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971.
The present follow-up study examines the effect of university teachers’ pedagogical training on approaches to teaching and
self-efficacy beliefs measured by Approaches to Teaching Inventory and an additional part measuring motivational strategies.
The effect of pedagogical training on teaching is analysed among 35 teachers who had not participated in pedagogical courses
after the first measurement in 2004 as well as among 45 teachers who had acquired more pedagogical training after the first
measurement. The results showed that there were more positive changes in the measured scales among teachers who had acquired
more credits of pedagogical courses since the year 2004 than among teachers who had not acquired more credits. The results
of the first and second measurements are compared. 相似文献
972.
Passive and active visuospatial working memory (VSWM) were investigated in relation to maths performance. The mental rotation
task was employed as a measure of active VSWM whereas passive VSWM was investigated using a modified Corsi Blocks task and
a matrix pattern task. The Raven Progressive Matrices Test measured fluid intelligence. A total of 128 students, aged 15–16,
served as participants. Fluid intelligence and passive VSWM accounted for variance in overall maths performance. Active VSWM
exhibited significant correlations with maths measures, but in a series of regression analyses most of its effect was observed
to be mediated by fluid intelligence. Different subscores of mathematical skills (geometry, word problems, and mental arithmetic)
were accounted for by fluid intelligence and different measures of VSWM. The educational implications of the results are discussed. 相似文献
973.
Katja Vähäsantanen Päivi Hökkä Anneli Eteläpelto Helena Rasku-Puttonen Karen Littleton 《Vocations and Learning》2008,1(2):131-148
Recent studies have described professional identity as the interplay between individual agency and social context. However,
we need to understand how these are intertwined in different kinds of work settings. This paper focuses on teachers’ professional
identity negotiations as involving the work organisation, the professional community and individual agency. The data were
gathered from two work organisations representing different management cultures and sources of control over teachers’ work.
Open-ended narrative interviews were used, focusing on teachers’ own experiences and perceptions. A data-driven qualitative
analysis was applied. Our findings indicated that different work organisations provided differing resources for teachers’
professional identity negotiations. Teachers were more committed to their work organisation if they had enough agency, if
they had opportunities to practise their own orientations towards the profession, and if major changes were not imposed on
their working practices from outside. 相似文献
974.
Landon J Davison M Krägeloh CU Thompson NM Miles JL Vickers MH Fraser M Breier BH 《Learning & behavior》2007,35(2):79-86
Intrauterine growth restriction can lead to significant long-term health consequences such as metabolic and cardiovascular disorders, but less is known about its effects on choice and behavioral adaptation in later life. Virgin Wistar rats were time mated and randomly assigned to receive either ad-libitum access to chow or 30% of that level of nutrition during pregnancy to generate growth-restricted offspring. At 60 days of age, 6 female offspring from each group were trained on concurrent variable-interval schedules. Sessions consisted of seven randomly arranged concurrent-schedule components, each with a different reinforcer ratio that varied from 27:1 to 1:27, and each component lasting for 10 reinforcer deliveries. Behavioral change across reinforcers in components, measured by sensitivity to reinforcement, was consistently lower for offspring of undernourished mothers, showing that their behavior was less adaptable to environmental change. These results provide direct experimental evidence for a link between prenatal environmental conditions and reduced behavioral adaptability--learning--in later life. 相似文献
975.
This article reports the outcomes of an ethnographic study in a public broadcasting company exploring on-the-job learning and knowing in journalistic practice. We use practice perspective and social learning theory to study how knowing in everyday work is achieved within journalists’ communities of practice and in relation to other practices around journalism. A year-long study involved analysis of 19 on-site observations, 25 interviews, over 30 textual company based documents and over 120 photos. We found that journalists’ communities of practice are actively negotiating a shared understanding of good practice. At the same time, individual journalists are relatively free to choose how they use this collective knowledge resource, enabling a creative tension between shared understanding of good practice and individual performances of that practice. Journalists are also responsive to ongoing and anticipated future changes within the practices they align with—practices that are reported about, journalistic practices of other public broadcasting companies and practices of the audience. We, therefore, argue for an understanding of journalistic practice as open-ended and performative, rather than fixed and routine. 相似文献
976.
