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251.
252.
Taking into account the pressing need to understand more about what teacher educators’ professional development characterises, this article adopts a mixed method approach to explore Flemish (Dutch-speaking part of Belgium) teacher educators’ professional development needs and opportunities. Analysis results of a large-scale survey study with 611 teacher educators and analysis of five qualitative focus groups (with 24 teacher educators) are presented. The results confirm the lack of attention for teacher educators’ professional development in the Flemish teacher education system. Moreover, the findings indicate a structural need for participation in professional development activities that are linked to teacher educators’ own practices, organised as long-term sustainable professional development trajectories, and formally recognised. To conclude, a professional development agenda for research, policy and practices related to teacher educators’ professional development is discussed. 相似文献
253.
Mareike Kunter Martin Brunner Jürgen Baumert Uta Klusmann Stefan Krauss Werner Blum Alexander Jordan Michael Neubrand 《Zeitschrift für Erziehungswissenschaft》2005,8(4):502-520
Der Beitrag besch?ftigt sich mit dem Mathematikunterricht der PISA-Schülerinnen und -Schüler in Deutschland und berichtet
über Ergebnisse aus einer Zusatzstudie zu PISA 2003. Aufbauend auf der mathematik-didaktischen Rahmenkonzeption von PISA,
die Unterricht als Gelegenheitsstruktur für verst?ndnisvolle Lernprozesse versteht, wurden Schülerinnen und Schüler und ihre
Mathematiklehrkr?fte zu Merkmalen der Unterrichtsqualit?t befragt.
Es zeigen sich schulformspezifische Unterrichtskulturen: Ein kognitiv aktivierender Umgang mit mathematischen Inhalten ist
eher in Gymnasien zu beobachten, w?hrend vor allem in Hauptschulen die Unterrichtsform mit geringem kognitiven Gehalt und
ausgepr?gter Unterstützung überwiegt. Dennoch wird die Angebotsstruktur des Mathematikunterrichts von Jugendlichen an Hauptschulen
positiv beurteilt, w?hrend Gymnasiasten ihren Unterricht eher kritisch bewerten. Diese Differenzen sind vor allem durch Unterschiede
in der individuellen Lernunterstützung durch die Lehrkr?fte zu erkl?ren, welche von Schülerinnen und Schülern an Hauptschulen
als besonders ausgepr?gt, an Gymnasien eher als gering beschrieben wird. 相似文献
254.
255.
Pamela Greenhough Mary Scanlan Anthony Feiler David Johnson Wan Ching Yee Jane Andrews Alison Price Maggie Smithson Martin Hughes 《Literacy》2005,39(2):97-103
A key tenet of the Home–School Knowledge Exchange Project is that children's learning will be enhanced if the knowledge and experience that are to be found both at home and in school can be brought together. In this paper we explore ways of connecting home and school to support literacy learning at Key Stage 1, focusing on the home‐to‐school direction. We discuss how shoeboxes, filled with children's artefacts, can support a range of literacy‐related activities in school. It is suggested that the extensive diversity of knowledge and interests reflected in the chosen objects presents teachers with an invaluable opportunity to personalise children's literacy learning. 相似文献
256.
Robert A. Reiser Marcy P. Driscoll Dale S. Farland Adriana Vergara Martin C. Tessmer 《Educational technology research and development : ETR & D》1986,34(1):31-38
The purpose of this study was to determine the effects of various mastery criteria on student performance and attitude in
a course in which mastery learning strategies were employed.
Undergraduates in an introductory course in educational psychology were randomly assigned to one of three treatments—one in
which mastery criteria gradually increased from 70% to 90%, a second in which mastery criteria gradually decreased from 90%
to 70%, or a third in which mastery criteria remained constant at 80%. Results indicated that although the high mastery criterion
(90%) had a positive effect on some aspects of quiz performance, it did not have an effect on final examination performance.
Results also indicated that students preferred that mastery criteria remain constant during a semester. These findings, when
examined in light of previous research, call into question some prior notions regarding the levels at which mastery criteria
should be set. 相似文献
257.
Learning & Behavior - In the present experiments, the conditions under which chickens would avoid colored and flavored substances that they had associated with toxicosis were examined. It was... 相似文献
258.
259.
Jill J. Martin Christopher H. Skinner Christine E. Neddenriep 《Psychology in the schools》2001,38(4):391-400
Researchers have shown that students' perceptions of mathematics assignments could be improved by interspersing additional briefer, easier problems (e.g., Logan and Skinner, 1998). The current study was designed to extend this research to reading tasks. Seventh‐grade students read out loud both a control passage and a similar experimental passage that contained additional interspersed brief (i.e., 16 words), easy (i.e., first‐grade reading level) paragraphs. Students then selected the passage that would require the least effort to read and the least time to read. Students also indicated the passage they liked most (preference) and the passage that they would like to read again (choice). Significantly more students selected the control passage as requiring less time to read, but no differences were found for preference, choice, or effort selections. The results failed to confirm earlier research on the interspersal procedure, thus our findings have applied and theoretical implications regarding causal variables that may account for the effectiveness of the interspersal procedure. Specifically, the current study suggests that the interspersal procedure may improve assignment perception only when the procedure increases discrete task‐completion rates. © 2001 John Wiley & Sons, Inc. 相似文献
260.
Beverley Jane Associate Professor Marjory-Dore Martin Russell Tytler 《Research in Science Education》1991,21(1):188-197
A study of primary teacher trainees' perceptions and attitudes to science in 1990, has been useful in designing a semester
unit aimed at increasing the confidence and interest of first year students at Victoria College. This paper outlines the background
survey and discusses some, of the results and how they were used to develop the Professional Readiness Study-Understanding
Science. This unit attempts to change attitudes by focussing on metacognition and encourages students to understand and control
their own learning. Discussion involves teaching and learning strategies and alternative assessment approaches including the
student's journal-the Personal Record.
Specializations: technology for learning, health education.
Specializations student understanding of biology, particularly genetics, evaluation.
Specializations: children's learning in science, language in science. 相似文献