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961.
Li‐Fen Liao 《Distance Education》2006,27(1):45-62
Motivating learners to continue to study and enjoy learning is one of the critical factors in distance education. Flow theory is a useful framework for studying the individual experience of learning through using computers. In this study, I examine students’ emotional and cognitive responses to distance learning systems by constructing two models to test the students’ flow states. The first model examines the cause and effect of the flow experience when students use distance learning systems. The second model considers the impact of three types of interaction on the flow experience. A questionnaire‐based field survey is used to test the two models. Data from 253 distance learning students are examined under each of the two models. The results from Model 1 indicate that flow theory works well in a distance learning environment. The results from Model 2 point out that learner–instructor and learner–interface have a positive relationship with flow experience, whereas learner–learner interaction has not shown a significant relationship with flow experience. 相似文献
962.
Do special education teachers use IEPs to guide instruction? 总被引:1,自引:0,他引:1
Teachers in a large urban school system were surveyed with a self-administered questionnaire and a modified nominal group technique to assess their views about IEPs and identify impediments to implementing the IEPs of their students. Teachers indicated that they viewed the IEP more as a legal requirement than as an important guide for planning instruction. Frequently they were not involved in the development of their students' IEPs. The article specifies reasons given by teachers for not adhering to their students IEPs and provides recommendations for increasing teacher involvement in IEP preparation. It also presents recommendations for improving instructional conditions and practices which may facilitate IEP implementation. 相似文献
963.
Larry Ludlow Joseph Pedulla Sarah Enterline Marilyn Cochran‐Smith Fran Loftus Yves Salomon‐Fernandez 《欧洲师范教育杂志》2008,31(4):319-337
In an effort to make decisions about teacher education policy and practice that were informed by research and evidence, participants in Boston College's ‘Teachers for a New Era’ Evidence Team (http://www.teachersforanewera.org) designed a portfolio of assessments and studies. This article describes one project in the portfolio – a series of surveys that trace teacher candidates' experiences over time and track shifts in these experiences as respondents progress from students during the pre‐service period to teachers in the first few years of work in the profession. The article illustrates how various constituencies in the teacher education programme and the larger university used survey data to guide practice, shape policies, and raise new questions about the curriculum, relationships with schools, and the performance of teachers and their pupils. The article argues that these surveys helped to create a new ‘culture of evidence and inquiry’ within which decisions about local policy and practice were made in the teacher preparation programme and the larger university. 相似文献
964.
Janet Lee Jones 《Innovative Higher Education》1993,18(2):147-161
Teaching assistants (TAs) at a major university were surveyed about the annual campus-wide and departmental TA training programs in which they had participated. Responses from these TAs differ markedly from reports based on surveys conducted with the administrators of such training programs. Current training practices can be improved by considering more seriously the TA's point of view.Janet Lee Jones received her B. A. from Pomona College in 1984, concentrating in psychology and Chinese language. Her Ph.D. was awarded in 1989 in the area of cognitive science, with a specialization in psycholinguistics. She has supervised undergraduate and graduate teaching assistants for the past five years. Dr. Jones now teaches a wide variety of psychology courses and interdisciplinary seminars at Fort Lewis College in Durango, Colorado. 相似文献
965.
Because several studies have investigated student outcomes in schools implementing Response to Intervention (RtI), relatively little research has investigated the impact of implementation on students’ long‐term achievement outcomes (i.e., several years after exposure). The purpose of this study was to describe one elementary school's RtI implementation process and to examine students’ long‐term reading comprehension outcomes following their exposure to various phases of implementation. Four cohorts of students who experienced different implementation phases (i.e., a baseline condition or Phases I, II, or III of implementation) during Grade 2 were subsequently followed across Grades 3, 4, and 5 to examine their outcomes on two reading comprehension measures. Results indicated that students who experienced the early phases of RtI implementation (i.e., Phases I and II) during Grade 2 generally had higher mean comprehension scores in Grades 4 and 5 than students in the baseline condition. Implications for practice and future research are discussed. 相似文献
966.
Interest in career development and career counseling is growing in Korea. Nevertheless, neither the research nor the literature
adequately address the question as to what applications can be cross-culturally transferred from career counseling centers
in the United States to Korea. This study qualitatively examines the practice of career counseling in seven university career
counseling centers in the United States in a search for concepts and methods that may be cross-culturally applied to Korean
universities. Nine categories of data emerged in our qualitative analysis of information gathered: (a) types of systems; (b)
staff; (c) services provided; (d) career assessments; (e) alumni networks; (f) workshops and outreach; (g) publicity; (h)
information technology; and (i) facilities. Applications and ideas for the Korean context, limitations, and suggestions for
future research are discussed. 相似文献
967.
968.
969.
Louise Young Karen B. Moni Anne Jobling Christinavan E. Kraayenoord 《International Journal of Disability, Development & Education》2004,51(1):83-97
There is limited information available related to the literacy skills of adults with intellectual disabilities. In this project, information was collected about the contexts, current practices, and clients' abilities in literacy in two community‐based disability service programs. Individual assessments were undertaken to collect details of the current literacy levels of adults with intellectual disabilities in day program settings. These assessments focused on receptive language, reading at the letter, word and sentence level, writing vocabulary and connected text, and literacy preferences. Audits were also conducted related to the provision of opportunities for clients accessing these services to engage with literacy including environmental print. Structured day program activities were observed to gather information about current literacy teaching and learning. Implications of the research findings and suggestions for provision of literacy education in these settings are discussed. 相似文献
970.
Mei‐Lan Lo 《The International Journal of Art & Design Education》2006,25(2):182-193
This aim of this research was to investigate art teacher education in Taiwan and England to gain insights into two art education systems with a view to improving art teacher education in Taiwan. To achieve this aim, a cross‐cultural study using a multi‐method approach was adopted and data was collected over three years of full‐time study in England and four academic years of reflection on teaching in art teacher education in Taiwan. This research revealed how complex and hazardous it is to state categorically what the similarities and differences really are between two art teacher education systems, especially in a subject as ill‐defined as art. Nonetheless, this study did produce some important differences in the two art teacher education systems in aspects of (1) government regulations and institutional provision, (2) theoretical underpinning, (3) art curriculum policy and delivery, and (4) cultural differences affecting art teachers' attitudes and values. 相似文献