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1.
Daniel A. Wagner 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2008,37(6):651-672
With the advent of the UN Literacy Decade launched in 2003, there is increased emphasis on monitoring and evaluation of adult
literacy around the globe. The present paper presents an overview of the main approaches that have been taken to measure adult
literacy within and across countries. A particular focus of the present review is to compare and contrast three models of
literacy assessment: (1) the “traditional” model based largely on census enumeration, which has been used over recent decades
to collect national and regional rates of illiteracy; (2) the large-scale survey techniques employed with the International
Adult Literacy Survey and similar models; and (3) an intermediate type of assessment that borrows from the previous two models,
and attempts to “tailor” the size and complexity of the survey methodology to the policy questions needing answers (called
the SQC model). The present paper suggests that there is no single model or set of methods that are universally appropriate
to monitoring and measuring in adult literacy around the world, but that blending both programmatic and comparative models
through the SQC approach may bring greater involvement in, and insight into, adult literacy evaluations. 相似文献
2.
Dennis Shirley 《Journal of Educational Change》2011,12(2):131-139
Recent social policy reforms have sought to overcome the limitations of “First Way” strategies emphasizing the welfare state
and “Second Way” approaches advocating markets. Scholars and policymakers instead have begun to explore optimal synthesis
of the public and private sector in a new “Third Way” of leadership and change. According to one line of interpretation advanced
by Andy Hargreaves and Dennis Shirley, however, the Third Way as developed in education has ushered in a new orthodoxy of
testing, accountability, and data-driven decision making. This new orthodoxy is said to distract educators from their true
moral purposes. Hence, Hargreaves and Shirley have called for a new “Fourth Way” of change that draws upon international best
practices in education. In this interpretive essay for a Festschrift issue of the Journal of Educational Change celebrating Andy Hargreaves’ 60th birthday, Dennis Shirley revisits Fourth Way change architecture to inquire after the appropriate
role of new technologies in classrooms and schools. He retrieves the concept of mindful teaching and learning from the Fourth
Way change model and illustrates how it can be used as a lens to adjudicate various interpretations of the appropriate role
of new technologies in schools. 相似文献
3.
Literacy development in successful men and women with dyslexia 总被引:2,自引:2,他引:0
Rosalie P. Fink 《Annals of dyslexia》1998,48(1):311-346
To investigate how, when, and under what conditions individuals with dyslexia manage to develop high literacy levels, an interview
and literacy assessment study was conducted with 60 highly successful men and women with dyslexia and 10 peers without dyslexia.
The sample with dyslexia included a Nobel laureate, a member of the National Academy of Sciences, and leaders in a variety
of fields requiring extensive reading (i.e., medicine, law, business, and the arts and sciences).
For both males and females with dyslexia, interest-driven reading was key to the development of high literacy levels. Results
showed distinct groups of successful professionals with dyslexia: a compensated group and two partially compensated groups.
In each group, literacy development was augmented by avid reading in a content area of passionate personal interest, along
with systematic phonics instruction. Through avid reading on a specific topic, the individuals with dyslexia developed knowledge
of the specialized vocabulary, typical text structures, concepts, themes, and issues of a particular field. Extensive reading
about a favorite subject enhanced the background knowledge of these individuals and enabled them to gain reading practice,
which in turn, fostered the development of reading fluency and increasingly sophisticated skills. Although topics and genres
of personal interest varied, fascination with a subject area was a common theme among those interviewed.
In the literacy assessment, the 60 men and women with dyslexia demonstrated most of the salient characteristics of Chall’s
(1983) Stage 5, the highest level of reading development. All participants comprehended sophisticated text, but some, with
partially compensated dyslexia, showed continuing lags in basic, lower level “print” skills. Individuals with partially compensated
dyslexia fell into two groups: one group showed specific deficits only in spelling, whereas the other group had difficulty
in spelling, word recognition, and oral reading. Many, but not all, of the participants with dyslexia showed ongoing lags
in reading rate. Gender differences were most apparent in topics of personal interest reading and in mentoring patterns.
The study explores how adults with dyslexia, who may continue to lack strong integration of lower level “print” skills, succeed
in constructing higher order “meaning” skills. This analysis underscores the need for a balanced approach to literacy instruction
that includes both “print” and “meaning” aspects. It emphasizes the need to integrate solid interest-based approaches as a
centerpiece of instruction. 相似文献
4.
