首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献,搜索用时 15 毫秒
1.
Under a grant to improve outcomes for students who are deaf or hard of hearing awarded to the Association of College Educators--Deaf/Hard of Hearing, a team identified content that all teachers of students who are deaf and hard of hearing must understand and be able to teach. Also identified were 20 practices associated with content standards (10 each, literacy and science/mathematics). Thirty-seven master teachers identified by grant agents rated the practices on a Likert-type scale indicating the maximum benefit of each practice and maximum likelihood that they would use the practice, yielding a likelihood-impact analysis. The teachers showed strong agreement on the benefits and likelihood of use of the rated practices. Concerns about implementation of many of the practices related to time constraints and mixed-ability classrooms were themes of the reviews. Actions for teacher preparation programs were recommended.  相似文献   

2.
Teacher efficacy beliefs is an important characteristic to predict instructional quality and the level of cognitive activation and educational support. Since teacher efficacy beliefs are context and domain specific, this study focuses on how special education pre-service teachers' individual interest and subject knowledge in mathematics predict their efficacy beliefs in teaching mathematics. Data were collected from 57 special education pre-service teachers. The results indicated that the individual interest of pre-service teachers has a strong effect on teacher efficacy beliefs, while subject knowledge has only an indirect effect.  相似文献   

3.
Sex education: a survey of parents with deaf adolescents   总被引:1,自引:0,他引:1  
  相似文献   

4.
This paper considers the kind of pedagogical knowledge and principles involved in the operationalisation of knowledge of children's mathematical thinking as a process of dynamic assessment. Using a case study of a particular child, this paper explores planning and instruction for a child determined by a detailed and informed interpretation of the child's conceptual understanding through a dynamic process. It presents as a case study the observations of a teacher who had undertaken professional development in children's mathematical thinking, theoretically informed by Cognitively Guided Instruction and Maths Recovery. The observations revealed the child's mathematical understanding and how the teacher used this knowledge dynamically to inform teaching. The paper outlines the kind of knowledge required of teachers to enact this dynamic process in mathematics teaching and argues for the centrality of this to the development of inclusive practice.  相似文献   

5.
Teachers' sense of efficacy, or the belief that teachers have of their capacity to make an impact on students' performance, is an unexplored construct in deaf education research. This study included data from 296 respondents to examine the relationship of teacher and school characteristics with teachers' sense of efficacy in 80 different deaf education settings in the US. Deaf education teachers reported high overall efficacy beliefs but significantly lower efficacy beliefs in the area of student engagement than in instructional strategies and classroom management. Teachers' years of experience showed a significant relationship with efficacy beliefs, yet it was the teachers' perceived collective efficacy of their educational setting that ultimately predicted teachers' sense of efficacy. These findings lend credence to the need for further examination of school processes that influence teacher beliefs and attitudes in deaf education settings.  相似文献   

6.
In this study, undertaken in an attempt to expand our understanding of science learning by deaf students, five teachers are interviewed about their views, based on their own experiences as Deaf students. They are all my former students and were among the first to successfully complete the upper secondary school with a university entrance certificate from a Norwegian school for deaf students. Physics was their major subject. These teachers see the systematic work in class discussions, especially on the concepts of physics, as a major contributor to their success, and they try to use similar methods in their own teaching. They believe that a thorough discussion of a topic using sign language prior to the reading of the textbook is crucial.  相似文献   

7.
Ten graduates and 3 ABD (all but dissertation) students in Lamar University's doctoral program in deaf studies/deaf education were surveyed about their perceptions of the benefits of earning a doctorate of education (Ed.D.) in their field. The program comprised course work on current content information on deaf education, an educational research component, a cognate area, and electives. As part of the program, researchers and scholars in areas related to deaf education were invited to campus to consult with doctoral students. Graduates found jobs at universities, community colleges, and departments of special education. Graduates ranked program components on the basis of perceived value; they rank-ordered the courses on the basis of their value to them in their current work. Graduates also commented on how the program enhanced their professional growth.  相似文献   

8.
Pedagogical content knowledge is found to be a crucial part of the knowledge base for teaching. Studies in the field of primary technology education showed that this domain of teacher knowledge is related to pupils' increased learning, motivation, and interest. The common methods to investigate teachers' pedagogical content knowledge are often complicated, and time and labour consuming. Hence, a challenge in measuring teachers' pedagogical content knowledge is to construct an instrument that is time and labour‐efficient, and makes it possible to investigate large sample sizes. This paper illustrates how a multiple‐choice test to measure teachers' pedagogical content knowledge in primary technology education was designed and validated. The procedure of test construction and the first results are presented. It is concluded that the systematic procedure that was followed is effective for the construction of a valid test. In addition, statistical analyses showed that test/re‐test reliability is moderate. Data collection with larger samples is needed in order to find more statistical support for the psychometric properties of the test.  相似文献   

