共查询到20条相似文献,搜索用时 203 毫秒
1.
Daniel T. Hickey Adam A. Ingram-Goble Ellen M. Jameson 《Journal of Science Education and Technology》2009,18(2):187-208
This study used innovative assessment practices to obtain and document broad learning outcomes for a 15-hour game-based curriculum
in Quest Atlantis, a multi-user virtual environment that supports school-based participation in socio scientific inquiry in
ecological sciences. Design-based methods were used to refine and align the enactment of virtual narrative and scientific
investigations to a challenging problem solving assessment and indirectly to achievement test items that were independent
of the curriculum. In study one, one-sixth grade teacher used the curriculum in two of his classes and obtained larger gains
in understanding and achievement than his two other classes, which used an expository text to learn the same concepts and
skills. Further treatment refinements were carried out, and two forms of virtual formative feedback were introduced. In study
two, the same teacher used the curriculum in all four of his classes; the revised curriculum resulted in even larger gains
in understanding and achievement. Gains averaged 1.1 SD and 0.4 SD, respectively, with greater gains shown for students who
engaged more with formative feedback. Principles for assessing designs and designing assessments in virtual environments are
presented.
相似文献
Daniel T. HickeyEmail: |
2.
This paper describes the rationale, conceptualization and design of the Second International Information Technology in Education
Study (SITES). SITES is a survey of schools and teachers of their pedagogical practices, their use of ICT and their readiness
for changing their teaching–learning towards the demands of the 21st century. The study will take place under the auspices
of the International Association for the Evaluation of Educational Achievement (IEA) and the data collection is planned for
2006; therefore the project is called ‘SITES2006’.
相似文献
T. PlompEmail: |
3.
Technology-Enhanced Formative Assessment: A Research-Based Pedagogy for Teaching Science with Classroom Response Technology 总被引:3,自引:3,他引:0
Classroom response systems (CRSs) are a promising instructional technology, but most literature on CRS use fails to distinguish between technology and
pedagogy, to define and justify a pedagogical perspective, or to discriminate between pedagogies. Technology-enhanced formative assessment (TEFA) is our pedagogy for CRS-based science instruction, informed by experience and by several traditions of educational
research. In TEFA, four principles enjoin the practice of question-driven instruction, dialogical discourse, formative assessment, and meta-level communication. These are enacted via the question cycle, an iterative pattern of CRS-based questioning that can serve multiple instructional needs. TEFA should improve CRS use and
help teachers “bridge the gap” between educational research findings and practical, flexible classroom strategies for science
instruction.
相似文献
Ian D. BeattyEmail: |
4.
Timo Tammi 《Higher Education》2009,57(5):657-679
The present European higher education policy and research policy can be characterized as emphasizing external financing of
universities, competition between and within universities, and the need for a more practical and economically profitable output
from research and education. A theoretical framework of analysing the impacts of this new rationale can be constructed on
the following two premises. First, the funding structure of universities and university research is a main factor that influences
the situations in which universities and their members make their decisions on teaching, research and administering. Second,
universities consist of various groups of personnel each having and developing objectives and preferences of their own. This
theoretical framework is applied to the Finnish science university system. On the basis of the analysis it can be seen that
although the new policy probably has clarified the division of labour between universities, there have emerged some negative
unintended consequences of the new funding structure. Indications of weakening performance in research and education can be
identified in the empirical analysis.
相似文献
Timo TammiEmail: |
5.
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: |
6.
Bernard Zubrowski 《Journal of Science Teacher Education》2007,18(6):861-884
Since there is an increasing recognition to address the need to move practicing teachers to a higher standard of practice,
mentoring or coaching has been receiving increasing attention. A variety of tools has been developed to make these relationships
more effective. Work within a recent mentor project indicated current tools were not detailed enough for mentors to provide
effective feedback to mentees. This paper presents a more detailed tool and describes categories of pedagogical practices
related to an extended inquiry-cycle model. During the course of the project, mentors and mentees also used this tool for
adapting existing curriculum to a more standards-based mode of instruction, thus having it function as a planning tool.
相似文献
Bernard ZubrowskiEmail: |
7.
