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981.
Jocelyn L.N. Wong 《Asia-Pacific Journal of Teacher Education》2012,40(4):347-361
Curriculum reforms with a focus on helping students ‘learn to learn’ are now an established global educational phenomenon. China has been implementing such curriculum reform and this poses challenges to teachers as they need to develop new pedagogical skills and knowledge to deal with new educational demands that arise. This ethnographic study investigates the impacts of current curriculum reform on teacher learning using two subject departments from two schools in Shanghai, China. It shows that teachers direct much attention towards searching for good practices and norms of practice to encounter new curriculum challenges. Findings show that outside experts who act as ‘boundary brokers’ are crucial in teacher learning. They also identify two modes of teacher learning activities: hierarchical, which relies on imported expert knowledge; and reciprocal, which depends on exploiting local knowledge. Striking a balance between these two approaches may be the way forward. 相似文献
982.
Dr. Jochen Kramer Dr. Ingo Zettler Dr. Felix Thoemmes Prof. Dr. Gabriel Nagy Prof. Dr. Ulrich Trautwein Prof. Dr. Oliver Lüdtke 《Zeitschrift für Erziehungswissenschaft》2012,15(4):847-874
The German higher education system has three different types of universities. This study aims to investigate the effect of choosing one particular university type on central personality traits (vocational interests, vocational motives and the Big Five). Existing results clearly show that the individual types of universities recruit students with different backgrounds. Whether differential development during and after studies is determined by university type (i.e. socialization effects in a broader sense) or whether it denotes a consequence of pre-existing differences among students of the university types will, for the first time, be examined using propensity-score matching. To do this, data of a large longitudinal study in Baden-Wuerttemberg were used in order to compare 1568 students at traditional universities (Universit?ten), universities of applied sciences (Fachhochschulen), and universities of cooperative education (Berufsakademien) in their second, fourth and sixth year after university entrance examination. Socialisation effects were tested in propensity-score based parallelised sub-samples (N?=?622). Results show that differences between university types can mainly be explained with selection effects and that the effects of attendance at the university types itself were hardly differential. 相似文献
983.
Angela F. L. Wong Sylvia Chong Doris Choy Kam Ming Lim 《Educational Research for Policy and Practice》2012,11(2):105-117
This study examined the levels of pedagogical knowledge and skills as perceived by student teachers who were enrolled in the Post Graduate Diploma in Education program at the National Institute of Education, Singapore, from the beginning of their initial teacher preparation program to the end of their first year of teaching. Their perceptions were assessed using the Pedagogical Knowledge and Skills in Teaching (PKST) survey which comprised six factors, namely, Student Learning, Lesson Planning, Instructional Support, Accomodating Diversity, Classroom Management, and Care and Concern. A sample of 812 student teachers participated in the study. The MANOVA conducted showed that there were significant increases in both their pedagogical knowledge and skills in teaching in all six factors from the start of their initial teacher preparation (ITP) program till the end of their first year of teaching. However, between the exit from the program to the end of the first year of teaching, they only perceived that their level of pedagogical knowledge in classroom management and care and concern continued to increase significantly. In the case of self-perceived skills, their level increased significantly between entry and exit of the program for all factors, except for care and concern, while the increase between the exit and first year of teaching was significant for all six factors. These results may have implications for preservice teacher education and this will be discussed in this article. 相似文献
984.
985.
Spencer JP Clearfield M Corbetta D Ulrich B Buchanan P Schöner G 《Child development》2006,77(6):1521-1538
This paper is in memory of Esther Thelen, who passed away while President of the Society for Research in Child Development. A survey of Esther Thelen's career reveals a trajectory from early work on simple movements like stepping, to the study of goal-directed reaching, to work on the embodiment of cognition, and, ultimately, to a grand theory of development--dynamic systems theory. Four central concepts emerged during her career: (1) a new emphasis on time; (2) the proposal that behavior is softly assembled from the interaction of multiple subsystems; (3) the embodiment of perception, action, and cognition; and (4) a new respect for individuality. Esther Thelen communicated these ideas to scientists and practitioners alike, so the ultimate benefactors of her work were children. 相似文献
986.
Four experiments examined the development of negative priming (NP) in 3-5-year-old children using as a measure of children's executive function (EF) the dimensional change card sort (DCCS) task. In the NP version of the DCCS, the values of the sorting dimension that is relevant during the preswitch phase are removed during the postswitch phase. The experiments showed that the NP effect observed in the DCCS decreased during the preschool years, and they clarified the circumstances in which NP occurs. Taken together, the findings suggest that the development of EF in early childhood consists in part in disinhibiting attention to information that has previously been suppressed. 相似文献
987.
English language abstract not available at time of publication. 相似文献
988.
Agnes S.K. Wong Matthew Moreno Samantha Burns Earl Woodruff 《Journal of Research in Reading》2023,46(2):143-162