In adult literacy programs today, well-intentioned but inadequately prepared volunteer tutors are being matched with learning
disabled adult students without the benefit of receiving training from experts in the field of language/learning disabilities.
The collaboration of adult literacy providers and learning specialists is obviously the most resourceful, yet most untried,
solution to a problem that is plaguing volunteer-based programs across the country: meeting the needs of learning disabled
adults. One adult literacy program—READ/San Diego of the San Diego Public Library—recognized that its volunteer tutors needed
training in special instructional methods to teach adults who evidence learning disabilities. Accordingly, the program’s administrator
obtained the services of specialists to develop a learning disabilities tutor-training module. This article (1) presents an
overview of preservice volunteer training at READ/San Diego; (2) discusses informal assessment procedures that help identify
possible language/learning disabilities in adults and provide valuable information for instructional planning; and (3) describes
selected multisensory teaching techniques designed especially for adults who “learn differently.” 相似文献
5.
Since the 1980s, children with disabilities in China have been integrated into general education settings; the practice is
termed sui ban jiu du, literally “learning in a regular classroom” (LRC). The term LRC means “receiving special education in general education
classrooms”, and it is regarded as a practical form of inclusion in China. This paper provides context for understanding the
issues of teacher education and inclusion in China by comparing the concept of LRC in China to the international concept of
inclusive education. It discusses the challenges for and development of LRC at the levels of policy and practice. The main
issues involved in teacher education for special/inclusive education are discussed in relation to the culture and context
of current policy and its implementation, teachers’ attitudes toward LRC, the professional competence of LRC teachers, the
shortage of qualified teachers, and the lack of a national system for special education certification. The final section considers
strategies to develop high-quality inclusive education in China from the perspectives of policy development, professional
development, and the development of procedures for policy implementation. 相似文献
6.
Michael R. Vitale Nancy R. Romance 《International Journal of Science and Mathematics Education》2012,10(2):457-472
This study focused on accelerating development of science knowledge and understanding at the primary level (grades 1 – 2)
as a means for enhancing reading comprehension (i.e. early literacy). An adaptation of a grade 3 – 5 cognitive-science-based,
instructional model (Science IDEAS) that integrated science with reading and writing, this year-long study implemented daily 45-min instructional periods emphasizing
in-depth, cumulative learning of science core-concept “clusters” while integrating science and literacy in a manner that provided
teachers with a thematic focus for all aspects of instruction. Results (a) confirmed the feasibility of implementing the integrated,
in-depth science model at the primary level and (b) showed that experimental students obtained significantly higher achievement
on Iowa Tests of Basic Skills Science and Reading tests than comparable controls. Discussed are curricular policy implications
for increasing the instructional time for content-area instruction at the primary level. 相似文献
7.
Trevor Gale 《The Australian Educational Researcher》2006,33(2):1-14
Academic engagement with higher education research policy in Australia, and with education policy more generally, is in crisis.
This time around, it is not just that our theoretical tools are blunt and irrelevant (Ball 1990), so are our politics. It
seems our attention has been so consumed by “what is policy” (Ball 1994a) and with challenging its claims to authority, that
we have missed or ignored imperatives to engage with its production. Even though some have attempted contributions, for the
most part we have been “coerced into an era of cooperation”. Getting ourselves out of this mess will take more than just better
theories and new politics. It will require a degree of cooperation, to advance a theory and practice of policy engagement
and to re-establish a field of education that resists the tendency to fragment and/or the temptation to defend itself “against”
policy. In this paper I attempt an assessment of where we are theoretically and politically with regard to education policy
and where we need to look to find new forms of policy engagement. By way of illustration, I draw on examples from AARE (the
Australian Association for Research in Education) and the Australian RQF (Research Quality Framework) although the analysis
is by no means restricted to these. 相似文献
8.
Determining the candidate teachers’ opinions regarding self-efficacy towards alternative assessment will be beneficial in
that this will improve their competencies while using these approaches in their applications within the classroom. In this
article, the development and validation of the “Self-efficacy towards Using Alternative Assessment Scale” (SUAAS) is introduced.
