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111.
Part II of “Reclaiming Kindergarten” continues the discussion related to responding to the crisis in today’s kindergarten.
In Part II, two policy questions are posed, the answers to which seek to respond to this continuing crisis. The questions
center on issues related to engaging families in kindergarten and the need to consider a new early childhood paradigm where
kindergarten is part of a continuous and seamless educational experience spanning prekindergarten through third grade. As
in Part I, examples of classroom practice are used to illustrate the effective implementation of these principles in a kindergarten
classroom. 相似文献
112.
The rapid development of ICT (information technology and communication) in the last two decades has changed society substantially as a whole. For higher education institutions, the external environment pressure to incorporate ICT in their educational and administrative processes has forced them to invest in resources for infrastructure and training. In addition, teachers have found that they can use technology in their teaching, but lack of full knowledge of how to use it effectively from a pedagogical point of view. The incorporation of new education modalities depends largely on the contextual variables prevailing in the institution and teachers. In UABC (Autonomous University of Baja California), the early days of online education go hack to 1996, so the study period was from 1996 to 2009. An online survey was designed to fmd out the teachers' backgrounds and involvement in online education, their experience as online teachers, and the tools and practices used. Of 97 teachers who were identified with some experience in online teaching, 70% responded to the Survey (68). It was found that the highest percentage (33%) of teachers who responded the survey started teaching online between 2003 and 2006. 56% of teachers have been teaching between one and five online courses. On the other hand, most teachers recognized that 30%-79% of the content of their courses were online based. The most popular learning management system used is moodle followed by blackboard in teachers' preference. In general, teachers expressed using the three main communication tools of online education: forums, chat and e-mail, favoring the use of e-mail. The communication slrategies teachers often use in their courses promoted student-student and student-teacher interaction. In their evaluation strategies, most said that they used self-assessment, rubrics and to a lesser extent online exams and co-evaluation. The results show that most teachers who have been involved in online education in UABC campus have expressed havi 相似文献
113.
Context-based science courses stimulate students to reconstruct the information presented by connecting to their prior knowledge and experiences. However, students need support. Formative assessments inform both teacher and students about students’ knowledge deficiencies and misconceptions and how students can be supported. Research on formative assessments suggests a positive impact on students’ science achievement, although its success depends on how the formative assessment is implemented in class. The aim of this study was to provide insights into the effects of formative assessments on achievement during a context-based chemistry course on lactic acid. In a classroom action research setting, a pre-test/post-test control group design with switching replications was applied. Student achievement was measured in two pre-tests, two post-tests and a retention test. Participants were Grade 9 students from one secondary school in the Netherlands. Repeated-measures analysis showed a significant effect of formative assessments on students’ achievement. During the implementation of the formative assessments, intriguing discussions emerged between students, between students and teacher, and between teachers. Adding formative assessments to context-based approaches reinforces their strength to meet with the current challenges of chemistry education. Formative assessments affect students’ achievement positively and stimulate feedback between students and teacher(s). 相似文献
114.
The paper explores the use of a staff student liaison committee (SSLC) as one of the mechanisms for assuring quality in civil engineering education. The School of Civil Engineering at the Queensland University of Technology, Australia, is used as a case study. The school has a SSLC which meets about six times per year and has representatives of all undergraduate courses and some academic staff. It was thought that the SSLC was well regarded by staff and students and contributed to the learning experience of students within the school. A questionnaire was used to ascertain the views of staff and students regarding the effectiveness of the committee in promoting good quality education. The findings indicated that the SSLC was playing an important role, but that it was not as well regarded as academic staff thought, and that many students were not fully aware of its activities. The school has used the findings to adopt new methods of distributing information to the student body and for ascertaining student opinion, principally electronically. 相似文献
115.
Janice T. Gibson Marvin J. Westwood F. Ishu Ishiyama William A. Borgen Susan M. Showalter Qasem Al-Sarraf Semiha A. Atakan Isaura R. F. Guimares A. Lina Guisti-Ortiz Margaret Robertson Benjamin Shafrir Peter De Weerdt Gundelina A. Velazco Carol E. Baker Maria Dikaiou Tatiana Gabay Lina Kashyup Ilona Lee Maria E. Felce Di Paula Hillman Ngunangwa Nina F. Talyzina 《International journal for the advancement of counseling》1991,14(3):203-216
116.
Anthony A. Wright Robert G. Cook Jacquelyne J. Rivera Stephen F. Sands Juan D. Delius 《Learning & behavior》1988,16(4):436-444
Pigeons were trained to match-to-sample with several new methodologies: a large number of stimuli, computer-drawn color picture stimuli, responses monitored by a computer touch screen, stimuli presented horizontally from the floor, and grain reinforcement delivered onto the picture stimuli. Following acquisition, matching-to-sample concept learning was assessed by transfer to novel stimuli on the first exposure to pairs of novel stimuli. One group (trial-unique), trained with 152 different pictures presented once daily, showed excellent transfer (80% correct). Transfer and baseline performances were equivalent, indicating that the matching-to-sample concept had been learned. A second group (2-stimulus), trained with only two different pictures, showed no evidence of transfer. These results are discussed in terms of the effect of numbers of exemplars on previous failures to find concept learning in pigeons, and the implications of the positive finding from this experiment on abstract concept learning and evolutionary cognitive development. 相似文献
117.
Todd D. Reeves Andrew A. Tawfik Fortunata Msilu Irfan Şimşek 《Journal of Research on Technology in Education》2017,49(3-4):245-259
This study investigated the distribution of incentives (e.g., certificates, badges) for massive open online course (MOOC) completion, and relationships between incentives and MOOC outcomes. Participants were 779 MOOC students internationally who participated in at least 303 different MOOCs offered by at least 12 providers. MOOC participants most commonly intended to receive, and in actuality received, free and paid course certificates of completion; other incentives (e.g., digital badges, postsecondary credits) were far less common. In addition, MOOC participants' intentions to receive both free and paid certificates were consistently and positively related to perceived learning and course completion, net other factors. (Keywords: massive open online courses, MOOCs, motivation, incentives, microcredentials, certificates of completion) 相似文献
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120.
Developmental issues in cognitive mapping: the selection and utilization of environmental landmarks 总被引:1,自引:0,他引:1
2 studies were conducted to investigate developmental differences in the ability to select and use environmental landmarks for cognitively organizing distance information from a walk. In experiment 1, second-grade, fifth-grade, and college subjects viewed a simulated walk and selected scenes that were high in potential landmark value. In experiment 2, children from the same grade levels first viewed the walk and then ranked distances among either the test scenes most frequently selected by their peers or those selected most frequently by adults. Results indicated that (a) adults and children may not spontaneously select the same features as real-world landmarks; (b) children are less capable than adults in judging the value of potential landmarks as distance cues; and (c) the ability to use environmental landmarks as cues for distance information developmentally precedes the ability to assess this potential information value. 相似文献