创建21世纪的教师教育

对外行人而言，成长为一名优秀教师所应具备的条件以及所需了解的信息，是无从察觉的，即通过学习无法获取，于是他们就形成了这样一个观点：教学是不需要接受正规培训的，同时也破坏了教师教育项目。传统培训模式的弱点就在于大量的不相关课程更加深了上述观点。本文重在探讨对于如何创建一个有效且有利于专业发展的教师教育项目所做的大量研究。此项目中的三个关键部分，包括课程之间，课程学习和临床实践之间保持连续性和整体性；大量且严密监督的临床实践与教育学相关的课程学习的有机结合，理论联系实际；同时学习者应与学校保持紧密关系，这样他们更易了解好教师的典范，促使他们更快的成长和发展。本文也极力主张学校教育应该抵挡压力，削弱那些最终影响教师引进，学校教学声誉以及专业实力等等的计划。     

Developing Networked Learning within Higher Education: a case study of an electronic forum for university staff

Abstract

This paper presents a case study on an electronic forum to enable university staff to discuss networked learning. The paper begins by describing networked learning and argues that its implementation will require rethinking approaches to teaching and new relationships between staff carrying out different roles within higher education institutions. The paper goes on to describe how an electronic forum was set up to enable staff to share their understanding and experiences of networked learning at a local university. This forum was valued by participants as it gave them the opportunity to contribute to a discussion and reflect on different approaches. However, the level of sharing was less than many would have liked due in the main to the high threshold to the discussion and time pressures on the participants.     

Exploring a World of Number: a case study of the use of CD‐ROM in schools

ABSTRACT

This paper contains a case study of the use of a CD‐ROM in a Sheffield secondary school. Nine groups of students tackled a mathematical investigation presented through a video clip on the CD‐ROM The World of Number. The paper outlines three stages within the process of mathematical investigation and discusses the contribution of the CD‐ROM material to each stage of the students’ thinking. It concludes that the CD‐ROM successfully oriented students by engaging their attention and by illustrating the object of the investigation. The paper argues that The World of Number materials are most likely to be used in a self access setting even if this was not the specific intention of the designers. It discusses ways in which the materials could be made more suitable for self access work and argues that the role of the teacher is critical within self access learning. Finally, it is suggested that future CD‐ROM materials might contain a mix of expository material, games and additional resources such as text and statistical data.     

Exploring the motivational trajectories of gifted university students

Through qualitative interviews, the authors examined the experiences of six gifted high‐achieving university students to understand the factors that allowed the students to continue on their paths to success. The participants in this study revealed a number of issues that were central to their motivation upon arriving at the university. These issues included independence from family, fitting into a social network, the desire to overcome challenges in their lives, internal will, and a need to earn recognition. Our findings should help direct the development of special programs by university educators who are dedicated to meeting the needs of gifted college students.     

Clinical Symptoms as a Function of Client Personality in College Students: Incorporating the Five‐Factor Model of Personality

In this study, the relationship between personality characteristics and presenting clinical symptoms of individuals at a college counseling center was examined. Analysis of assessments of personality ( Costa & McCrae, 1992 ) and mental health symptoms ( Farrell & McCullough, 1989 ) suggests that the personality characteristics of individuals presenting for assistance at a college counseling center systematically vary from those of a general college population. Furthermore, differing patterns of client personality characteristics were related to various symptom categories.     

Differential generalization of habituation across contexts as a function of stimulus significance

Orienting to one of two levels of stimulus significance (a distress squeal or a simulated mimic squeal) in female hooded rats was measured by suppression of ongoing drinking. Subsequent generalization tests with the same stimulus presented in different contexts showed that generalization of habituation across contexts was a function of stimulus significance: Habituation to the distress squeal was restricted to the context in which it first had been presented, whereas habituation to the mimic squeal generalized across the different contexts.     

Using sentence dictation to practise and assess taught spelling and punctuation skills: a Year 2 Explicit Instruction intervention

ABSTRACT

Daily contextualised sentence dictation was used for Year 2 students to practise, and the teacher to assess, taught spelling concepts, capital letters and full stop usage in an Explicit Instruction (EI) intervention. Conducted in a mainstream setting, it supported all students learning to spell, including those with a learning difficulty (LD) and an English Learner (LL). Results showed that students who received EI in spelling and punctuation constructs followed by sentence dictation did significantly better than comparison students who continued with their usual spelling programme. Randomly selected intervention students deemed below average (BA), average (A), and above average (AA) spellers by their teachers were interviewed post-intervention to ascertain their feelings and opinions on the dictation components of the intervention. The positive findings presented here provide a body of contemporary research that supports using EI and incorporating contextualised sentence dictation to improve students’ understanding and practice of spelling and punctuation concepts.     

Pavlovian conditioning to contexts that precede the place where shock occurs as measured by freezing and activity suppression in mice

Three experiments were conducted to demonstrate that the place where an organism has been, before the organism is moved to a place with aversive consequences, can also become aversive through classical conditioning. In Experiment 1, two groups of 8 mice were exposed to three different contexts in succession, with a single shock occurring in the third context. The distal context was a putative 3-min conditioned stimulus (CS) for freezing; the second context was a delay manipulation; and the unconditioned stimulus (US) occurred in the proximal context. The group delayed for 15 sec showed significantly more freezing to the distal CS context than did the group delayed for 3 h. In a second experiment, conditioning to the distal context was demonstrated with a discrimination procedure for 8 more mice by using two different distal contexts as CS+ and CS? for the proximal context with shock. On CS+ days, 3 min of exposure to the distal context was followed within 5 sec by placement in the proximal box where shock occurred, whereas on CS? days, exposure to a second distal context was followed immediately by return to the home cage. Very strong differences in freezing between the CS+ and CS? distal contexts were found in all 8 mice after 14 days of conditioning. In a third experiment, the discriminative procedure was repeated for 9 more mice, with two changes. More objective stabilometertype activity measures were substituted for observed freezing, and, in addition to the CS+ and CS? distal context trials, each mouse was also exposed to a third discriminative distal context, which was followed by 15 min in a delay chamber followed by shock in the proximal context. This discrimination procedure with the activity suppression measure again resulted in significant differences between the contexts. The CS+ context and the context followed by a 15-min delay did not differ, but both of them differed from the CS? context.