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191.
Anne Meredith 《Cambridge Journal of Education》1995,25(2):175-187
This exploratory article seeks to map out some possible practical limitations of Shulman's notion of pedagogical content knowledge and the associated concept of pedagogical reasoning. Interview extracts are used to illustrate the argument that the views and prior knowledge of a trainee teacher of mathematics may subtly shape what is learned in the context of training. It is suggested that representations of mathematics and mathematics teaching, originating in the trainee's own learning, might be concomitant with the development of a particular style of pedagogical reasoning which then determines the type of pedagogical content knowledge that is acquired. Shulman's framework is useful for understanding the trainee's learning, but insufficient to cover a broader range of pedagogical knowledge that might be deemed desirable in the trained teacher. It is suggested that a wider framework, extending pedagogical content knowledge to incorporate alternative forms of teaching, is needed. 相似文献
192.
This study examined the role of attention difficulties as a mediator of associations between children's insecure representations of the interparental relationship and their school adjustment in a sample of two hundred and sixteen 6-year-old children. Consistent with hypotheses, findings from structural equation models indicated that observer ratings of children's insecure representations of interparental relationships in a story completion task predicted computerized task assessments and parent reports of children's attention difficulties 1 year later. Children's attention difficulties, in turn, were associated with concurrent levels of school problems and increases in school problems over a 1-year period as indexed by teacher reports. Attention difficulties accounted for an average of 34% of the association between insecure internal representations and school problems. 相似文献
193.
David Fleischman Maria Raciti Meredith Lawley 《Journal of Marketing for HIGHER EDUCATION》2015,25(1):85-103
Increased competition for the international student market has motivated universities to modernize their marketing strategies. Community engagement is an important component of students' international university experience and represents a potential point of competitive advantage. Developing marketing strategies around university–student–community engagement (U–S–CE) requires an understanding of the perspectives of international students, the university and the community. We anchored our study in value co-creation which is a principle of the service dominant logic framework found in the marketing literature. With limited research in the area, a qualitative approach was appropriate. Interviews were undertaken with key university members (n?=?4) and community members (n?=?5) concurrently with focus groups of international students (n?=?22) at a single university. Based on the degree of co-creation by international students in U–S–CE, three groups emerged: consumers, collaborators and co-designers. This study offers theoretical and practical insight, providing a platform for further research into U–S–CE. 相似文献
194.
Meredith J. Greene 《Roeper Review》2013,35(2):66-72
Research on career development and counseling for gifted and talented students primarily has focused on the recurring themes of multipotentiality, career needs of females, perfectionism, and early cognitive and vocational maturity. A review of current literature, however, indicates that new perspectives on traditional concepts are needed in order to provide appropriate and adequate career counseling to all gifted and talented students. This article gives an overview of the existing issues, identifies areas for further research, and recommends an agenda for change in the nature of career counseling for the gifted and talented. 相似文献
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Marko Ferjan 《International Journal of Lifelong Education》2013,32(3):184-191
This article deals with the system of professional and vocational education and training in secondary schools in the Republic of Slovenia. It presents a research project, conducted on a sample of Slovene businesses. The purpose of the research was to establish whether companies that employ secondary school graduates are satisfied with their knowledge. It also shows one way to increase the knowledge of students in schools. 相似文献
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Many adolescents, particularly adolescents with disabilities, have difficulty with literacy tasks such as reading and writing. Yet research has found that when students with disabilities receive appropriate instruction, they typically are able to improve their overall writing outcomes. This study explored the effectiveness of a summary writing strategy taught through a mnemonic device (WINDOW) with prompts for self-regulation on the summary writing and reading comprehension of high school students with disabilities. Results indicated that the students who received the intervention wrote longer and higher quality summaries and improved their reading comprehension scores after learning the strategy when compared to a control group. These outcomes indicate that the WINDOW strategy may have the potential to improve reading and writing outcomes for high school students with disabilities. Implications for practice and future research are discussed. 相似文献
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