The SUUAS is a 26-item scale for assessing candidate teachers’ self-efficacy towards using alternative assessment. Data collected
from 424 candidate teachers provide evidence for the validity and reliability of the scale. The results provide evidence for
a valid and reliable self-efficacy scale with 3 factors, which are named as “Self-efficacy towards Using”, “Self-efficacy
towards Challenges” and “Self-efficacy towards Using Sources”. The Cronbach’s alpha value of the entire scale has been found
as 0.89, while those of the sub-factors are 0.88, 0.86 and 0.71, respectively. Followed by additional validation studies,
the SUAAS will serve as a valuable tool for both instructors and researchers in education to assess teachers’ and candidate
teachers’ beliefs related to their self-efficacy towards using alternative assessment approaches. 相似文献
9.
Kyle L. Peck 《TechTrends》1998,43(2):47-53
Conclusion I applaud ISTE, AASL, AECT, and the other organizations involved for tackling the “messy work” of developing standards for
the use of technology and information resources in schools. And, at the same time, I call for a “second generation” of standards
that define realistic expectations for teachers based on the subjects and levels they are called upon to teach. I propose
that professional organizations from each subject work with ISTE and AECT to complete this huge task, and I propose that we
consider as a “next step” the creation of a set of on-line learning experiences through which teachers can gain the identified
skills and knowledge by using the very technologies we’re hoping they’ll embrace in their own teaching.
There’s an old saying, “If you don’t know where you’re going, any road will do.” As far as educational technologies are concerned,
this is also true. For many, the goal seems to have been simply to “get more computers into the schools,” without much thought
about purpose. To return to Phil Schlechty’s metaphor, It’s generally been a brief and misguided “Ready” stage (occupied with
questions like “How many do we need?” “What type?” “Where?” and “How shall we connect them?”), followed by “Fire!” (the acquisition
and installation of equipment). What we need is: “Ready” (the creation of appropriate teams of people who will combine their
insights to plan for the district)... “Aim” (a series of discussions about what technologies can accomplish for schools and
the students they serve)... “Fire” (acquisition, installation, and professional development according to plan)... “Aim” (an
assessment of how well the technologies and related programs met the intended goals, and a new planning effort designed to
close the gap)... “Fire” (acquisition and implementation designed to eliminate the gap)... “Aim” (another gap assessment)...
“Fire” (another attempt to close gaps)..., And so on. 相似文献
10.
Dr Uri Zoller 《Research in Science Education》1996,26(3):317-326
Students at all ages hold a wide variety of scientifically faulty knowledge structures called “misconceptions”. As far as
misconceptions in chemistry are concerned, college science students are no exception. Systematic administration to freshman
biology majors of specially-designed mid-term and term higher-order cognitive skills (HOCS)-oriented examinations within the
courses “General and Inorganic Chemistry” and “Introduction to Modern Organic Chemistry” proved these examinations to be very
effective in revealing and distinguishing between students'misconceptions, misunderstandings, and“no conceptions”. Several of these have never been mentioned before in the relevant research literature. Accordingly, reflective teaching
strategies to overcome this “misconceptions problem” and affect meaningfully subsequent learning have been explored and implemented
within our longitudinal effort to develop students' HOCS. The study results combined with accumulated experience indicate
that properly designed HOCS-oriented examinations may be very effective for revealing, but notper se for overcoming, students' misconceptions. However, within HOCS-oriented chemistry teaching, the assessment of students by
such examinations is very useful particularly for providing data for remediation purposes via appropriate modification of
the teaching strategies. Eventually, this leads to gains in students' HOCS which is in line with the overall goal of the current
reform in science education. 相似文献
11.
Educational reform in Singapore: from quantity to quality 总被引:1,自引:1,他引:0
Pak Tee Ng 《Educational Research for Policy and Practice》2008,7(1):5-15
In 2004, Prime Minister Lee called teachers to “teach less” so that students might “learn more”. In 2005, the Ministry of
Education clarified this philosophical statement to mean transforming learning from quantity to quality—“more quality and
less quantity” in education. This is in line with the national vision of ‘Thinking Schools, Learning Nation’. This policy
initiative, which began in 2004, is set to change the fundamental nature of education in Singapore. This article discusses
this initiative, its major implications for schools in Singapore and the challenges to be addressed in the implementation
of the policy. In particular, the article discusses the issues of understanding an engaged learning paradigm, establishing
signposts for the shift from quantity to quality and the difficulties of system-wide transformation. The challenge for schools
is to go beyond the form of the initiative to bring real, substantial and sustainable educational change through this movement. 相似文献
12.
