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John Clarke 《Research in Science Education》1988,18(1):83-94
Conclusion This study indicates the responsibility that rests with the teacher in an activity-oriented classroom as far as providing
the structural support necessary for effective learning (Note 4). The teacher is acting as a “surrogate textbook”. Using their
own organization of knowledge-albiet wrong or incomplete-teachers provide the structure that is lacking. As the results indicate,
some teachers can do this better than others.
A challenge for teachers and teacher educators is to devise ways to improving the structure and sequencing of classroom dialogue.
The TSA Technique could help here in two ways. It allows a sophisticated analysis of dialogue, indicating specific areas of
weakness which could then be remedied by appropriate training. A similar approach has been used successfully with text material
to rewrite and restructure deficient segments (Clarke; 1973). It could also be used to produce ideal “templates” of various
models of teaching (e.g. Brady; 1985) for use as a guide for lesson planning. 相似文献
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Michael E. Schiltz 《Research in higher education》1988,28(1):67-75
This paper concludes that it is time for institutional research to address the issue of standards for the conduct of surveys. In reaching that conclusion, it argues that executing surveys is one of the most common activities of institutional research (IR) and one of the least served in IR literature; that as a craft, survey research is an orphan without a home in an academic discipline and therefore without a clear articulation of standards in its own right; and that as practiced in IR, survey research faces special technical problems and challenges not embraced in much of the general-survey research literature. Finally, it asks, but does not answer, how such a lofty goal as the pursuit of standards might be attained. 相似文献
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R. Clarke Fowler 《Journal of Early Childhood Teacher Education》2017,38(2):150-163
This study explores the relationship between grade-level overlap between elementary education (ELED) and early childhood education (ECED) licenses and ECED teacher output. Analysis of Title 2 data indicates that ECED/ELED overlap is extensive, as evidenced by the number of states with grade-level overlaps of 5 (n = 2), 4 (n = 24), 3 (n = 10), and 2 years (n = 7). In the 47 states with both types of credentials, ELED licensees may teach preschool in two states, kindergarten in 30, first grade in 41, second grade in 42, and third grade in 43. The percentage of ECED (relative to ELED) teacher licensure program completers is low in states where elementary licenses begin in preschool (5%), kindergarten (14%), and Grade 1 (23%), but higher in states where elementary licenses begin in Grades 2 (45%), 3 (44%), and 4 (70%). 相似文献
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International Journal for the Advancement of Counselling - 相似文献
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Michael Fullan 《Journal of Educational Change》2016,17(4):539-544
Whole system improvement—where the vast majority of schools improve—is difficult to achieve. Some jurisdictions use what turns out to be ‘wrong’ policy drivers like testing and evaluation. Rather, success turns out to depend on changing the culture of schools and their relationship to the infrastructure of policies and regulation. I examined the six cases studies in the light of whole system change criteria. Two of the case studies, South Africa and India, represent limited but useful examples in that they focus on basic skills like literacy. A second set of two studies, Escuela Nueva and LCP in Mexico, represent strong examples of how bottom up strategies can spread to significant levels. The final two, Long Beach in the US and Ontario, are strong examples of how deep change can be accomplished by focusing on a few core priorities and then building a culture over a number of years to support and sustain the changes. The paper then draws conclusions about the conditions that will be required for large scale change to occur. 相似文献
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