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11.
"北京模式"的奥林匹克教育——东方特色和发展中国家模式 总被引:1,自引:0,他引:1
从国际化视角初步探索北京奥林匹克教育在整个奥林匹克教育历史中的角色,它的特征以及它可能给奥林匹克运动留下的遗产.北京模式的奥林匹克教育有三个特点:在文化上和组织上体现东方文化和社会的特色;它的基本知识内容符合一个发展中国家的需求;它的物质内容符合一个发展中国家的需求. 相似文献
12.
Academic libraries are one of the most important sources of “on the job” training for future library instructors. Librarians who supervise and assess these future library instructors (often in graduate assistant positions) often choose to provide observations and feedback each semester to these instructors in training. Scholarly literature, however, provides little information on whether this system helps graduate assistants to develop as teachers. The authors of this article assessed graduate assistants’ performance as teachers over three semesters using a system of observation and self-assessment. They analyzed both patterns and areas of growth and discuss the strengths and weaknesses of this system. 相似文献
13.
Rats were trained in a three-alternative spatial delayed matching-to-sample task in a starburst maze. Samples consisted of rewarded forced choices of one arm, and retention was indicated by rats’ returning to that arm after a 90-sec delay. If a rat made an error on its first choice, it was returned to the start compartment and allowed a second choice. Unlike in previous experiments with this task, all three arms were available during the animals’ second choices. The rats tended to perseverate in their second choices by returning to the arm that they had erroneously visited on their first choice. In Experiment 1, the accuracy of second choices following first-choice errors was below chance during the first block of sessions, when a 90-sec delay intervened between the first choice and the second choice, and at chance during the second block of sessions, when a short (5–6 see) delay intervened between first and second choices. In Experiment 2, long-delay and short-delay sessions were randomly presented to naive subjects. Similar results were obtained. In both experiments, the tendency to repeat the erroneous first choice was greater when long delays separated the two choices than when short delays were used. The results suggest that rats make their first-choice errors because they erroneously encode or remember the location of the sample and that they base their second choices on the same erroneous-memory. The increase in perseveration at long delays implies some kind of rehearsal-like mechanism that slows forgetting of the memory controlling the first choice. 相似文献
14.
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: |
15.
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
16.
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
17.
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
18.
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
19.
20.
Cameron Richards 《Globalisation, Societies & Education》2004,2(3):337-353
Information and communication technologies (ICTs) represent a crucial force for cultural change in both education and society and possible transitions between old and new learning as well as social values. This is especially so in East Asia, where the young have informally embraced ICTs but learn in formal contexts often still dominated by traditional transmission models of learning rather than the new learner‐centred theories which inform policy imperatives for innovation and reform. Educational contexts like Singapore and Hong Kong are particularly exemplary because they have been so progressive in policy initiatives for ICT integration and reform in formal education, imperatives which conflict in practice with still dominant traditional learning expectations, teaching practices and models of assessment. As typified by such contexts, this paper investigates how the pedagogical dilemmas of a tension between old and new models of learning need to be understood and approached in terms of related and overlapping institutional and social dilemmas of change. 相似文献