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161.
An external change agent (ECA) was recently employed in three Queensland schools to align the school curriculum with the requirements
of the state’s high stakes test known as the Queensland Core Skills test (QCS). This paper reports on the teachers’ perceptions
of a change process led by an ECA. With the ever-increasing implementation of high stakes testing in Australian schools, teachers
are under mounting pressure to produce ‘results’. Therefore, in order to maximise their students’ success in these tests,
schools are altering their curricula to incorporate the test requirements. Rather than the traditional method of managing
such curriculum change processes internally, there is a growing trend for principals to source external expertise in the form
of ECAs. Although some academics, teachers, and much of the relevant literature, would regard such a practice as problematic,
this study found that in fact, teachers were quite open to externally led curriculum change, especially if they perceived
the leader to be knowledgeable and creditable in this area. 相似文献
162.
ABSTRACT This paper discusses some issues in the education of pupils who have profound disabilities. Following an examination of policy and curriculum issues, we review recent research on teaching methods. In particular, we look critically at the concepts and methods of behavioural psychology and its influence in this field of education. We then examine the issue of evaluation of educational outcomes using illustrations from current research at a special school for adolescents with profound disabilities. Finally, we suggest some directions for future research which place the education of persons who have profound disabilities clearly within the mainstream of educational thinking and research endeavour. 相似文献
163.
The challenge of teaching programming in higher education is complicated by problems associated with large class teaching, a prevalent situation in many developing countries. This paper reports on an investigation into the use of a blended learning approach to teaching and learning of programming in a class of more than 200 students. A course and learning environment was designed by integrating constructivist learning models of Constructive Alignment, Conversational Framework and the Three-Stage Learning Model. Design science research is used for the course redesign and development of the learning environment, and action research is integrated to undertake participatory evaluation of the intervention. The action research involved the Students’ Approach to Learning survey, a comparative analysis of students’ performance, and qualitative data analysis of data gathered from various sources. The paper makes a theoretical contribution in presenting a design of a blended learning solution for large class teaching of programming grounded in constructivist learning theory and use of free and open source technologies. 相似文献
164.
This article reports on a subset of findings that emerged from the Alberta Student Assessment Study in relation to the preservice and in-service development of teacher knowledge of, expertise in, and beliefs underpinning their assessment practices. Findings indicate that, although there has been a lot of attention given to improving assessment, confusion remains for teachers about terminology, principles, and pragmatics that undermine teacher confidence about assessment and making sound judgments about students’ work. 相似文献
165.
Nola Aitken Charles F. Webber Judy Lupart Shelleyann Scott Robert Runté 《The Educational forum》2013,77(3):192-209
This report on the Alberta Student Assessment Study describes the context, methodology, and emergent themes. It outlines the purposes and uses of assessment according to the various stakeholder groups. Using both qualitative and quantitative data from students and parents, as well as educators at all levels, there were six areas or themes that emerged for further exploration: politics of assessment, decision making, teacher learning, communication and relationships, instructional leadership, and fairness and equity. 相似文献
166.
One of the most critical pedagogical areas for student success is reading development and the use of reading to learn in the content areas. Teachers’ knowledge and the materials, methods, and strategies employed are essential factors in students’ abilities to read. In their inquiry study, the authors examined the congruence between the content of preservice literacy methods courses at their college and the practices of recent alumni. Although practice varied for each teacher, alumni students emphasized some components of reading over others, often because those components were stressed in their college courses. These findings led the authors to rethink why and how reading methods are taught to preservice teachers. 相似文献
167.
Laura K. Murray Itziar Familiar Stephanie Skavenski Elizabeth Jere Judy Cohen Mwiya Imasiku John Mayeya Judith K. Bass Paul Bolton 《Child abuse & neglect》2013
To monitor and evaluate the feasibility of implementing Trauma Focused-Cognitive Behavioral Therapy (TF-CBT) to address trauma and stress-related symptoms in orphans and vulnerable children (OVC) in Zambia as part of ongoing programming within a non-governmental organization (NGO). As part of ongoing programming, voluntary care-workers administered locally validated assessments to identify children who met criteria for moderate to severe trauma symptomatology. Local lay counselors implemented TF-CBT with identified families, while participating in ongoing supervision. Fifty-eight children and adolescents aged 5–18 completed the TF-CBT treatment, with pre- and post-assessments. The mean number of traumas reported by the treatment completers (N = 58) was 4.11. Post assessments showed significant reductions in severity of trauma symptoms (p < 0.0001), and severity of shame symptoms (p < 0.0001). Our results suggest that TF-CBT is a feasible treatment option in Zambia for OVC. A decrease in symptoms suggests that a controlled trial is warranted. Implementation factors monitored suggest that it is feasible to integrate and evaluate evidence-based mental health assessments and intervention into programmatic services run by an NGO in low/middle resource countries. Results also support the effectiveness of implementation strategies such as task shifting, and the Apprenticeship Model of training and supervision. 相似文献
168.
Judy C. Pearson Anna F. Carmon Jeffrey T. Child Julie L. Semlak 《Communication quarterly》2013,61(4):392-406
The purpose of this study was to determine the effects of student motivation, unwillingness to communicate, first-generation college status, and biological sex on students' public speaking grades. A standard multiple regression analysis tested the hypothesis. Participants were enrolled in public speaking courses at two midwestern universities. The only independent variable with a significant main effect was biological sex. While this finding was consistent with earlier research, biological sex differences outweighed other understudied variables. These results require further investigation. 相似文献
169.
In this article, results are presented from a large‐scale online survey about the motivations of career change students, and their beliefs about the attributes that they bring to the teaching profession. The findings revealed that career changers' motivations were largely intrinsic, although pragmatic decisions were also important, with perceived family‐friendliness of a teaching career a common response. These findings generally support findings of previous research into motivations to teach, as found in the literature. The data examined in this paper also revealed that career change entrants believed that the most important attributes they bring to teaching are life experiences, generic workplace skills and experience, and personal qualities, rather than specific content knowledge. These findings provide support for the continued targeting of career change people into the profession, particularly in the current policy context in which some stakeholders express concerns about a perceived lack of quality of teaching in Australian schools. 相似文献
170.
Theory of Mind, Emotion Understanding, Language, and Family Background: Individual Differences and Interrelations 总被引:16,自引:0,他引:16
Individual differences in young children's social cognition were examined in 128 urban preschoolers from a wide range of backgrounds. comprehensive assessments were made of children's false-belief understanding, emotion understanding, language abilities, and family background information was collected via parent interview. Individual differences in children's understanding of false-belief and emotion were associated with differences in language ability and with certain aspects of family background, in particular, parental occupational class and mothers' education. The number of siblings that children had did not relate to their social cognition. Individual differences in false-belief and emotion understanding were correlated, but these domains did not contribute to each other independently of age, language ability, and family background. In fact, variance in family background only contributed uniquely to false-belief understanding. The results suggest that family background has a significant impact on the development of theory of mind. The findings also suggest that understanding of false-belief and understanding of emotion may be distinct aspects of social cognition in young children. 相似文献