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31.
While a vast literature exists on students and their learning, work on lecturers and their teaching continues to lag some
way behind. This paper explores the notion that the complexity of Higher Education (HE) today significantly impacts upon what
goes on in the classroom through a two-tiered study. Semi-structured interviews were conducted to explore lecturers’ perceptions
and experiences of teaching a specific module. Interviewees raised issues pertaining to the wider departmental, institutional
and socio-political context. Consequently, focus groups were run with key people in the University to explore their perceptions
of teaching and learning within the current HE climate. The findings suggest that lecturers perceive numerous external factors
to impinge upon their teaching and attempt to militate against these in various ways in order to achieve ongoing enhancement
of learning for students.
相似文献
Susan J. LeaEmail: |
32.
Susan M Markle 《British journal of educational technology : journal of the Council for Educational Technology》1992,23(3):222-227
The emotional and intellectual advantages claimed for teaching by discovery have a long history, but actual designs for instructional environments in which discovery learning is facilitated are still all too rare. Contrary to many people's assumptions, the Socratic dialogues show no evidence of discovery-based learning, nor are they even examples of good questioning technique. Those who work with hypertext need to give deep thought to what it means to discover while being told. 相似文献
33.
This study examined perceptions of college of education students and their experiences with Channel One, a privately-owned
news service used in public education. Given that about one-third of middle and high schoolers in the US view the broadcast
every school day, the authors surveyed 172 freshmen to discern their views and attitudes toward Channel One programming and
commercials and the role colleges and universities might play in relation to this media service. While most studies on Channel
One have been conducted from a K-12 point of view, the goal of this study was to reconsider the topic from the perspective
of prospective teachers and post-secondary education.
A. J. Angulo is Assistant Professor of Social Foundations, Winthrop University. He received an Ed.D. and Ed.M. from Harvard University.
His research interests include history of education, technology and education, and student rights.
Susan K. Green is Associate Professor of Educational Psychology, Winthrop University. She received a Ph.D. in social psychology from Loyola
University, Chicago and a Ph.D. in educational psychology and research from the University of South Carolina, Columbia. Her
interests include classroom assessment, motivational and instructional strategies to promote learning, and multicultural issues
in education. 相似文献
34.
Mild head injury as a source of developmental disabilities. 总被引:1,自引:0,他引:1
The hospital-reported incidence of mild head injury among children indicates a prevalence of 2% to 3% in high-school-aged adolescents (14 to 18 years). Yet, our survey of 616 high school adolescents suggests that light and mild head injury (not necessarily leading to hospital admission) is almost 10 times this level. Despite the common notion that such injury is generally benign, we found significant relationships in our sample between reported head injury and hyperactivity, stuttering, mixed handedness, and dislike of mathematics. 相似文献
35.
The purpose of this study was to investigate what factors influenced students to enter the field of school psychology. Although numerous studies have documented the thoughts and perspectives of practitioners regarding why they have chosen to become school psychologists, attempts to recruit and retain an adequate number of school psychology practitioners and researchers have shown limited success. A national sample of 307 school psychology graduate students responded to a survey designed to measure issues related to the current state of professional practice, the influence of parental education, and professional organization recruitment. Results indicated that working with children and personal experiences within the school system were highly related to participant's decisions to become school psychologists. In addition, doctoral level and nondoctoral level students present similar reasons for entering the field. This research is discussed in terms of its implications for future research and the current shortage of school psychology practitioners and faculty. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 865–872, 2007. 相似文献
36.
