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This article describes the Parent Teacher Education Curriculum, a Web-based curriculum focused on instructing teachers about best practices in family involvement and assesses its impact on the knowledge and attitudes of preservice teachers related to family involvement. Pre- and post-measures of preservice teacher candidate knowledge of and attitude toward parent involvement were analyzed using multivariate analysis of variance (MANOVA) and paired-samples t-tests. Findings revealed a significant multivariate main effect for the time of knowledge assessment administration (pre vs. post): Wilks' λ = .613, F(6, 449) = 47.308, p < .001, partial eta squared = .387. This suggested that overall Knowledge increased significantly from pre- to post-administration. In addition, multivariate analysis for the time of attitude assessment administration (pre vs. post) was Wilks' λ = .982, F(3, 1548) = 9.65, p <. 001, partial eta squared = .018. This suggested that overall Attitude increased significantly from pre- to post-administration. 相似文献
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Tonia J. Land Tonya G. Bartell Corey Drake Mary Q. Foote Amy Roth McDuffie Erin E. Turner 《课程研究杂志》2019,51(4):471-493
Elementary mathematics curriculum materials can serve as a lever for instructional change. In this paper, we promote a particular kind of instructional change: supporting teachers in learning to integrate children’s multiple mathematical knowledge bases (MMKB), including children’s mathematical thinking and children’s home and community-based mathematical funds of knowledge, in instruction. A powerful means of supporting pre-service teachers in integrating children’s MMKB in instruction may be to scaffold teachers’ noticing of potential spaces in elementary mathematics curriculum materials for connecting to children’s MMKB and then developing practices for leveraging these spaces during instruction. We focus on existing and potential spaces in written curriculum materials, or curriculum spaces, so as to better support teachers in enacting curriculum that opens spaces for connecting to children’s MMKB. 相似文献
994.
This editorial introduction positions distance education in the larger context of educational research and theory construction. Next to a definition of key concepts, the authors elaborate three major issues that are dealt with in distance education research in relation to educational materials. The first issue centres on curriculum and values. The second topic concentrates on the creation of appropriate learning environments. The third issue focuses on the evaluation of effects of materials in use. In discussing the three issues the authors stress the particularities of the distance education context. 相似文献
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Ray McDermott Mary E. Henry Cynthia Dillard Paul Byers Freda easton Ida Oberman Bruce Uhrmacher 《The Urban Review》1996,28(2):119-140
In 1991, the first public Waldorf school was opened in the inner city of Milwaukee. Based on a week of observations by the
authors, this article reports the significant achievements of the school. In classrooms, we observed mostly whole-class lessons
well structured around the natural rhythms of body movement, language, and social interaction; most of the children were constantly
engaged with the curriculum. Misbehavior was handled directly and lovingly. The children performed remarkably well on standardized
tests. Faculty discussions on the nature of Waldorf education and its use in a racially charged and poor neighborhood were
both heated and productive. 相似文献
997.
We Feel, Therefore We Learn: The Relevance of Affective and Social Neuroscience to Education 总被引:1,自引:0,他引:1
ABSTRACT— Recent advances in neuroscience are highlighting connections between emotion, social functioning, and decision making that have the potential to revolutionize our understanding of the role of affect in education. In particular, the neurobiological evidence suggests that the aspects of cognition that we recruit most heavily in schools, namely learning, attention, memory, decision making, and social functioning, are both profoundly affected by and subsumed within the processes of emotion; we call these aspects emotional thought . Moreover, the evidence from brain-damaged patients suggests the hypothesis that emotion-related processes are required for skills and knowledge to be transferred from the structured school environment to real-world decision making because they provide an emotional rudder to guide judgment and action. Taken together, the evidence we present sketches an account of the neurobiological underpinnings of morality, creativity, and culture, all topics of critical importance to education. Our hope is that a better understanding of the neurobiological relationships between these constructs will provide a new basis for innovation in the design of learning environments. 相似文献
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William Lan Mary K. Tallent-Runnels Wes Fryer Julie Thomas Sandi Cooper Kun Wang 《The Internet and Higher Education》2003,6(4):365-375
To address faculty members' concern that teaching evaluation in the online environment might be lowered because of technology problems students experience in online courses, a sample of 202 undergraduate students enrolled in an introductory statistics course in a college of business administration was surveyed. Students' evaluation of their instructors and the course and their experiences with technology problems when taking the course were measured. As expected, a negative correlation between teaching evaluation and experience of technology problems was observed. Based on the finding, it is suggested that, to encourage faculty members to teach online, universities need to examine the relationship between teaching evaluation and technology problems experienced by students in the online environment and adjust the evaluation skewed by problems that are out of instructors' control. Measurement instruments used in the study and a suggested formula for adjusting teaching evaluation are provided. 相似文献