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991.
Tünde Varga-Atkins Mark O’Brien Diana Burton Anne Campbell Anne Qualter 《Journal of Educational Change》2010,11(3):241-272
Previous literature has demonstrated that networks can be valuable sources of professional learning. In 2005 all Liverpool
schools formed into ten Learning Networks with the aim of improving the quality, and entitlement of, continuing professional
development (CPD) for staff as part of a whole-scale local authority initiative. The Liverpool Learning Networks Research
explored professionals’ CPD experiences following this organizational change and whether it has enhanced their practice. Triangulated
data, a large-scale survey and qualitative interviews conducted in 2007, seem to suggest that where professionals benefited
from professional learning in a networked context, the quality of the networked CPD as well as a positive school culture and
intra-school collaboration were all important contributors to the success of networked-CPD. This finding can usefully apply
Turbill’s (Teacher learning for educational change. Open University Press, Buckingham, 94–114, 2002) model of professional learning to the intersection between school-based and networked-CPD, which suggests that it is at
this intersection between internal and external domains that teacher learning can take place. Two scenarios, where this interplay
between school-based and networked CPD is positive (enhancement) or negative (tension), are reported through five case studies
of professionals underpinned by the survey data, where relevant. 相似文献
992.
Cynthia B. Loza Allan B. De Guzman Regalado T. Jose 《The International Journal of Art & Design Education》2010,29(1):61-71
This article presents the second segment of a qualitative study on the integration of traditional arts in tertiary level art and design education in the Philippines. It is focused on the experience of artist‐teachers as participants in an in‐service teacher training programme that aimed to prepare the teachers for the trial integration of traditional Filipino arts in art and design courses. Taking the view of the participants, journals written by the artist‐teachers were sourced for their reflections about their encounter with traditional Filipino artists during field visits. This phase of the study takes the form of action research as it involves the participants in gathering data that could inform the methods and content of the learning of traditional Filipino arts in the schools of art and design. The findings reveal that artist‐teachers acknowledge the traditional artist as a valuable source of traditional knowledge and expertise. They also recognise their own essential role in the transmission of learning between the traditional artists and the students. The prerequisites of the course take the artist‐teachers beyond teaching in the classroom and extend their tasks to research. 相似文献
993.
Abstract: The Cornell Critical Thinking Test (CCTT) is one of the many multiple‐choice tests with validated questions that have been reported to measure general critical thinking (CT) ability. One of the IFT Education Standards for undergraduate degrees in Food Science is the emphasis on the development of critical thinking. While this skill is easy to list as a student‐learning objective, measuring gains in CT is relatively difficult. If the majority of the class time is spent discussing and solving ill‐defined problems, then will students become actively and meaningfully involved in their own learning and will there be any gains in CT skills? To measure gains using this format, the CCTT was administered as a pre‐ and posttest to Food Science and Human Nutrition students in an Experimental Foods class taught every fall over an 8 y period (2001–2008). Statistical analysis indicated that in 2 of the years (2002 and 2004), there were significant gains (P values 0.036 and 0.045, respectively) in CT scores. Furthermore, in both years, there were significant gains in the same 2 aspects of CT (deduction and assumption) and not in the other aspects. However, we suggest that completing several take‐home exams with many open‐ended questions, writing detailed laboratory reports, and documenting unsolicited student reflections in journal entries that comment on apparent gains in CT skills may be a better indication of actual gains in CT skills compared to the actual CCTT test scores. 相似文献
994.
995.
A characteristic feature of scientific knowledge is the high degree of coherence and connectedness of its conceptual structure.
This notion is also behind the widely accepted instructional method of representing the concepts as networks. We suggest here
that notions of explanatory coherence and deductive coherence naturally connect the structure of knowledge to the processes
which are important in constructing the concept networks. Of these processes, experimental method and modelling are shown
to be closely connected with explanatory and deductive coherence, respectively. From this viewpoint, we compare here how experts
and novices represent their physics knowledge in the form of concept networks, and show that significant differences between
experts’ and novices’ quality of knowledge become directly reflected in the structure of the networks. The results also show
how concept networks make visible both the structure of knowledge and the methodological procedures, which support its formation. 相似文献
996.
T. Padmanabhan 《Resonance》2010,15(12):1062-1067
It was traders who tilted the scale in favour of the new number system in the Arab world. 相似文献
997.
998.
The study examined attitudes toward teaching reported by university instructors who normally teach hearing students (with the occasional deaf or hard of hearing student) and by instructors who normally teach deaf and hard of hearing students at the same institution. Overall, a view of instruction as information transmission was associated with a teacher-focused approach to instruction, whereas viewing instruction as a means of promoting conceptual change was associated with a student-focused approach. Instructors in mainstream classrooms were more oriented toward information transmission than conceptual change, whereas instructors experienced in separate classrooms for deaf and hard of hearing students reported seeking to promote conceptual change in students and adopting more student-focused approaches to teaching. These results are consistent with previous findings concerning instructors' approaches to teaching and deaf and hard of hearing students' approaches to learning, and may help explain recent findings regarding student outcomes in separate versus mainstream secondary classrooms. 相似文献
999.
Curriculum materials are crucial tools with which teachers engage students in science as inquiry. In order to use curriculum materials effectively, however, teachers must develop a robust capacity for pedagogical design, or the ability to mobilize a variety of personal and curricular resources to promote student learning. The purpose of this study was to develop a better understanding of the ways in which preservice elementary teachers mobilize and adapt existing science curriculum materials to plan inquiry‐oriented science lessons. Using quantitative methods, we investigated preservice teachers' curriculum design decision‐making and how their decisions influenced the inquiry orientations of their planned science lessons. Findings indicate that preservice elementary teachers were able to accurately assess how inquiry‐based existing curriculum materials are and to adapt them to make them more inquiry‐based. However, the inquiry orientations of their planned lessons were in large part determined by how inquiry‐oriented curriculum materials they used to plan their lessons were to begin with. These findings have important implications for the design of teacher education experiences that foster preservice elementary teachers' pedagogical design capacities for inquiry, as well as the development of inquiry‐based science curriculum materials that support preservice and beginning elementary teachers to engage in effective science teaching practice. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:820–839, 2010 相似文献
1000.
Australia, like the rest of the developed world, is in the midst of dealing with notable issues related to the age structure
of its academic workforce. These issues are widespread and have been articulated in the Australian context most comprehensively
by Hugo (2008). This paper investigates issues with demographic change and other key factors related to the desirability of a science or
mathematics academic career within Australian universities. It draws on the findings of a research project undertaken in 2008
for the Department of Education, Employment and Workplace Relations. The findings show that while demographic issues are not
as dire for science academics compared to the entire sector, issues relating to tenure, workload and retaining young science
academics in Australia are a threat to the long-term sustainability of science faculties in Australian universities. 相似文献