9.
This paper discusses the manifestations of both schools' IT policies and available technical support as reported by thirty-eight secondary teachers from different schools. Two categories of whole school policy were identified. The first insisted that IT should be taught by specialist teachers whilst the second devolved this responsibility to subject areas. For a variety of reasons both were viewed as problematic. A minority of schools appeared to have no coherent policy. Departmental policies, which were generally a consequence of the enthusiasms of an individual or an impending school inspection, were rarely indicative of coherent views on the impact of computers on teaching and learning. Teachers' computer usage was frequently dependent upon a willing and able IT coordinator although few such colleagues had sufficient time to offer support in systematic and consistent ways. A similar story emerged in respect of IT technicians.  相似文献   

10.
本文结合高职类大专数学课程的教学,阐述了数学教学中的程序化方法与策略性知识的联系,认为在数学教学中注重数学程序化方法的讲授,将有利于数学策略性知识的学习与掌握。  相似文献   

11.
An ever-increasing number of children with and without disabilities are attending early childhood programmes and learning together. Early childhood inclusion considers all children with and without disabilities, and their families as full members of the early childhood community. Although many early childhood teachers accept the educational rights of children with disabilities and the core principle of inclusion – that early childhood learning programmes should provide for the needs of all the children in their centres, regardless of ability and disability, there remain significant barriers in terms of teacher professional knowledge in achieving these goals. In this article, we report a study on Thai preschool teachers' knowledge of inclusive early childhood education. Quantitative data obtained through a questionnaire were supplemented by teacher interviews. Both the quantitative and qualitative data focused on the teachers' assessment of their professional knowledge. Findings from this study can inform effective professional development programmes in preparing early childhood teachers for successful inclusive practices.  相似文献   

12.
In this article, professional development in the context of the current reforms in science education is discussed from the perspective of developing teachers' practical knowledge. It is argued that reform efforts in the past have often been unsuccessful because they failed to take teachers' existing knowledge, beliefs, and attitudes into account. Teachers' practical knowledge is conceptualized as action‐oriented and person‐bound. As it is constructed by teachers in the context of their work, practical knowledge integrates experiential knowledge, formal knowledge, and personal beliefs. To capture this complex type of knowledge, multimethod designs are necessary. On the basis of a literature review, it is concluded that long‐term professional development programs are needed to achieve lasting changes in teachers' practical knowledge. In particular, the following strategies are potentially powerful: (a) learning in networks, (b) peer coaching, (c) collaborative action research, and (d) the use of cases. In any case, it is recommended that teachers' practical knowledge be investigated at the start of a reform project, and that changes in this knowledge be monitored throughout the project. In that way, the reform project may benefit from teachers' expertise. Moreover, this makes it possible to adjust the reform so as to enhance the chances of a successful implementation. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 137–158, 2001  相似文献   

13.
Mathematics education research must enable adjustment to new conditions. Yet such research is often conducted within familiar conceptualisations of teaching, of learning and of mathematics. It may be necessary to express ourselves in new ways if we are to change our practices successfully, and potential changes can be understood in many alternative, sometimes conflicting, ways. The paper argues that our entrapment in specific pedagogic forms of mathematical knowledge and the styles of teaching that go with them can constrain students’ engagement with processes of cultural renewal and changes in the ways in which mathematics may be framed for new purposes, but there are some mathematical truths that survive the changing circumstances that require us to update our understandings of teaching and learning the subject. In meeting this challenge, Radford encountered a difficulty in framing notions of mathematical objectivity and truth commensurate with a cultural–historical perspective. Following Badiou, this paper distinguishes between objectivity, which is seen necessarily as a product of culturally generated knowledge, and truth, as glimpsed beyond the on-going attempt to fit a new language that never finally settles. Through this route, it is shown how Badiou’s differentiation of knowledge and truth enables us to conjure more futuristic conceptions of mathematics education.  相似文献   

14.
Two inservice courses designed to strengthen teachers' subject-matter competencies while introducing them to mathematics curricula for Grades 7 and 8 were investigated. In a pretest-posttest quasi-experimental design, participants were given a confidence measure and knowledge test. After the inservice training, teachers manifested greater self-confidence in knowledge of curricular material, a corresponding increase in mathematics skills, and high levels of confidence in ability to teach the curriculum. Results suggest that when knowledge tests are not feasible, measurement of confidence in solving problems may be sufficient to evaluate the cognitive impact of an inservice program.  相似文献   

