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151.
The goals of this research were to describe the daily life of children and teachers in Chinese kindergarten programmes, to better understand how teacher–child interactions affect both teachers and children. The main assumption guiding this research was that teacher–child interaction is one of the most important processes in early childhood education. A clear understanding of typical teacher–child interactions may help to improve teachers’ support of children’s learning and development. In‐depth field observations of 12 Chinese teachers in six classrooms were conducted using a participant‐observer approach. Five hundred and eighty‐nine teacher–child interaction cases were observed and described. An inductive content analysis of the cases resulted in the creation of nine functional categories for teacher‐initiated interactive behaviours and nine functional categories for child‐initiated interactive behaviours. In this paper, we describe these functional interaction categories and report on their relative frequency in the Chinese kindergarten classrooms involved in this study. Teacher and child interactive behaviours are complementary, depending on the shared meaning of the interaction. Some differences were found in the interactive behaviours of older and younger children with their teachers. We discuss the results in the cultural context of China and conclude that careful and systematic observation and analysis of early childhood classroom interaction is essential for better understanding and improvement of teaching practices. 相似文献
152.
The twenty-first century has seen unprecedented investment from governments around the world in educational technologies in schools. This paper investigates Australian teachers’ adoption and use of a popular technology that has been extensively supported by governments and school systems: the interactive whiteboard (IWB). The study suggests that a number of the barriers identified in the early days of adoption and use of this technology, such as professional support and access, still remain for many teachers, thereby impeding effective practices. The research also found that primary school teachers were using the technology in diverse ways, in contrast to secondary teachers who were using the IWB mainly for instructionist, presentational purposes. We conclude by considering various ways of reducing the effect of the identified barriers to support implementation of educational technologies in the classroom, especially the next generation of technologies promoted by governments and systems. 相似文献
153.
A comparison of the dimensions used by Iranian and American students in rating instruction 总被引:1,自引:0,他引:1
David W. Chapman Edward F. Kelly 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1981,27(1):41-60
This study investigated the dimensions of teacher behavior and classroom characteristics used by Iranian high school students (N=880) in evaluating their classroom experience. Secondly, it compared these dimensions to those used by American high school students (N=599). During January, 1978, both groups of students completed the Classroom Behavior Survey (CBS). Principal components analysis with varimax rotation yielded a 12 factor solution for Iranian data and 14 for the American data. Comparison of the factors suggest that the dimensions on which Iranian and American students evaluate their teachers are substantially different, though the dimensions they use to evaluate characteristics of the course and content are similar.
Zusammenfassung Diese Studie untersucht die Dimensionen von Lehrerverhalten und Unterrichtsweisen, die iranische Studenten zur Evaluation ihrer Klassenerfahrungen angewandt haben. Ferner vergleicht sie diese Dimensionen mit den von amerikanischen Sekundarschülern benutzten. Beide Schülergruppen beendeten ihre Untersuchungen über Unterrichtsverhalten im Januar 1978. Eine Analyse der Hauptkomponenten, mit Varimax Rotation, ergab eine 12-Faktorenlösung für die iranischen Daten gegenüber 14 Faktoren für die amerikanischen. Ein Vergleich dieser Faktoren deutet darauf hin, daß die Dimensionen, aufgrund derer die iranischen und amerikanischen Schüler ihre Lehrer bewerten, stark voneinander abweichen, während sich die für die Beurteilung der Kurse und Inhalte gebrauchten gleichen.
Résumé Cette étude porte sur les cotes du comportement de l'enseignant et des caractéristiques de la classe utilisées par les élèves iraniens de l'enseignement secondaire. (N=880) dans leur évaluation de leur expérience scolaire. Elle compare ensuite ces cotes à celles utilisées par les élèves américains du secondaire. Les deux groupes d'élèves ont terminé leur enquête sur le comportement de la classe (CBS ECC) en janvier 1978. L'analyse des principales composantes avec rotation varimax a donné une solution à 12 facteurs pour les données iraniennes et à 14 facteurs pour les données américaines. La comparaison des facteurs suggère que les cotes selon lesquelles les élèves iraniens et américains évaluent leurs enseignants sont notablement différentes, bien que celles qu'ils utilisent pour évaluer les caractéristiques du cours et de son contenu soient similaires.相似文献
154.
155.
156.
John P. Liefeld Thomas F. Herrmann 《Educational technology research and development : ETR & D》1990,38(2):19-25
Mastery learning, it is claimed, is among the most successful practices in higher education. Evidence supporting this claim
has recently been criticized as empirically weak. This experiment employed a four-group, pre-post design to examine the learning
consequences of a computer-administered mastery-testing approach in comparison with a seminar-discussion approach in a third-year
university course. The mastery-testing approach generated significantly higher learning achievement than did the seminar-discussion
approach. Replication and extension of this research approach are recommended to support generalizations across mastery-testing
techniques, delivery systems, and disciplines. 相似文献
157.
158.
Evidence from the research literature suggests that a variety of cognitive factors is responsible for chemistry achievement. This investigation examined the role of four cognitive factors, namely, formal reasoning ability, prior knowledge, field dependence/ independence, and memory capacity on achievement in chemistry as measured by tests of laboratory application, chemical calculations and content knowledge. The sample comprised grade 11 students from eleven high schools who were following the same chemistry syllabus. The results indicated that prior knowledge and formal reasoning ability were each statistically significantly related to variation in chemistry achievement. Field dependence/independence and memory capacity played no significant role in chemistry achievement. 相似文献
159.
160.
Smith Dorothy V. Mulhall Pamela J. Hart Christina E. Gunstone Richard F. 《Research in Science Education》2020,50(5):2111-2130
Research in Science Education - Students learn more than science knowledge in a science classroom; they also acquire important messages about the purposes and contexts of science. Roberts (2011)... 相似文献