The authors evaluated an unfolding case‐based approach to a practicum in counseling course infusing crisis, trauma, and disaster preparation for changes in students’ crisis self‐efficacy across a semester. The course, informed by constructivist‐developmental pedagogy and centered on the unfolding case, resulted in significant increases in students’ crisis self‐efficacy. 相似文献
The purpose of this study was to explore the influence of the four traditionally hypothesized sources of self-efficacy on learners' self-efficacy beliefs regarding learning mathematics in an asynchronous environment. The context of the study was a college algebra and trigonometry course offered in an asynchronous, technology-intensive emporium model at a large, public university in the southeastern United States. Participants (N = 99) completed surveys assessing their self-efficacy to learn mathematics in this environment as well as to assess their mastery experiences, vicarious experiences, social persuasion, and physiological state. Regression analysis indicated that in this environment, the most important factors are vicarious experiences, followed by affective/physiological influences. 相似文献
Parents are usually anxious about the quality of pre‐school education for their children and Singapore is no exception. As such, research into quality indicators of pre‐school care and education continues to receive much attention, especially in terms of identifying which aspects are related to positive outcomes for children, their parents and the policy makers. However, the significance of the day to day pre‐school experiences per se, are rarely investigated. Rather than considering outcomes, this paper reports a study which is concerned with pre‐school teachers' views on selected aspects of their working environment, in particular their dealings with parents, as determinant measures of quality in pre‐schools.
The majority of pre‐school centres in Singapore have a central structure and environment which by necessity adheres to government regulations. Except for teachers' views and feelings about aspects of their working conditions, most of the usual measures of centre quality are regulated. The study is concerned to identify which features of their day to day encounters most satisfactorily contribute to their roles as pre‐school teachers, and to examine any differences attributable to qualifications and experience.
The results show, that whilst there are some differences between teachers according to qualifications and experience, amongst the most positive features are satisfaction with parents' involvement, children's behaviour, and positive support from other teachers. 相似文献
There has been increased attention to the importance of teachers and teacher quality in developing and sustaining successful education systems for some time now (Barber and Mourshed in How the world’s best performing school systems come out on top, McKinsey & Company, New York, 2007; Darling-Hammond et al. in Empowered educators: how high-performing systems shape teaching quality around the world, Jossey Bass, San Francisco, 2017). Germaine to the issue of teacher quality, however, is an acknowledgement of the value of supporting educator’s ongoing professional learning (PL). Drawing on findings from a large-scale case study of Ontario, Canada, this paper attempts to shed light on the question of how systems of PL can be developed and scaled? The research was conducted in several phases, including an extensive document analysis, followed by interviews with key respondents across the sector. The paper is framed within the notion of large-scale system change, with a focus on the importance of inter-professional relationships and joint work in establishing shared goals for educational improvement. As we noted in the larger study, a theory of action linked to knowledge of educational change and professional capacity building has informed the mindset, values, and strategies developed and implemented. This paper specifically illustrates Ontario’s whole-system’s focus on professional learning as part of this wider theory of action. 相似文献
Courses: Introduction to public speaking, advanced public speaking, hybrid/survey introduction to communication.
Objectives: At the end of this activity, students will be able to (1) explain the elements of a speaking outline and discover these elements in real-world speech examples, (2) recreate outline formats effectively in their personal speeches, (3) appraise both their own presentations and the presentations of others in order to assess the effectiveness of these presentations, (4) recognize the needed elements of different speech genres and apply those elements when developing and delivering their own speeches, and (5) summarize and synthesize course concepts and apply them to a critical analysis of a real-world speech example. 相似文献