15.
THERE IS LIMITED INFORMATION on how communication barriers impact on the health of deaf individuals. The present article describes the development of a standardized interview tool to collect health-related information from deaf adults via face-to-face interviews in American Sign Language (ASL). Questions were selected largely from existing standardized questionnaires. Key steps in standardizing the instrument included the creation of an ASL gloss version of the survey and extensive interviewer training. The instrument was pilot-tested and revised prior to implementation. There were 139 questions on the final instrument. A total of 203 interviews were conducted between November 2002 and March 2003. A standardized interview survey administered in ASL proved an effective and well-accepted means of collecting health-related information from a diverse sample of deaf individuals. Several challenges were encountered throughout the process, and the resulting lessons will be useful to future research efforts.  相似文献   

16.
This paper, prepared for the survey lecture of theme group T2 at the Sixth International Congress on Mathematical Education in Budapest, gives an oveview and analysis of recent progress in applying electronic information technology to creation of new environments for intellectual work in mathematics. The paper is divided into six major sections considering the impact of: 1. Numerical computation; 2. Graphic computation; 3. Symbolic computation; 4. Multiple Representations of Information; 5. Programming and Connections of Computer Science and Mathematics Curricula; 6. Artificial Intelligence and Machine Tutors.Research for this paper was supported in part by the United States National Science Foundation under NSF award no. MDR 87-51500. Any opinions or findings, conclusions, or recommendations expressed herein are those of the author and do not necessarily reflect the views of the National Science Foundation.  相似文献   

17.

This article reports a study of the knowledge of experienced science teachers in the context of a reform in science education in The Netherlands. The study focused on a major goal of the reform, that is, improving students' knowledge and abilities in the field of models and modelling in science. First, seven teachers of biology and chemistry were interviewed about the teaching and learning of models and modelling in science. Next, a questionnaire was designed consisting of 30 items on a Likert-type scale. This questionnaire was completed by a group ( n = 74) of teachers of biology, chemistry and physics. Results indicated that the teachers could be grouped in two subgroups, who differed in terms of their self-reported use of teaching activities focusing on models: one sub-group applied such activities substantially more often than the other sub-group. This distinction appeared not to be related to the teachers' subject, or teaching experience. Moreover, the use of teaching activities seemed only loosely related to the teachers' knowledge of their students, particularly, students' views of models and modelling abilities. Implications for the design of teacher education are discussed.  相似文献   

18.
This paper reports the findings collected from a four year longitudinal study aiming to investigate the professional learning of student-teachers in Bachelor of Education programmes. Four case studies which suggest a typology of ways of practicalising theoretical knowledge with one extreme as the testing out of teaching approaches mainly to find out their practicality in the school context to the other extreme whereby the student-teacher sought to work out a schema or personal theory were identified. Influences from the campus-based and the field-based components of the teacher education programme are drawn. The paper ends with implications for initial teacher education.  相似文献   

19.
In this paper, we put Basil Bernstein’s theory of pedagogic discourse to work together with additional theoretical resources to interrogate knowledge and practice in mathematics teacher education. We illustrate this methodology through analysis of an instance of mathematics teacher education pedagogic practice. While the methodology itself is our focus, the particular example provides a compelling story at the heart of which is the problem of integration of knowledge(s) within a pedagogic practice. Here, a constructivist pedagogy is at work, but differentially with respect to teaching/learning mathematics and teaching/learning mathematics teaching. The example illuminates mathematics and teaching, and their co-constitution in a particular pedagogic context.  相似文献   

20.
A synthesis of the literature on knowledge dissemination and use in education, notably in science and mathematics, is presented. Perspectives have changed in the ways in which knowledge and products are seen to reach potential users. From the top-down, linear models, we have come closer to bottom-up approaches and to the crucial role of linking agents. At present, the most influential approach is a constructivist one, whereby research and other kinds of specialized knowledge is exchanged between researchers and professionals in a mutually constructed social context. While there is still debate over the best predictors of successful knowledge use, the scope of the field has been considerably enlarged by including users' perspectives. To some extent then, specialists in this field are now working in a new paradigm.Prepared for the Directorate of Education and Human Resources, Division of Research, Evaluation and Dissemination, National Science Foundation by The Network, May 1993.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号