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161.
162.
The change toward competence-based education has implications for teachers as well as school management. This study investigates
which professional development activities teachers undertake related to this change and how these activities differ among
schools with various human resource (HR) policies. Two types of HR policy were involved: (1) a government-enforced, national
system of Integrated Personnel Management and (2) a voluntary, integrative approach of Schooling of teachers, Organizational development of schools and teacher training institutes, Action- and development-oriented research, and Professional development of teachers. Semi-structured interviews with 30 teachers in nine schools with different HR policies
were held and analyzed both qualitatively and quantitatively. Findings show that teachers undertake professional development
activities in five categories: maintaining knowledge base, applying and experimenting, reflection, collaboration, and activities indirectly related to teaching practice. Teachers’ professional development activities were found to be relatively similar across schools with different HR policies.
It is concluded that neither government-enforced nor voluntary HR policies seem to play much of a role in the participation
by teachers in professional development activities. Implications for further research and school practice are discussed. 相似文献
163.
Ron Eglash Audrey Bennett William Babbitt Michael Lachney Martin Reinhardt Deborah Hammond-Sowah 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):1334-1353
This paper describes a decolonial perspective on material agency in the context of STEM education and application. Using the framework of generative STEM, we engaged in case studies with African, African American, South American, and Native American educational communities. This research shows that understanding material agency based on Indigenous knowledge systems can open a rich source of research and education content. Using a suite of simulations, Culturally Situated Design Tools, we apply this body of research to the classroom. One important theoretical conclusion is the contrast to a “content agnostic” position. A generative framework instead offers a robust blend of user agency and instructional guidance. The outcomes indicate statistically significant and notable improvement for STEM skills and interests. We conclude with a contrast to the quantum epistemology approach to posthumanism. We show that the Indigenous material agency framework in generative STEM is a better fit to decolonial aspirations, and that it offers a more transformative vision for the potential role of STEM in transitioning from an extractive to a generative economy. 相似文献
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Karen E. Kuhn Casey M. Rausch Tiffany G. McCarty Sarah E. Montgomery Audrey C. Rule 《Early Childhood Education Journal》2017,45(2):285-296
Many primary grade students are not afforded nonfiction-rich opportunities, with fiction comprising the majority of books read aloud in classrooms. With the Common Core Standards recommending that half of the texts made available to students be nonfiction, educators are increasing their use of informational text. The present study explored the impact of explicitly teaching reading comprehension and vocabulary strategies with nonfiction text compared to fiction text in primary-grade classrooms. Two first-grade (n = 39; 25 male, 14 female) and one second-grade class (n = 20; 13 male, 7 female) participated in the quantitative study that followed a repeated measures design in which the students alternated every 2 weeks between fiction-based instruction and nonfiction-based instruction for a total of 8 weeks. Vocabulary and use of comprehension strategies were assessed at the end of each 2-week period. Overall findings indicated that students were better able to apply the comprehension strategies and define vocabulary following nonfiction-based instruction; they also were more motivated to read informational text. The authors recommend that teachers use more nonfiction texts in the primary grades to support students’ reading comprehension and vocabulary development. 相似文献
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167.
Educational technology research and development - This paper responds to Joo et al. (Educational Technology Research and Development 64:611-630, 2016) study of the factors predicting South Korean... 相似文献
168.
Audrey Yue 《Inter-Asia Cultural Studies》2017,18(1):10-24
From the transsexual sex workers of Bugis Street to the self-fashioning butches of the current creative economy, trans-visibility has always been an iconic feature of Singapore’s public culture. Using three case studies that examine colonial transsexual subculture, postcolonial transgender biomedical modernity and the contemporary inter-Asian performances of tomboy boybands, this paper examines these practices of trans-embodiment to reveal their centrality to Singapore’s modernity. While the recent transgender turn in the West has resulted in trans-visibility and acceptance, this paper will critically show how the experience of trans-visibility in Singapore provides a different model to consider the narrative of progressive modernity. It concludes by gesturing to this new model – one that does not replicate Eurocentric ontology – through further demonstrating these practices as strategies for the critical paradigm of “queer Asia as method.” 相似文献
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ABSTRACTMany engineering education research faculty have put much effort into providing empirical evidence demonstrating the success of student-centred teaching strategies in the hopes that this evidence will result in widespread changes of engineering teaching practices. Unfortunately, these student-centred strategies have not been widely adopted as many engineering faculty still rely heavily on traditional lectures. In this study, we investigate three engineering faculty who have successfully made the transition to student-centred teaching strategies to uncover the complexities and nuances through their stories. This study uses Dewey’s Theory of Experience as a theoretical framework and Joseph Campbell’s Hero’s Journey as a structural way to construct and analyse narratives of participant’s journeys. These engineering faculty narratives shed light on the stages involved in the process of changing teaching practices and how individuals interact with the environment to evolve over time. 相似文献