Rolf Helldin Örjan Bäckman Helen Dwyer Anders Skarlind Anna J. Hugo Norma Nel Helene Müller 《Journal of Research in Special Educational Needs》2011,11(2):107-119
This paper is based upon the collaboration between two research groups from Stockholm University and the University of South Africa. The main objective is to compare attitudes between South African (SA) and Swedish teachers regarding inclusive education (IE). IE in this paper is examined as a distinct part of the Swedish welfare system. The method used can be characterised as a combined, quantitative and qualitative research design with a purposive sampling. A similar adapted questionnaire was distributed in the two countries. The Swedish teachers in our data are more pro‐inclusion and more hesitating to accommodate learners with barriers in special schools. However, both the Swedish and the SA teachers in the study are hesitating towards the feasibility to implement IE practically. A team approach is concluded to be an adequate pedagogy for supporting IE both in South Africa and Sweden. 相似文献
977.
In the discourse on primary school choice in Germany, the topic of internationality is often explained with reference to multilingualism. This article shows how multilingualism is used as an argument in various ways to justify parental decisions to choose or to avoid certain primary schools. The combination of the results from two different projects dealing with parental school choice allows a closer look at the school choice situation in Berlin. The article provides a critical perspective on the fact that the topics of internationality and multilingualism are used to negotiate a wider range of topics and problems. 相似文献
978.
Aini-Kristiina Jäppinen Martine Leclerc Dorit Tubin 《School Effectiveness & School Improvement》2016,27(3):315-332
Professional learning communities (PLC) have been widely accepted as effective with respect to good atmosphere, adequate leadership practices, and functional working practices. However, the outcomes for school improvement depend on case-specific issues. To identify less culturally and contextually bound issues in 3 PLC settings in Canada, Finland, and Israel, we examined our cases through the notion of “collaborativeness”. It refers to a systematic and shared process consisting of efforts, ideas, and activities that aim at achieving synergy. By combining the 3 data sets and applying a special model, we were able to distinguish, through qualitative content analysis, ingredients of collaborativeness beyond culture and context that we consider particularly essential. The crucial factor proved to be a dynamic relationship between mutual and deep learning, realized through 5 different ways. We further believe that our results could serve other organizations striving for school improvement in other kinds of cultural and contextual settings. 相似文献
979.
Laurie McLay Martina C. M. Schäfer Larah van der Meer Llyween Couper Emma McKenzie Mark F. O’Reilly 《International Journal of Disability, Development & Education》2017,64(2):117-130
Identifying an augmentative and alternative communication (AAC) method for children with autism spectrum disorder (ASD) might be informed by comparing their performance with, and preference for, a range of communication modalities. Towards this end, the present study involved two children with ASD who were taught to request the continuation of toy play by: (a) signing MORE, (b) exchanging a picture card representing MORE, and (c) touching a MORE symbol from the screen of a speech-generating device. The children were also given opportunities to choose among the three modalities to identify their preferred method of communication. Both children performed better with picture exchange and the speech-generating device than with manual signing, but had variable performance during follow-up. Both children more often chose the speech-generating device, suggesting a preference for that modality. We conclude that concurrent intervention across several communication methods can generate data to inform the selection of an AAC modality. 相似文献
980.
Drijvers Paul Thurm Daniel Vandervieren Ellen Klinger Marcel Moons Filip van der Ree Heleen Mol Amy Barzel Bärbel Doorman Michiel 《Educational Studies in Mathematics》2021,108(1-2):35-64
Educational Studies in Mathematics - The COVID-19 pandemic has confronted mathematics teachers with the challenge of developing alternative teaching practices—in many cases at a distance... 相似文献