13.
Beyond Black and White: The Model Minority Myth and the Invisibility of Asian American Students 总被引:1,自引:0,他引:1
Jean Yonemura Wing 《The Urban Review》2007,39(4):455-487
This study of diverse Asian American students at a racially integrated public high school illustrates that the achievement
gap is a multi-racial problem that cannot be well understood solely in terms of the trajectories of Black and white students.
Asian American students demonstrated a high academic profile on average, but faced difficulties and failure in ways rendered
invisible by widespread acceptance of the “Model Minority Myth,” which says that Asians comprise the racial minority group
that has “made it” in America through hard work and education, and therefore serve as a model for other racial minorities
to follow. Findings point to policy implications for teachers, counselors, school staff, social services and government. 相似文献
14.
Stuart Fleischer 《Cultural Studies of Science Education》2011,6(1):235-241
In their treatise, Mitchell and Mueller extend David Orr’s notions of ecological literacy (2005) to include biophilia (Wilson
1984) and ecojustice (Mueller 2009). In his writings, David Orr claims that the US is in an “ecological crisis” and that this stems from a crisis of education.
The authors outline Orr’s theory of ecological literacy as a lens to understand Earth’s ecology in view of long-term survival.
In their philosophical analysis of Orr’s theory, Mitchell and Mueller argue that we move beyond the “shock doctrine” perspective
of environmental crisis. By extending Orr’s concept of ecological literacy to include biophilia and ecojustice, and by recognizing
the importance of experience-in-learning, the authors envision science education as a means to incorporate values and morals
within a sustainable ideology of educational reform. Through this forum, I reflect on the doxastic logic and certain moral
and social epistemological concepts that may subsequently impact student understanding of ecojustice, biophilia, and moral
education. In addition, I assert the need to examine myriad complexities of assisting learners to become ecologically literate
at the conceptual and procedural level (Bybee in Achieving scientific literacy: from purposes to practices, Heinemann Educational
Books, Portsmouth, 1997), including what Kegan (In over our heads: the mental demands of modern life, Harvard University Press, Cambridge, 1994) refers to as “Third Order” and “Fourth Order” thinking: notions of meaning-construction or meaning-organizational capacity
to understand good stewardship of the Earth’s environment. Learners who are still in the process of developing reflective
and metacognitive skills “cannot have internal conversation about what is actual versus what is possible, because no ‘self’
is yet organized that can put these two categories together” (p. 34). Mitchell and Mueller indicate that middle school learners
should undergo a transformation in order to reflect critically about the environment with a view toward determining critical
truths about the world. However, if this audience lacks “selective, interpretive, executive, construing capacities” (Kegan
in In over our heads: The mental demands of modern life, 1994, p. 29), assimilating the notions of ecojustice and biophia may be problematic. 相似文献
15.
James Trier 《Interchange》2009,40(1):47-67
This article discusses a project designed to engage preservice teachers in a process of reconceptualizing the traditional,
autonomous views of literacy that they held upon entering the teacher preparation program and acquiring a sociocultural view
of multi-literacies. The context of this project is that of a Master of Arts in Teaching (MAT) program. Through a series of
activities as part of a secondary English theory and methods course, students were introduced to a sociolinguistic theory
of “Discourses and Literacies”; they examined their own literacy experiences in terms of primary and secondary discourses
and literacies; they analyzed the film Educating Rita in great depth for its representation of the essential elements of a theory of “Discourses and Literacies” (i.e., primary
discourses, secondary discourses, learning, acquisition, bi-Discoursal situations, and more); and then over a period of many
weeks of observations they analyzed the kind of Literacy Discourse that was constructed in classrooms that they were observing
in. Finally, the students critically reflected on the transformation of their views of literacy as a result of the Discourses
and Literacies project. 相似文献
16.
