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91.
Engaging student teachers in meaningful reflective practice 总被引:1,自引:0,他引:1
This paper examines the use of peer-videoing in the classroom as a tool to promote reflective practice among student teachers. Twenty pre-service teachers from a variety of subject disciplines participating in a Post-Graduate Diploma in Education programme in an Irish university participated in the study. The practice of encouraging student teachers working in the same school to participate in structured video analysis avoids the impact of external observers whose role is largely evaluative and endorses a collaborative model that promotes dialogue and shared learning. This practice promotes a culture of observation and critical dialogue in a profession which has traditionally been characterised by isolation, while at the same time fostering and validating the voice and experience of the student teacher. Locating the discussion within the framework of the theoretical literature on reflective practice, the purpose of this paper is to contribute to the international debate over best practice in supporting, encouraging and scaffolding reflective practice. It comments on the implications of reflective dialogue for the modernisation of teacher education and offers guidelines on how best to scaffold and promote reflectivity. 相似文献
92.
This study examined the longitudinal predictability of spatial ability in late-adolescent females by retesting 11-year-old girls studied by Newcombe and Bandura at age 16. Spatial ability at age 16 was predicted longitudinally from masculinity of the ideal self on a scale of intellectually relevant attributes at age 11, wanting to be a boy at age 11, and, negatively, by feminine expressivity at age 11. No timing of puberty or lateralization effects were observed. The findings strengthen evidence that sex-related differences in spatial ability could be experientially determined, and help to focus the search for exactly how this occurs. The findings also cast doubt on the idea that sex-related differences in spatial ability could be caused by sex differences in timing of puberty or lateralization, although other biological mechanisms remain plausible. 相似文献
93.
本文对秦始皇兵马俑博物馆室内采集的长短期降尘、大气悬浮颗粒物和彩绘漆层进行了SEM-EDX研究,在大气悬浮颗粒、短期和长期降尘中,含硫颗粒的粒径分别为0.9~22.8μm、1.0~29.0μm和1.2~37.7μm,多为石膏与粘土或石英以内部混合的状态存在。降尘中的附着型絮状硫酸钙多于大气悬浮颗粒物中,显示降尘和大气中的二氧化硫发生了累进的化学反应。彩绘漆层表面的坑和裂隙附近观察到原位生长的硫酸钙晶体,显示漆层材料或降尘颗粒物与大气二氧化硫之间的酸化学反应,可能是彩绘漆层表面受侵蚀形成微小坑和裂隙的原因之一。 相似文献
94.
95.
Langlois JH 《Child development》2004,75(2):315-316
An overview of the content of the From Another Perspective collection on emotion and emotion regulation is provided. The lead article identifies fundamental issues of definition and the commentaries represent varying theoretical and methodological perspectives on emotion and emotion regulation. Together, the articles discuss the promises and pitfalls of emotion research and its potential for understanding child development. 相似文献
96.
In this column, the authors examine the effect of "reality" television shows on expectant parents' fears of childbirth. 相似文献
97.
Judith K. Bernhard Luz Bascunan Rodolfo Arenas Nury Rugeles Verga Daniel Gana 《Early Years: An International Journal of Research and Development》2004,24(1):49-62
Thirty‐eight Latin American mothers with young children tell of their perceptions of school discipline and comportment issues and talk of their children's encounters with ‘zero tolerance’ legislation, and related rules for conduct, implemented by the local school boards. The purpose of this exploratory study is to understand: (a) parents' views of and concern about disciplinary practices at school; (b) parents' ideas about the connection between home and school discipline; and (c) parents' understanding of the officially prescribed consequences of behaviour identified as non‐tolerable. Implications of the findings are discussed with regard to professional practice. 相似文献
98.
99.
A five-dimensional framework for authentic assessment 总被引:1,自引:2,他引:1
Judith T. M. Gulikers Theo J. Bastiaens Paul A. Kirschner 《Educational technology research and development : ETR & D》2004,52(3):67-86
Authenticity is an important element of new modes of assessment. The problem is that what authentic assessment really is,
is unspecified. In this article, we first review the literature on authenticity of assessments, along with a five-dimensional
framework for designing authentic assessments with professional practice as the starting point. Then, we present the results
of a qualitative study to determine if the framework is complete, and what the relative importance of the five dimensions
is in the perceptions of students and teachers of a vocational college for nursing. We discuss implications for the framework,
along with important issues that need to be considered when designing authentic assessments. 相似文献
100.
Peggy Doerschuk Cristian Bahrim Jennifer Daniel Joseph Kruger Judith Mann Cristopher Martin 《Journal of Science Education and Technology》2016,25(4):682-695
There is a growing demand for degreed science, technology, engineering and mathematics (STEM) professionals, but the production of degreed STEM students is not keeping pace. Problems exist at every juncture along the pipeline. Too few students choose to major in STEM disciplines. Many of those who do major in STEM drop out or change majors. Females and minorities remain underrepresented in STEM. The success rate of college students who are from low-income background or first-generation students is much lower than that of students who do not face such challenges. Some of those who successfully complete their degree need help in making the transition to the workforce after graduation. A program at Lamar University takes a multidisciplinary approach to addressing these problems. It is designed to recruit, retain and transition undergraduates to careers in STEM, focusing its efforts on five science disciplines and on these “at-risk” students. The program was supported by a 5-year grant from the National Science Foundation and is supported through August 31, 2016 by Lamar University and a grant from ExxonMobil. A formal assessment plan documents the program’s success. The program received an award from the Texas Higher Education Board for its contributions towards Closing the Gaps in Higher Education in Texas. This paper describes the program’s theoretical framework, research questions, methods, evaluation plan, and instruments. It presents an analysis of the results achieved using these methods and implications for improvements to the program resulting from lessons learned. 相似文献