Student learning performance in online collaborative learning

Education and Information Technologies - Online collaborative learning (OCL) has received significant attention, but the ultimate goal of adopting OCL is neglected, especially in higher education...     

The role that schools hold in supporting young people with selective mutism: a systematic literature review

Schools are expected to hold an increasingly central role in co-ordinating support for children with mental health needs. However, the role that schools hold in supporting pupils with selective mutism (SM) is complex. Through a Critical Interpretive Synthesis (CIS), this review explores the multidimensional role which educational settings hold in supporting children with SM. Key databases were searched (PsycInfo, British Education Index, Education Resources Information Center, British Library EThOS and Google Scholar) and a conceptual map, informed by experienced practitioners, guided additional purposive searching with a focus on conceptual saturation. A total of twenty-four papers were identified following a further process of appraisal. Reciprocal Translational Analysis (RTA) found that schools hold a tripartite role in supporting children with SM: this incorporated developing a shared understanding of the disorder, engaging in effective (and often multi-professional) planning, and offering direct support through adapting provision and facilitating individual intervention. Through realising this role, schools and educational settings might transform the support currently available for children and young people with SM. Implications for practice, policy and future research also emerged. This included a clear need for enhanced teacher understanding of SM, arguably at the level of initial teacher training (ITT).     

How teachers experience assessment tension and its effect on formative assessment practices

Formative assessment (FA) has been a popular discourse in education, but its potential benefit is fundamentally dependent on teachers’ willingness to make changes to their classroom practices. These changes bring about much assessment tension (AT). This paper argues that how well teachers experience and manage AT determines the efficacy of their FA practices. Past studies have warned that AT experienced by teachers is complex and problematic. Therefore, it would be useful to investigate the variation of AT experienced by teachers, and how well they are dealing with these tensions. This phenomenographic research examines the use of FA in the context of different ways that AT is experienced. Findings on teachers’ conceptions of AT are presented, and each is then discussed for insights into teachers’ meanings and practices of assessment. In particular, instances of how AT hindered or helped FA are identified to highlight more productive ways of understanding and using assessment to support students’ learning. Implications of the research findings for the Singapore Teaching Practice (STP) will be discussed.

     

中国共产党执政理念转变探论

新中国成立后,中国共产党取得了执政地位,需要从革命党转变为执政党,其中执政理念是整个转变的关键。中国共产党从革命理念向执政理念的转变,主要表现在四个方面:从斗争理念向建设理念转变;从片面发展理念向科学发展理念转变;从人治理念向法治理念转变;从专门治理理念到复合治理理念转变。     

Crafting an Occupational Identity: Learning the Precepts of Craftsmanship Through Apprenticeship

The term craftsmanship is associated with pre-industrial craft work with inferences to skilled artisanal manufacture of bespoke products. Apprenticeship learning is often perceived to be synonymous with learning craftsmanship. How then is the trait of craftsmanship through attainment of specific artisanal approaches conveyed and learnt through apprenticeship? This article presents and discusses processes imposed on and utilised by apprentices to attain precepts of artisanal approaches. The dispositional and skill elements of craftsmanship are proposed to be adopted through engagement with and development of craft and workplace specific approaches to contend with aspects of Pye’s (1968) conceptualisation of ‘workmanship of risk’ or the article’s proposed term of ‘artisanal approach of risk’.     

混合学习之教学序列实证研究

随着互联网+教育的深入发展,混合学习已成为教育改革发展的大势所趋。深入理解混合学习模式的课堂教学结构与教学序列,可为教学工作者在重塑教学结构、再造教学流程、改进教学模式等方面提供参考借鉴。首先对混合学习进行概述,并对课堂观察发展历程与研究现状进行梳理;对教学结构序列框架进行概括总结,提出观察指标体系;利用 Nvivo 软件对混合学习最典型的教学模式——翻转课堂的课例进行多维度观察与定性分析,并对混合学习教学序列进行验证。结果表明,翻转课堂是“H→L”型序列,即为教师主导、学生主体型教学结构,是高结构化与低结构化教学的融合,也是对传统课程教学序列的变革,为“教”与“学”的方式赋予了新内涵。