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41.
Teacher competency frameworks comprise a number of competencies that enable a teacher to develop effective teaching practices. However, their conception, value, use and recognition vary widely. Equally, assessment and measurement of such competencies differ across contexts. More recently, a body of research has emerged which focuses the lens of teacher preparation on the inclusion of high leverage practices. The focus of this study is to report a synthesis of the literature pertaining to the ‘core competencies’ and ‘high leverage practices’ selected for inclusion in teacher preparation. A systematic review of the literature was conducted in order to synthesis available evidence. Results are presented in two sections; competency-based approaches; and high leverage practice approaches in teacher preparation. Findings are discussed from the perspective of epistemological and methodological questions emerging from the research and the implications for teacher preparation. 相似文献
42.
Alvarez Adam Farinde-Wu Abiola Delale-O’Connor Lori Murray Ira E. 《The Urban Review》2020,52(5):880-903
The Urban Review - Research stresses a need for more contextually nuanced urban teacher preparation programs that explore racially oppressive structures in society. This article presents a case... 相似文献
43.
Karen L. Jones Peter Tymms David Kemethofer Joe O’Hara Gerry McNamara Stephan Huber 《牛津教育评论》2017,43(6):805-822
It has been widely documented that accountability systems, including school inspections, bring with them unintended side effects. These unintended effects are often negative and have the potential to undo the intended positive effects. However the empirical evidence is limited. Through a European comparative study we have had the rare opportunity to collect empirical evidence and study the effects (both intended and unintended) of school inspections (a key system of accountability) in a systematic way, across seven countries. We present the findings of the unintended effects in this paper. Survey self-report responses from school principals in each country, with differing school inspection systems, are analysed to measure the prevalence of these unintended effects and to investigate the part played by pressure to do well in inspections. A key finding is that increasing pressure in school inspection systems is associated with the undesired effect of the narrowing and refocusing of the curriculum and instructional strategies. We also show that a proportion of school principals admit to misrepresenting the school in data sent to the inspectorate and show evidence for formalisation/proceduralisation (excessive focus on records) and ossification (fear of experimentation in teaching), although these factors are less related to changes in pressure. 相似文献
44.
中音西唱,即用美声唱法演唱中国特色风格的声乐作品,以完成音乐形象的再塑造。第十四届青歌赛美声唱法个人单项决赛中对必须演唱中国作品的规定,给我国今后各级各类比赛增添了新气象,同时也给高师美声教学以新的启示与活力,对于促进美声唱法与中国作品相结合,表现我国人民丰富的情感文化生活具有重要的意义。 相似文献
45.
在社会历史发展进程中,高等教育个体社会流动功能的发挥须依托一定的社会背景,其中最重要的就是当时社会的分层状态与流动状态.在我国不同历史时期,即中国古代社会、近代社会、当代社会,高等教育与个体流动关系也表现出不同的特征,其总体趋势是随着历史发展,高等教育个体流动功能逐步放大,其中也有短暂反复,呈螺旋式上升态势. 相似文献
46.
从2010年"给力"一词出现在网络中到被大众所接受、普及,以及出现"gelivable"这样被认可的翻译,该文作者从零翻译、东方情调化翻译倾向、以及文化层面分析了该翻译的合理性,由此预见网络流行词语的翻译将势必成为一种趋势。 相似文献
47.
杜娜 《石家庄职业技术学院学报》2011,23(4):75-77
在分析网上药店优势和劣势的基础上提出,要充分发挥网上药店的优势,需不断提升网上药店服务水平,认真执行医药行业相关政策,将网上药店与实体药店相结合,大力推进医药企业信息化建设. 相似文献
48.
沙特阿拉伯学生在学习汉语初级阶段常出现一些语音偏误,这种偏误有一定的普遍性和规律性,且具有别于其他国别留学生语音偏误的特殊性。由于篇幅所限,文章仅选取了沙特阿拉伯学生的汉语辅音偏误为调查对象,进行了语音测试,测试分为听辨和朗读汉语辅音两个方面。根据测试结果,文章主要从学生母语即阿拉伯语对其习得汉语辅音的影响方面,分析了产生偏误的原因。最后提出针对沙特阿拉伯学生汉语辅音教学的建议。以期对来自阿拉伯国家、母语为阿拉伯语的留学生的语音教学,特别是初级阶段的语音教学有所帮助。 相似文献
49.
本研究以青少年时间管理倾向量表、自我价值感量表及主观现状满意度问卷为工具对武汉地区某高校256名大学生进行问卷调查。研究结果发现:大学生时间管理倾向的各维度与自我价值感的各维度均存在显著正相关;时间监控观、时间效能感与主观现状满意度存在显著正相关;大学生时间管理倾向高分组与低分组在自我价值感上存在显著差异;统计回归分析发现,时间监控观对一般及特殊价值感有预测作用I时间效能感对个体的总体自我价值感、一般自我价值感和特殊自我价值感及主观现状满意度均有预测作用。 相似文献
50.
Babak Abedin Farhad Daneshgar John D’Ambra 《Education and Information Technologies》2011,16(3):227-244
By the proliferation of online courses, the social dimension of computer supported collaborative learning (CSCL) is becoming
more important than before. Research shows that communicative behavior adaptation to the computer medium is a critical issue
in CSCL social relationship development. Two dominant theories in the CSCL field, social information processing theory and
adaptive structuration theory, argue that individuals do not simply receive the technology passively but they adapt their
behavior to increase benefits from the technology. This paper develops an instrument in order to operationalize the notion
of individual’s communicative behavior adaptability in CSCL. Through an exploratory factor analysis performed on a small sample
of post graduate students of an online degree in an Australian university, three factors have been unveiled: (1) individual
perception of self-representation, (2) individual perception of compatibility, and (3) individual perception of the use of
computer technology. Identification of these factors is expected to facilitate understanding of individuals’ social behaviors
in CSCL environment, which in turn will guide the design of CSCL systems. In addition, the paper examines the relationships
between the extracted factors and four environmental factors: learner’s characteristics, course characteristics, instructor
characteristics, and technology characteristics. The results show that none of these characteristics strongly affect perception
of self-representation or perception of the use of computer technology. On the other hand, a strong relationship was found
between perception of compatibility and learner’s and course characteristics. The reliability as well as validity of the study
is examined and findings are discussed. These findings will provide further insights into the design process of CSCL systems. 相似文献