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41.
教师专业发展已经越来越被视为决定教育改革成效的重要因素,教师知识是教师专业化中需考虑的重要内容.舒尔曼最早提出教师的学科教学知识后,研究者形成了不同的教师知识研究的理论框架.西方对教师知识的研究经历了三个关键的发展阶段:区别教师的知识与学科专家的知识,这使得对教师专业化的讨论成为可能;关注具体教学内容的特定知识,对教师专业化的研究具有了具体内容;关注官方课程知识,对教师专业化的研究关注教师的日常教学工作.教师知识研究的发展路径体现出了教师专业化的不断深入.对教师知识研究的专业化路径的探讨有利于进一步促进教师专业化发展,并最终服务于教育改革. 相似文献
42.
Drawing on in-depth interviews with 15 openly bisexual male youth from sixth forms across the UK, this article documents positive experiences of bisexual male youth in school: participants had positive coming out experiences and did not encounter significant discrimination or harassment because of their sexual identity. Participants attribute this to the inclusive environments of their schools and local cultures. Examining the narratives of two participants who had negative experiences, this article also highlights continued issues for bisexual youth in schools. It thus advances our understanding of contemporary bisexual lives in educational institutions, and contributes to debates about whether sixth forms are more inclusive spaces than secondary schools for bisexuals. 相似文献
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Max S. Marshall 《College Teaching》2013,61(4):128-131
Federal legislation has increased the participation of students with disabilities in higher education, but they are less likely to attain a postsecondary degree than students without disabilities. In this paper, I discuss reasons for academic failure and illustrate ten strategies that instructors can implement to increase the academic success of students with disabilities. The ten strategies are an accessible syllabus, study objectives, study guides, frequent tests, remedial activities, guided notes, response cards, peer tutoring, fluency building, and feedback. 相似文献
45.
Max S. Marshall 《College Teaching》2013,61(1):8-14
In this paper, we question how we might disrupt positivist research paradigms that preclude students from engaging and experiencing ownership in the research process. We question what we, as professors, could do to facilitate the transition from traditional research reporting to a disposition of inquiry that allows for ambiguity and discovery in the research process. Evidence presented was gathered over the course of a two-year qualitative research project completed in a capstone education course. Like most capstone courses, we required a summative research paper, but student work suggested they had minimal interest or enthusiasm for the project. However, by redirecting our students' research interest from traditional research reporting to the generation of authentic research questions drawn from their student teaching experience, a solution emerged. The students' questions provided the basis for the ensuing qualitative inquiry project that afforded them a new and authentic type of inquiry. This paper describes the process our students engaged in to complete this qualitative inquiry, including the identification of the research question and analysis of field notes and documents. It concludes by sharing samples of the students' research questions and findings that illustrate the authentic inquiry and ownership they experienced as a result of the project. 相似文献
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Timothy J. Nokes-Malach Kurt VanLehn Daniel M. Belenky Max Lichtenstein Gregory Cox 《European Journal of Psychology of Education - EJPE》2013,28(4):1237-1263
Research on expertise suggests that a critical aspect of expert understanding is knowledge of the relations between domain principles and problem features. We investigated two instructional pathways hypothesized to facilitate students’ learning of these relations when studying worked examples. The first path is through self-explaining how worked examples instantiate domain principles and the second is through analogical comparison of worked examples. We compared both of these pathways to a third instructional path where students read worked examples and solved practice problems. Students in an introductory physics class were randomly assigned to one of three worked example conditions (reading, self-explanation, or analogy) when learning about rotational kinematics and then completed a set of problem solving and conceptual tests that measured near, intermediate, and far transfer. Students in the reading and self-explanation groups performed better than the analogy group on near transfer problems solved during the learning activities. However, this problem solving advantage was short lived as all three groups performed similarly on two intermediate transfer problems given at test. On the far transfer test, the self-explanation and analogy groups performed better than the reading group. These results are consistent with the idea that self-explanation and analogical comparison can facilitate conceptual learning without decrements to problem solving skills relative to a more traditional type of instruction in a classroom setting. 相似文献
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Dr. Thomas A. Sinks Dr. John McLure Dr. Max Bough Robert Malinka Dr. Dorothy J. T. Terman 《Clearing house (Menasha, Wis.)》2013,86(2):52-56
Teacher retention has become a major issue facing policy makers as our nation's school-age population continues to grow while the teaching workforce continues to decline because of attrition and an aging workforce. Common reasons cited by teachers for leaving the profession can also be linked to burnout. This study examined burnout levels in a specific subset of teachers—those who achieved certification by the National Board for Professional Teaching Standards (NBPTS). The potential benefits to teachers who pursue NBPTS certification include professional pride, recognition of outstanding teaching practice, new leadership roles and responsibilities, and higher salaries (Shapiro 1995). Some of these potential rewards seem to address a number of the factors that are related to the onset of burnout, and therefore may not only alleviate burnout but also impact retention rates. The study found that National Board Certified Teachers (NBCTs) demonstrated significantly lower levels of burnout in two of its three dimensions. 相似文献
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We sought to examine empirically the prevailing assumption that changing assessment can leverage curricular reform. This assumption has been significantly confirmed by our research for the case of mandated high-stakes assessment. Two studies were conducted in the two most populous Australian states, New South Wales and Victoria. In the final two years of secondary school in both states, courses of study and assessment arrangements are mandated for all schools, including the private sector, by the state's Board of Studies. Congruence between mandated assessment and schoolwide instructional practice was found in two states whose high-stakes assessment embodied quite contrasting values. 相似文献