Yeping Li Dongchen Zhao Rongjin Huang Yunpeng Ma 《Journal of Mathematics Teacher Education》2008,11(5):417-430
It is generally perceived that Chinese elementary teachers have a profound understanding of the school mathematics they teach.
This perception has led to further interest in understanding teacher education practices in China. As some dramatic changes
in elementary teacher preparation have taken place in China over the past decade, this article aims to outline these changes
with a focus on curriculum provided in the new 4-year bachelor preparation programs. Sample mathematics teacher educators
in China were also surveyed to gather insiders’ views about teacher preparation practices and to identify relevant issues.
We believe that elementary teacher preparation and its changes in China can provide an important case for mathematics teacher
educators around the world to reflect on teacher education practices in their own systems.
相似文献
Yeping LiEmail: |
8.
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: |
9.
Leonard J. Waks 《Learning Inquiry》2007,1(2):83-87
The topic of listening has been broadly neglected in educational studies. This special issue presents studies on the connections
between listening and reflecting in educational contexts.
相似文献
Leonard J. WaksEmail: |
10.
Dimitri Jordan Ginev 《Science & Education》2008,17(10):1139-1156
In this paper, I consider the relevance of the view of cognitive existentialism to a multi-gendered picture of science education.
I am opposing both the search for a particular feminist standpoint epistemology and the reduction of philosophy of science
to cultural studies of scientific practices as championed by supporters of postmodern political feminism. In drawing on the
theory of gender plurality and the conception of dynamic objectivity, the paper suggests a way of treating the nexus between
the construction of gender within the interrelatedness of scientific practices and the constitution of particular objects
of inquiry. At stake is the notion of characteristic hermeneutic situation which proves to be helpful in designing a multi-gendered
pedagogy as well.
相似文献
Dimitri Jordan GinevEmail: |
11.
Analytic Frameworks for Assessing Dialogic Argumentation in Online Learning Environments 总被引:3,自引:2,他引:1
Douglas B. Clark Victor Sampson Armin Weinberger Gijsbert Erkens 《Educational Psychology Review》2007,19(3):343-374
Over the last decade, researchers have developed sophisticated online learning environments to support students engaging in
dialogic argumentation. This review examines five categories of analytic frameworks for measuring participant interactions
within these environments focusing on (1) formal argumentation structure, (2) conceptual quality, (3) nature and function
of contributions within the dialogue, (4) epistemic nature of reasoning, and (5) argumentation sequences and interaction patterns.
Ultimately, the review underscores the diversity of theoretical perspectives represented within this research, the nature
of dialogic interaction within these environments, the importance of clearly specifying theoretical and environmental commitments
throughout the process of developing or adopting an analytic framework, and the role of analytic frameworks in the future
development of online learning environments for argumentation.
相似文献
Douglas B. ClarkEmail: |
12.
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: |
13.
Tamara Holmlund Nelson 《Journal of Science Teacher Education》2008,19(3):235-254
Preservice teachers in a K–8 science methods course used guided video reflection to examine their interactions with children
during science teaching. This inquiry approach helped preservice teachers identify and respond to gaps between their beliefs
and intentions about teaching all children and their enactment of those beliefs. The experience of teaching a science lesson
and then viewing it multiple times through a critical framework provided an opportunity for preservice teachers to recognize
hidden assumptions, unexamined behaviors, and the unintentional meanings they may have conveyed to children. This encouraged
them to think more critically about their roles as teachers in creating spaces where all children have access to quality science
learning experiences.
相似文献
Tamara Holmlund NelsonEmail: |
14.
Jennifer S. Beers 《Cultural Studies of Science Education》2009,4(2):443-447
This paper draws on my personal experiences with coteaching and my participation in the research described by Wassell and
LaVan (2009). It examines the role of coteaching in the development of structures that afforded opportunities for shared reflection and
shared responsibility between stakeholders in the classroom. It also describes how the schema and practices developed through
coteaching and cogenerative dialogue helped mediate the transition between my preservice and inservice teaching experiences.
相似文献
Jennifer S. BeersEmail: |
15.
