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991.
M.J. Rolls 《The Journal of Agricultural Education and Extension》2013,19(3):163-172
Summary The paper raises questions about how inexperienced lecturers (whether initially trained or untrained) develop a mastery of skills within their chosen profession. To do this, an analysis of what constitutes ‘mastery’ is needed. This is borrowed from the work of Schon (1983 and 1987) on the reflective practitioner, and of the Dreyfus brothers (1986) on human intuition and expertise. The paper next reports the results and tentative conclusions of a small-scale study in May–June 1996 of how long it has taken for 20 agricultural educators in six British Colleges of Agriculture to have developed their skills from their teaching experience, and their perceptions of the influences which have facilitated or inhibited that process. 相似文献
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Robert J. Kirschenbaum 《Roeper Review》2013,35(2):95-97
The rationales underlying the enrichment and acceleration approaches to programming for the gifted are analyzed and compared. The focus is on how each approach views questions concerning who are the gifted and how they are best educated. Acceleration emphasizes development of specific cognitive abilities while enrichment is aimed at helping students with certain personality characteristics to organize their abilities into constructive and creative products. The Revolving Door Identification Model debate aired in an earlier issue of this journal is used to illustrate the differences that exist between proponents of enrichment and acceleration programming models. 相似文献
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Timothy J. Flanagan 《Journal of Criminal Justice Education》2013,24(2):129-133
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Maria A. Ruiz‐Primo Min Li Carlos Ayala Richard J. Shavelson 《International Journal of Science Education》2013,35(12):1477-1506
The idea of using science notebooks as a classroom assessment tool is not new. There is general agreement that science notebooks allow teachers to assess students' conceptual and procedural understanding and to provide the feedback students need for improving their performance. In this study we examined the use of science notebooks as an unobtrusive assessment tool that can also be used by individuals outside the classroom (for example, school district personnel), and as a means for obtaining information about students' learning and their opportunities to learn. More specifically, in this study students' science notebooks were used as a source of data about the (a) implementation of a curriculum's intended activities, (b) students' performance, and (c) quality of teachers' feedback. Our results indicated that: (1) Students' science notebooks can be reliably scored. Unit implementation, student performance, and teacher feedback scores were highly consistent across raters and units. (2) High and positive correlations with other performance assessment scores indicated that the student performance score can be considered as an achievement indicator. And (3) low performance scores across the two units revealed that students' communication skills and understanding were far away from the maximum score and did not improve over the course of instruction during the school year. This result may be due, in part, to the fact that no teacher feedback was found in any of the students' notebooks across the six classrooms studied. This may reflect some characteristics of the teachers' assessment practices that may require further professional development. 相似文献
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The civil rights movements involving skin tone, gender or gender orientation, disability, and other physiognomic features remain important in securing the legal rights of individuals to equal treatment and equal opportunities regardless of their personal characteristics of color, origin, gender, and so on. Unfortunately, these welcome civil rights movements have led to a misunderstanding of unfairness in another group of individuals whose rights and opportunities have often been abridged—students with disabilities. Individual rights and opportunities must be insured, but doing so requires the discrimination of differences among differences. That is, not all differences require the same remedy to insure equal rights and opportunities. Misunderstanding of differences and their implications have led to political concerns about disproportional representation, particularly of students with emotional or behavioral disorders, which place unwarranted constraints on special education services. 相似文献
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This article describes an interdisciplinary continuing education approach for health professionals in a rural remote area implemented by the Northern Educational Centre for Aging and Health (NECAH) at Lakehead University in Thunder Bay, Ontario, Canada. The article discusses issues of rural health care practice and the implications for practitioners’ educational needs. The key components involved in delivering interdisciplinary education and teamwork training are reviewed, followed by a discussion of the relevance of an interdisciplinary participatory approach for rural practitioners given their practice context and work style. Using NECAH's experience in planning and delivering a 5‐day interdisciplinary education program in palliative care as a case example, it is argued that simultanous attention to these issues in the design and delivery of continuing professional education for rural professionals contributes to a relevant educational experience in the short‐term and an increased interdisciplinary collaboration in the long‐term. The article suggests that NECAH's interdisciplinary participatory approach is a significant model for the continuing education of health professionals in rural remote areas. 相似文献