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121.
The exponential growth and sophistication of new information and computer technology (ICT) have greatly influenced human interactions and provided new metaphors for understanding the world. The acceptance and integration of ICT into social work field education are examined here using the technological acceptance model. This article also explores potential challenges regarding the adoption of ICT into social work field practica. The article concludes with implications for adopting and integrating ICTs in social work field education. 相似文献
122.
Increasingly, children with Down syndrome are receiving their education in mainstream schools but little research has investigated whether these placements may influence language and memory development. The present study compared 22 children with Down syndrome in mainstream school placements matched for chronological age with 22 children attending special schools in a different LEA where mainstream placements were rare. The children were assessed to obtain measures of the following language and memory abilities: receptive vocabulary; grammar comprehension; sentence repetition; digit span; face recognition; and memory for hand movements. Children in mainstream placements achieved significantly higher scores for vocabulary, grammar and digit span measures, but not for non-language based memory measures. More importantly, even after controlling for age and receptive vocabulary, grammar understanding and digit spans were significantly greater for the mainstream children. 相似文献
123.
In our paper we argue that (1) autobiography ought to be considered both the telling of one's story and the using of that
story with others to understand and use difference productively, and (2) autobiography (as telling and interacting) dismantles
the universalistic tug of science and replaces it with a push for science as local knowledge. To accomplish this dual task,
we share selective autobiographical accounts of lives (autobiography as telling), and then use these accounts to have a conversation
about urban science education (autobiography as interacting). Following these autobiographical accounts we then discuss how
our different stories apart and together provide a greater objective insight into what it means to come-to-know science.
When talking about their lives, people lie sometimes, forget a lot, exaggerate, become confused, and get things wrong. Yet,
they are revealing truths. These truths don't reveal the past “as it actually was,” aspiring to a standard of objectivity.
They give us instead the truths of our experiences. (Personal Narratives Group (PNG), 1989, p. 261) 相似文献
124.
Angela W. Little 《Assessment in Education: Principles, Policy & Practice》2000,7(3):299-312
The economic, political and cultural manifestations of globalisation are distinguishable from its underlying causes. The definition of globalisation used in this paper focuses on 'the reduction of obstacles to trade'. A function of both economic policy and technological advance, trade barriers, financial regulations and cross-border communications have been liberalised. These are contributing to change in the composition, control and locus of livelihoods, the skill requirements of livelihoods, and life chances and social mobility of livelihood seekers more generally. Educational qualifications and assessments mediate livelihood creation and livelihood seeking, to different degrees in different contexts. The role of assessment in the certification and selection for jobs interacts with economic globalisation in two main ways. The first is through the impact of globalisation on the composition and volume of livelihoods and the demand of both livelihood creators and livelihood seekers for qualifications. The second is through the reduction of trade and communication barriers on the internationalisation and commercialisation of the assessment and qualification business. The paper concludes with a research agenda that explores these two strands and emphasises the interactions between global, national and local contexts and influences. 相似文献
125.
Given US students’ lack of international competitiveness in mathematics and science, many states have adopted the Common Core State Standards for Mathematics (CCSSM). To help ensure that the Standards for Mathematical Practice within the CCSSM and effective teaching practices are implemented appropriately, many teachers are emerging as teacher leaders with the intent of supporting teachers with this implementation. Unfortunately, not all of these teachers are necessarily prepared in the field of teacher leadership. Recognizing the importance of having well-prepared teacher leaders, this article describes the case of Ms. Hodges, as she transitioned from mathematics teacher to teacher leader. Data revealed that several factors affected Ms. Hodges’ transition, some positively and others negatively. These results as well as implications for teacher leader development are provided. 相似文献
126.
127.
Preservice Teachers' Beliefs About Family Involvement: Implications for Teacher Education 总被引:1,自引:0,他引:1
Teacher educators have long recognized the importance of adequately preparing preservice teachers for their work with families. Preservice teachers express many concerns that they believe may impact the development of comfortable and collaborative relationships with members of children's families. In a previous study, the authors found that preservice teachers expressed concerns about the quality of the teacher–family relationship, meeting children's basic needs in school, and the role of parents in education. These concerns, along with some recommendations for incorporating family involvement across the teacher education curriculum, are the focus of this article. 相似文献
128.
129.
Stphanie Berger Angela J. Verschoor Theo J. H. M. Eggen Urs Moser 《Journal of Educational Measurement》2019,56(1):121-146
Calibration of an item bank for computer adaptive testing requires substantial resources. In this study, we investigated whether the efficiency of calibration under the Rasch model could be enhanced by improving the match between item difficulty and student ability. We introduced targeted multistage calibration designs, a design type that considers ability‐related background variables and performance for assigning students to suitable items. Furthermore, we investigated whether uncertainty about item difficulty could impair the assembling of efficient designs. The results indicated that targeted multistage calibration designs were more efficient than ordinary targeted designs under optimal conditions. Limited knowledge about item difficulty reduced the efficiency of one of the two investigated targeted multistage calibration designs, whereas targeted designs were more robust. 相似文献
130.