Distance Learning as a Tool for Poverty Reduction and Economic Development: A Focus on China and Mexico 总被引:1,自引:1,他引:0
Richard C. Larson M. Elizabeth Murray 《Journal of Science Education and Technology》2008,17(2):175-196
This paper uses case studies to focus on distance learning in developing countries as an enabler for economic development
and poverty reduction. To provide perspective, we first review the history of telecottages, local technology-equipped facilities
to foster community-based learning, which have evolved into “telecenters” or “Community Learning Centers” (CLCs). Second,
we describe extensive site visits to CLCs in impoverished portions of China and Mexico, the centers operated by premier universities
in each respective country. These CLCs constitute the core of new emerging systems of distance education, and their newness
poses challenges and opportunities, which are discussed. Finally, we offer 12 points to develop further the concept and reality
of distance learning in support of economic development. 相似文献
17.
Kwok-Chi Lau 《International Journal of Science and Mathematics Education》2009,7(6):1061-1088
The OECD “Programme for International Student Assessment” or (PISA) is one of the largest-scale international efforts that
have been launched to assess students’ scientific literacy. Such an international assessment would likely exert a profound
impact on the science education policies of the participating countries/regions, including Hong Kong. This paper sets out
to examine critically how scientific literacy has been assessed by PISA through analyzing its assessment frameworks and released
sample items. It was found that the PISA 2000 and 2003 assessments of science have used a narrower definition of scientific
literacy, as compared to that of PISA 2006 and what scientific literacy was construed for science education. However, even
PISA 2006 appears to be more valid in its assessment framework, its validity was also called into question when the sample
items for the trial study were examined. Knowledge about science was found largely about the processes of science, rather than the nature of science as described in the assessment framework. Besides, it intertwined with knowledge of science in a hidden manner. The application of knowledge of science in novel, real-life situations was also jeopardized because of the issue of curricular relevance. Besides these major problems,
the article has discussed the problems with the concept of scientifically investigable questions and identifying research question of an investigation. Overall, the findings raised concern over what the PISA’s measure of scientific literacy actually means. 相似文献
18.
Understanding and predicting faculty intent to leave is important to the development of improved conceptual frameworks of
faculty success as well as the implementation of effective retention strategies for academic leaders and institutions that
invest considerable resources in recruitment, institutional support, and compensation. This study examined the relationship
between various research-based factors and faculty intent to leave by integrating components identified in the extant literature
for employee turnover more generally and faculty intent to leave more specifically. The results of binary logistic regression
models identified workplace stress, being in a “soft-pure” discipline, fewer years of service at the university, and higher
research productivity as key predictors of faculty having considered leaving for another institution. Key predictors for faculty
having considered leaving academe altogether were being in a “hard-applied” discipline, not having a spouse or partner, a
perceived lack of support, a perceived lack of fit, stress of raising a family, and dissatisfaction with certain aspects of
the “faculty job”. The implications for research, policy, and practice are discussed. 相似文献
19.
John C. Smart 《Research in higher education》2010,51(5):468-482
The findings of this study show wide variation in the learning patterns of college students in the academic environments of
Holland’s theory and, more importantly, that such variability differs based on the level of “consistency” or “inconsistency”
of the environments. Differences in the learning patterns of students in “consistent” academic environments tend to be more
in alignment with the premises of Holland’s theory than those of students in “inconsistent” environments. Implications of
these findings for future research using Holland’s theory to understand longitudinal patterns of change and stability in the
attitudes, interests, and abilities of college students are discussed, and attention is devoted to policy development and
practical implications for academic advisors, career counselors, campus leaders, and governmental and accrediting officials. 相似文献
20.
Theodore J. Kopcha Howard Sullivan 《Educational technology research and development : ETR & D》2007,55(6):627-646
This study investigated self-presentation bias in the self-reports of teachers about their practices in six topic areas in
educational technology (Instructional Design, Assessment, Learner-Centered Instruction, Curriculum Alignment, Attitudes about
Computers, and Use of Computers with Students). Subjects were 50 middle-school teachers. Data were collected using a 30-item
Likert-type survey containing five items per topic area. Teachers responded to items in two forms: “what I do” and “what other
teachers do.” Significant differences favoring the “I” form were obtained in three of the six areas (Instructional Design,
Learner-Centered Instruction, and Curriculum Alignment) and on nine of the 30 items, indicating a rather strong self-presentation
bias. Responses were generally positive across both forms. Results are discussed with implications for working with teachers
and for using additional assessment measures that complement teacher self-reports. 相似文献