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961.
凌云 《四川职业技术学院学报》2006,16(4):63-64
文章通过对传世材料和出土材料《居延汉简》的研究,解释“强饭自爱”。简单分析了“饭”字的用法。试图说明“强饭自爱”是汉人习语,常用于别人出行之前和书信的末尾,用来表示对他人的祝福和劝勉,以示对人的关心。 相似文献
962.
Panayota Mantzicopoulos Helen Patrick Anna Strati Jesse S. Watson 《Journal of Experimental Education》2018,86(2):214-232
We investigated the premise that observation measures of instruction are indicators of effective teaching, using the definition of effectiveness articulated by departments of education: teaching that boosts student achievement. We argued that student motivation is equally as important as achievement in the evaluation of teaching effectiveness (TE); therefore, we examined students' (N = 145) achievement and motivation outcomes. We scored 40 lessons (from 10 kindergarten teachers) with two TE observation measures: the content-independent Classroom Assessment Scoring System (CLASS) and the content-specific Reformed Teaching Observation Protocol (RTOP). We found that the two measures' scores were related differently to student outcomes. Instructionally supportive practices (CLASS and RTOP total) predicted achievement and motivation. Emotional support (CLASS) was positively related to motivation but not to achievement. Classroom organization (CLASS) was negatively related to both motivation and achievement. The CLASS total score did not predict student outcomes; its use masked differences across domains of teaching practices. 相似文献
963.
Anna Paukova Milana Khachaturova Petr Safronov 《Mentoring & Tutoring: Partnership in Learning》2019,27(2):213-230
Unlike traditional teachers, tutors now are much less able to confine their practice to the classroom setting. Herein, we address the challenges of actual tutoring practice at one Master’s degree program comprising offline and online learning activities along with student work placements. Building on the autoethnography and narrative analysis we highlight core themes structuring tutoring experience. We examined the challenges we met. We offer suggestions for tutors supporting students in a blended learning environment, and we argue acknowledgment of different roles and strategies applied by tutors across learning contexts make them more productive and less vulnerable towards conflicting messages of other actors involved in instructional communication. 相似文献
964.
965.
Becky Taylor Becky Francis Nicole Craig Louise Archer Jeremy Hodgen Anna Mazenod 《British Journal of Educational Studies》2019,67(1):5-24
Research has consistently shown ‘ability’ grouping (tracking) to be prey to poor practice, and to perpetuate inequity. A feature of these problems is inequitable and inaccurate practice in allocation to groups or ‘tracks’. Yet little research has examined whether such practices might be improved. Here, we examine survey and interview findings from a large-scale intervention study of grouping practices in 126 English secondary schools. We find that when schools are encouraged to allocate students and move them between groups according to equitable principles by participation in a ‘best practice’ intervention, there is some increased equity of practice (i.e. a reduction in non-attainment factors used in allocation). However, the majority of schools continue to use subjective and potentially biased information to group students. Furthermore, some schools that claim to be using attainment setting appear to be using the inequitable practice of streaming. Our findings show that improvements in equity are constrained by operational and strategic factors, including timetabling, finance, and teachers’ values and beliefs relating to student ability and progression. We suggest strategies for encouraging schools to change their grouping practices, drawing on approaches for working with complex organisations. 相似文献
966.
Leadership norms and expectations are continually evolving in higher education. Medical education is no exception to that trend, but shifts over time are intangible and difficult to measure. To explore emerging changes, the authors conducted a textual analysis of published career advertisements from 2000–2004 and 2010–2014. While a number of common themes united both time frames, new expectations emerge over a relatively brief period of time. The language of contemporary career advertisements conveys a landscape of leadership that is more collaborative, transparent, community-centred, accountable and team-based. This shift is significant, but perhaps less provocative than the absent discourses and contradictions. Despite the new leadership profile in 2010–2014, there is no mention of the important change management role required to guide organisational changes underway. Another contradiction relates to credentials. The contemporary advertisements fail to convey an updated career pathway and skill preparation aligned with the new leadership demands. 相似文献
967.