Emily Worthington Susan Maude Kere Hughes Gayle Luze Carla Peterson Mary Jane Brotherson Katherine Bruna Molly Luchtel 《Early Childhood Education Journal》2011,39(1):51-60
The dramatic growth in the number of children learning English as a second language in our country has led to a corresponding
increase in the need to understand how teachers and schools can effectively teach children who are learning English as a second
language. Many teachers report not feeling prepared to meet the needs of these children (National Center for Education Statistics,
Teacher preparation and professional development: 2000. , 2002). The current study used focus group interviews to examine how Head Start teachers in one program addressed the special learning
needs of children learning English in their classrooms. Key challenges involved communicating with children and their families
in their home language. Teachers used other staff, parents, and children in the classroom to interpret. Strategies involved
visual aids, pictures, gestures, and a welcoming classroom environment. Resources used by teachers were professional development
and language skills of other staff. However, available resources were often underutilized and limited for teachers to use
in meeting the challenges the teachers faced in the classroom. Suggestions are presented for overcoming the challenges and
limited resources encountered by teachers, such as changes in preservice and inservice training opportunities, and second
language learning opportunities for teachers. Further implications for training and research are discussed. 相似文献
37.
Nancy C. JordanJanellen Huttenlocher Susan Cohen Levine 《Learning and individual differences》1994,6(4)
In two studies, we compared young children's performance on three variations of a nonverbally presented calculation task. The experimental tasks used the same nonverbal mode of presentation but were varied according to response type: (1) putting out disks (nonverbal production); (2) choosing the correct number of disks from a multiple-choice array (nonverbal recognition); and (3) giving a number word (verbal production). The verbal production task required children to map numerosities onto the conventional number system while the nonverbal production and nonverbal recognition tasks did not. Study 1 showed that the performance of 3-, 4- and 5-year-old middle-income children (N = 72) did not vary with the type of response required. Children's answers to nonverbally presented addition and subtraction problems were available in both verbal and nonverbal forms. In contrast. Study 2 showed that low-income children (3- and 4-year-olds; N = 48) performed significantly better on both nonverbal response type tasks than on the verbal response type task. Analysis of individual data indicated that a number of the low-income children were successful on the completely nonverbal calculation tasks, even though they had difficulty with verbal counting (i.e., set enumeration and cardinality). The findings suggest that the ability to calculate does not depend on mastery of conventional symbols of arithmetic. 相似文献
38.
This investigation analyzed goals from the Individual Educational Programs (IEPs) of 54 high school students with diagnosed
reading disabilities in basic skills (decoding and/or word identification). Results showed that for 73% of the students, the
IEPs written when they were in high school failed to specify any objectives regarding their acute difficulties with basic
skills. IEPs from earlier points in the students’ educations were also reviewed, as available. For 23 of the students, IEPs
were present in the students’ files for three time points: elementary school (ES), middle school (MS), and high school (HS).
Another 20 students from the sample of 54 had IEPs available for two time points (HS and either MS or ES). Comparisons with
the IEPs from younger years showed a pattern of decline from ES to MS to HS in the percentage of IEPs that commented on or
set goals pertaining to weaknesses in decoding. These findings suggest that basic skills deficits that persist into the upper
grade levels are not being sufficiently targeted for remediation, and help explain why older students frequently fail to resolve
their reading problems. 相似文献
39.
Shalom M. Fisch Susan K. McCann 《Educational technology research and development : ETR & D》1993,41(3):103-109
The current reform movement in mathematics education has called for new ways of teaching that encourage children to become
active participants in mathematical problem solving. In this article, the potential of educational television to elicit such
behavior is investigated by reviewing research on theSquare One TV television series. A sizable body of evidence indicates that, through viewer participation,Square One TV can promote mathematical behavior directly among its target audience of 8- to 12-year-olds. Described in the article are
the types of viewer participation that have been observed, threeSquare One TV formats that have consistently been found to elicit participative behavior, and several characteristics of these formats
that may have been responsible for increased viewer participation. If these characteristics are incorporated into future television-based
materials, they may increase the potential of the materials to elicit active participation among viewers.
The production ofSquare One TV and the research described here were supported by the National Science Foundation, the Corporation for Public Broadcasting,
the Carnegie Corporation, and the U.S. Department of Education. Production of the first season was also supported by the Andrew
W. Mellon Foundation and by the IBM Corporation. Additional funding for the fourth and fifth seasons was provided by the Intel
Corporation.
This article is based on a paper presented at the 1993 meeting of the American Educational Research Association in Atlanta,
Georgia. 相似文献
40.