Schools which are named, shamed and blamed by the media: school accountability in Norway 总被引:2,自引:0,他引:2
Eyvind Elstad 《Educational Assessment, Evaluation and Accountability》2009,21(2):173-189
Since Norway introduced tests and other types of measurements the press, with a negative bias, has placed the spotlight on
those schools which performed badly in attainment measurements. The press reconstructs from public sources “league tables”
of aggregated student achievements but at present the official position opposes the public ranking of schools. This article
discusses the consequences within schools of such negative media coverage and the responses within badly performing schools
that have been named, shamed and blamed in prominent headlines. This media spotlight brings into play a complex emotional
process which may spur schools into improvement mechanisms or provoke a hostile reaction, or result in panic measures.
相似文献
Eyvind ElstadEmail: |
16.
Leonard Waks 《Learning Inquiry》2007,1(2):153-161
In an earlier article I drew a distinction between two general types of listening. In one the listener brings pre-determined
categories to bear in extracting useful information from the speaker’s utterance. In the other the listener suspends such
categories to hear as much as possible in the utterance. This distinction has been challenged by Sophie Haroutunian-Gordon.
This article responds to her critique.
相似文献
Leonard WaksEmail: |
17.
Peter Berliner Elisabeth N. Mikkelsen 《International journal for the advancement of counseling》2006,28(3):289-301
This article examines psycho-educational programmes for asylum-seekers and tortured refugees at the Danish Red Cross Asylum Department and Rehabilitation and Research Centre for Torture victims respectively. The psycho-education programme is based on a cognitive theoretical framework. However, it is argued that the processes observed during the programmes and the changes in the participants’ lives may be conjointly understood within theoretical frameworks of narrative therapy, social constructionism, and community psychology, emphasizing professionals’ and participants’ co-construction of alternative stories and action possibilities, and the importance of the context and social network outside the intervention context.
相似文献
Elisabeth N. MikkelsenEmail: |
18.
More than a conversation: using cogenerative dialogues in the professional development of high school chemistry teachers 总被引:1,自引:0,他引:1
Sonya N. Martin Kathryn Scantlebury 《Educational Assessment, Evaluation and Accountability》2009,21(2):119-136
This paper focuses on content-based and pedagogical instructors’ use of cogenerative dialogues to improve instructional practice
and to evaluate program effectiveness in a professional development program for high school chemistry teachers. We share our
research findings from using cogenerative dialogues as an evaluative tool for general assessment of various program-related
issues. We discuss how engaging students in cogenerative dialogues improved teaching and learning in chemistry and chemistry
education courses. This research provides insights and direction for improving content-based professional development programs
for science teachers and the learning experiences of high school science students. Cogenerative dialogue has the potential
to expand evaluation methodologies that will position participants more centrally in not only the collection of data, but
also the analysis of these data to catalyze transformative practices in educational programs.
相似文献
Sonya N. MartinEmail: |
19.
Racializing educational change: Melting pot and mosaic influences on educational policy and practice
Allison Skerrett 《Journal of Educational Change》2008,9(3):261-280
This article racializes educational change by examining literature on the history of educational approaches to diversity in
the United States and Ontario, Canada to demonstrate how their respective national myths for engaging with diversity—the melting
pot and mosaic—have impacted their educational policies and practices over three definable eras of educational change. The
educational policies and practices of the two countries are evaluated in relation to four significant and—within the existing
literature—widely used political and educational strategies for responding to racial and ethnocultural diversity in schools.
The paper cautions that the current era of curriculum standardization and high stakes assessments that reflects a melting
pot approach to education reinstitutes and reinforces an inequitable vertical mosaic structure of schooling experiences and
outcomes for diverse student populations. It urges policy makers to consider how the current movement toward post-standardization,
which reflects a mosaic approach, is presently influencing educational policy and practice in international contexts and achieving
more just and effective learning outcomes for diverse student groups.
相似文献
Allison SkerrettEmail: |
20.
Campus-based urban legends have the potential to convey and construct student culture in higher education. Basic qualitative
and humanistic research methods were used to collect, analyze, and interpret legends related to the academic experience of
collegiate life.
相似文献
Claire Howell MajorEmail: |