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51.
Stella Van der Wal-Maris Douwe Beijaard Gonny Schellings Jeannette Geldens 《师资教育杂志》2019,45(2):155-168
This study reports on changes in student teachers’ meaning-oriented learning during teacher education and their perceptions of what enhances this learning. Students with a meaning-oriented learning pattern view learning as an active process of knowledge construction, are capable of regulating their learning, want to understand a topic thoroughly, form their opinions about it and draw their own conclusions. This study is situated in Dutch academic primary teacher education, covering student teachers’ entire study period. Quantitative data on changes in their learning patterns were collected using a pre-test/post-test design (N = 21). The student teachers’ perceptions of what enhanced meaning-oriented learning were explored by conducting semi-structured interviews after their graduation (N = 9). At the group level, changes were limited to an increasing use of deep processing strategies. At the individual level, changes varied from a moderate decrease to a high increase in meaning orientation. Increases appeared to be related particularly to student teachers’ perceptions of opportunities to learn from their own interests and to regulate their own learning; student teachers who reported having experienced such opportunities increased their meaning-oriented learning. The study indicates that student teachers could benefit from explicating and discussing these opportunities. 相似文献
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Holli A. Tonyan Joce Nuttall Jeannette Torres Jessie Bridgewater 《Early education and development》2017,28(6):684-704
ABSTRACTResearch Findings: This article reports on family child care providers’ views about their engagement with professional development programs, including providers who were and were not participating in Quality Rating and Improvement Systems in Los Angeles, California. Most providers participating in the study were taking active steps to improve their work with children, but only a few providers described themselves as satisfied with the programs available. First, we report on why providers chose to engage (or not) in formal professional development activities; specifically, we explore the relationship between career phase and engagement and the levels of participation reported by seasoned providers. Second, we describe the way many providers strategically self-customized their quality improvement (QI) activities by drawing flexibly on available programs or by finding a coach who would work with them on their specific needs. Practice or Policy: Our findings suggest that in order to increase engagement with formal QI systems, designers of professional development supports must better align these supports with the needs and interests of family child care providers in terms of content and modes of delivery. We propose the concept of just-in-time professional development as 1 way to make QI offerings more responsive to some family child care providers’ needs. 相似文献
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Jeannette A. C. Lankhaar Wouter R. de Vries Jaap A. C. G. Jansen Pierre M. J. Zelissen Frank J. G. Backx 《Research quarterly for exercise and sport》2013,84(3):365-389
Purpose: This systematic review describes the state of the art of the impact of hypothyroidism on exercise tolerance and physical performance capacity in untreated and treated patients with hypothyroidism. Method: A systematic computer-aided search was conducted using biomedical databases. Relevant studies in English, German, and Dutch, published from the earliest date of each database up to December 2012, were identified. Results: Out of 116 studies, a total of 38 studies with 1,379 patients fulfilled the inclusion criteria. These studies emphasize the multifactorial causes of exercise intolerance in untreated patients by the impact of limitations in different functional systems, with cardiovascular, cardiopulmonary, musculoskeletal, neuromuscular, and cellular metabolic systems acting in concert. Moreover, the studies affirm that exercise intolerance in patients is not always reversible during adequate hormone replacement therapy. As a consequence, despite a defined euthyroid status, there remains a significant group of treated patients with persistent complaints related to exercise intolerance who are suffering from limitations in daily and sport activities, as well as an impaired quality of life. An explanation for this phenomenon is lacking. Only 2 studies investigated the effects of a physical training program, and they showed inconsistent effects on the performance capacity in untreated patients with subclinical hypothyroidism. Conclusions: A limited body of knowledge exists concerning exercise tolerance in treated patients with hypothyroidism, and there is an insufficient amount of quantitative studies on the effects of a physical training program. To enhance exercise and sports participation for this specific group, more research in this forgotten area is warranted. 相似文献
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Successive Australian governments have adopted neo‐liberal ideological imperatives of engaging with globalisation. This has been particularly noticeable in the policy areas of employment and higher education. Frame analysis and sensemaking are deployed to examine the ways in which neo‐liberalism has influenced the perspectives young people graduating from two Australian universities have towards work and education. Our findings show that the ways in which students made sense of their environment reflected neo‐liberal conceptions in that their attitudes to work and education were framed in mainly instrumental, economic terms. It is concluded that although neo‐liberalism is ascendant, it is not all pervasive. 相似文献
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Chase Young Daniel Pearce Jeannette Gomez Rosalynn Christensen Bethanie Pletcher Kathleen Fleming 《The Journal of educational research》2018,111(6):657-665
This seven-week study examined the effects of the Neurological Impress Method and Read Two Impress on reading comprehension, fluency, and students’ attitude toward reading. The 57 first-, second-, and third-grade students were randomly assigned to three conditions and were pre- and posttested on eight reading measures. Several 3 × 2 factorial analyses of variance revealed significant interaction effects on retell, comprehension questions, and the multidimensional fluency scale as well as time effects on words read correctly per minute and word recognition accuracy. Moreover, a comparison of mean difference effect sizes favored the treatment groups on all reading fluency and comprehension measures. The interventions, however, had little effect on students’ attitude toward reading. Practical implications and future research directions are also discussed. 相似文献