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91.
92.
Kay?M.?SagmillerEmail author Joan?Marioni Younghee?M.?Kim 《Asia Pacific Education Review》2003,4(1):51-66
In determining whether graduates of the Master of Arts in Teaching (MAT) Program at Southern Oregon University were developing
the necessary knowledge, skills, and dispositions to teach, faculty members found themselves examining their own practice.
This is just what Goodlad (1988) suggested we do: clarify our own beliefs in order to better understand our teacher preparation
program. We discovered that the development of the MAT program is primarily shaped by the people who teach within the program.
Who we are as people, influences who we are as teachers and, who we are as teachers influences the nature of the teacher preparation
program. This discovery underscored the importance of our efforts to steward the development of our students’ personhood as
well as their knowledge and skills. 相似文献
93.
Nicola Reimann Ian Sadler Kay Sambell 《Assessment & Evaluation in Higher Education》2019,44(8):1279-1290
AbstractThe term ‘feedforward’ is increasingly employed in higher education, and this paper focuses on the way in which it fits into contemporary debates about feedback and its impact on practitioners. Semi-structured interviews were used to investigate the practices academics associate with feedforward and the ways in which their intentions and understandings varied. The term resulted in practices being framed as a process and prompted academics to consider the points in the future when students were expected to deploy information and improve. Three future horizons were identified: the ‘within-module’ future horizon dominated, while the challenges of ‘beyond-module’ and ‘beyond-programme’ horizons became apparent. Written comments, guidance, formative assessment and design practices were associated with feedforward, comprising both transmission and student-focused approaches. It is concluded that the modular system restricts longer-term future horizons and sustainable practices, and more must be done to address the divide between theoretical and practitioners’ perspectives. 相似文献
94.
Educational policy borrowing has become rather common in our globalised world. However, the literature lacks contextual criteria that may be employed by researchers and policy makers to assess the correspondence of a particular policy to the local context of a borrowing system. Based on a secondary analysis of documents and research reports, this paper describes the process of policy borrowing in the Israeli and Turkish educational systems. Discrepancies were found between the basic qualities of the borrowed policies and the contextual features and processes that characterise each educational system. The lack of congruency appears to be even deeper in centralised structures where the act of policy setting is done by top-level policy makers who are isolated from local school circumstances. Threshold criteria referring to fundamental considerations during decision making are offered and their theoretical and practical implications for centralised structures are discussed. 相似文献
95.
In response to increased student assessment and accountability concerns, colleges and universities have been called on to increase their efforts to improve the retention rates of an increasingly diverse student body. This article outlines a synergistic strategy for promoting minority student persistence through faculty renewal efforts that encourage faculty to question their cultural beliefs and academic values concerning the teaching and learning enterprise.Dr. Kay F. Norman is currently with Delaware State University where she is Director of the Center for Excellence in Teaching. She also teaches graduate courses in Educational Assessment and Special Education Administration and Supervision. She holds an Ed.D. in Higher Education Administration with emphasis in Student Services from Texas Southern University. Her research interests are in student retention, assessment, and effective teaching. James Norman, Ph.D., is an Associate Professor of Education at Delaware State University's School of Education. He is a graduate of Ohio State University. Dr. Norman's research interest include special education monitoring and compliance issues, and behavioral management systems. 相似文献
96.
Kay Singley 《Early Childhood Education Journal》1984,11(4):24-25
The classroom is still. The children are watching the teacher, wide-eyed. The teacher is dressed in a red cape and hood. Softly she begins: Once upon a time, there was a little girl named Red Riding Hood ...Kay Singley is a former Kindergarten Teacher who lives in Moulton, Iowa. 相似文献
97.
Philip M. Sadler Roy R. Gould P. Steven Leiker Paul R. A. Antonucci Robert Kimberk Freeman S. Deutsch Beth Hoffman Mary Dussault Adam Contos Kenneth Brecher Linda French 《Journal of Science Education and Technology》2001,10(1):39-55
Many students have a deep interest in astronomy, but a limited opportunity to use telescopes to explore the heavens. The MicroObservatory Network of automated telescopes is designed to provide access to classroom teachers who wish their students to conduct projects over the World Wide Web. The intuitive interface makes it easy for even 10-year-olds to take pictures. Telescopes can be remotely pointed and focused: filters, field of view, and exposure times can be changed easily. Images are archived at the website, along with sample challenges and a user bulletin board, all of which encourage collaboration among schools. Wide geographic separation of instruments provides access to distant night skies during local daytime. Since first light in 1995, we have learned much about remote troubleshooting, designing for unattended use, and for acquiring the kinds of images that students desire. This network can be scaled up from its present capability of 240,000 images each year to provide telescope access for all US students with an interest in astronomy. Our WWW address is http://mo-www.harvard.edu/MicroObservatory/ 相似文献
98.
Kay Kimber Hitendra Pillay Cameron Richards 《Asia-Pacific Journal of Teacher Education》2002,30(2):155-167
This article examines the current dilemma faced by many teachers: the drive for a modern day pedagogy advocating student-centred, technology-enabled learning is at odds with teacher comfort zones still nestled in a teacher-talk, print-based classroom. Put another way, the 'techno-reluctance' of many teachers represents a negative reaction to the perception that new technologies represent a threat to their traditional roles and general sense of practical agency in the learning process or classroom. The paper interprets some of the key factors impacting on techno-reluctance as a means of moving beyond such a simplistic view of the connection between digital technologies and changing teacher roles. On this basis, it goes on to discuss the concept of 'technoliteracy' as a means of reclaiming teacher agency in a studentcentred, computer-mediated environment and also reframing teacher attitudes to electronic texts and related literacy practices. 相似文献
99.
100.
Kay A. Chick 《Early Childhood Education Journal》1996,23(3):149-151
Too often, guidelines for quality child care emphasize the physical site, the equipment, safety, and the staff-child ratio.
However, to ensure high-quality child care for our children, the personal and professional attributes of quality caregivers
must be considered. The most important caregiver attributes are discussed, as one mother describes her search for child care. 相似文献