowledge, attitudes and strategies regarding communicating with people with SD; the importance and power of using multimodal AAC; and the universality, user-friendliness and empowering aspects of iPads and apps. The findings suggest that participants perceive communication and AAC with people with SD from relational, dialogical and interactional perspectives, whereas the categorical perspective was less pronounced. In accordance with other professional competence research, the use of online web-based BLNs with mixed groups that was described in this paper yielded positive evaluations from the participants. The opportunity for meeting others involved in caring for people with SD, the actual blended groups and the sharing of technology and AAC experiences in particular were highlighted.     

An exploratory alternative approach for student non response weight adjustment

Large scale surveys in education have to face non-response issues that might bias the results. Non-response can occur at three levels: (i) a school refuses to participate, (ii) a sample student fails to participate and (iii) a participating student refuses to answer a particular question. Until now schools and student non-response have been counterbalanced by a non-response weight adjustment. This assumes that both the school and student non-respondents have similar characteristics to the school and student respondents, respectively, within classes. In this article results of analyses conducted on the Student Tracking Form data of the OECD/PISA 2000 survey are presented. The non-randomness of student absenteeism or refusal is demonstrated. Then, a simulation that compares the relative efficiency of the student weight adjustment with a multiple imputation method is presented where the superiority of the multiple imputation method, in particular for educational systems with a small school variance is shown. Finally, the multiple imputation method applied to some PISA 2000 countries identifies biases that become substantial in a longitudinal perspective.