语言学习是一种复杂的神经心理行为。本文依据统计语言学的一般理论,对学习者的心理状态进行问卷调查,确定假设项目,并进行假设检验。研究结果证明,学生的心理状态与外语学习效果相关。 相似文献
968.
This study applies a model of school organisation developed by one of the authors to investigate school improvement processes leading to a whole school approach in Education for Sustainable Development (ESD) literature. The model is operationalized to a survey instrument and distributed to Swedish upper secondary teachers. The instrument provides empirical indications of teachers’ perceptions of their schools in terms of four major dimensions of an ESD whole school approach, the importance assigned to a holistic vision, routines and structures, professional knowledge creation, and practical pedagogical work. The aims of the study are to compare the teachers’ perception of their school organisation. We compare perceptions of teachers working in schools actively implementing ESD and teachers in comparable reference schools. Comparisons are also made between teachers from schools applying different strategies and quality approaches in implementing ESD. The results indicate that, relative to teachers in ordinary schools, those in ESD schools perceive their school organisations to have higher quality and coherence, with greater potential to support teaching and pedagogical work in practice. However, there is substantial variation in perceptions of teachers from different ESD schools. The model’s robustness is validated by coherence of earlier results in the same schools. 相似文献
969.
努丽亚 《乌鲁木齐职业大学学报》2004,13(2):65-67
本文以十九世纪俄罗斯伟大的作家列夫·托尔斯泰小说为参照,分析了他的著作《安娜·卡列尼娜》的女主人翁安娜的悲惨命运。 相似文献
970.
Anna Stetsenko 《Cultural Studies of Science Education》2008,3(2):471-491
This paper offers steps towards overcoming current fragmentation within sociocultural approaches by expansively reconstructing
a broad dialectical view on human development and learning (drawing on Vygotsky’s project) underwritten by ideology of social
justice. The common foundation for sociocultural approaches is developed by dialectically supplanting relational ontology
with the notion that collaborative purposeful transformation of the world is the core of human nature and the principled grounding for learning and development. An activist transformative
stance suggests that people come to know themselves and their world as well as ultimately come to be human in and through (not in addition to) the processes of collaboratively transforming the world in view of their goals. This means that all
human activities (including psychological processes and the self) are instantiations of contributions to collaborative transformative practices that are contingent on both the past and the vision for the future and therefore are profoundly imbued with ideology, ethics, and values. And because acting, being,
and knowing are seen from a transformative activist stance as all rooted in, derivative of, and instrumental within a collaborative historical becoming, this stance cuts across and bridges the gaps (a) between individual and social and (b) among ontological, epistemological,
and moral–ethical (ideological) dimensions of activity.
Anna Stetsenko is a professor in PhD Programs in Developmental Psychology (Head of the Program) and in Urban Education at the Graduate Center of the City University of New York. Her interests include developing cultural-historical activity theory (CHAT) especially at the intersection of teaching, learning, and development. She has also published on the history of CHAT and its major tenets using her international research experiences (in Universities in Russia, Germany, Switzerland, and the US) to develop a socioculturally and ideologically grounded view of CHAT. At present, she is focusing on the topics at the intersection between identity/self and learning as well as on developing conceptualizations that allow closing the gaps between theory–practice and cognition–emotion realms. 相似文献
Anna StetsenkoEmail: |
Anna Stetsenko is a professor in PhD Programs in Developmental Psychology (Head of the Program) and in Urban Education at the Graduate Center of the City University of New York. Her interests include developing cultural-historical activity theory (CHAT) especially at the intersection of teaching, learning, and development. She has also published on the history of CHAT and its major tenets using her international research experiences (in Universities in Russia, Germany, Switzerland, and the US) to develop a socioculturally and ideologically grounded view of CHAT. At present, she is focusing on the topics at the intersection between identity/self and learning as well as on developing conceptualizations that allow closing the gaps between theory–practice and cognition–emotion realms. 相似文献