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《魔力软件》指路牌感觉像是眨眨眼的功夫,就开学了!欢迎大家来到《魔力软件》,这期有些什么内容呢?老规矩,看指路牌吧。本来以为下载是件简单的事儿,可有读者来信说不知如何下载。好吧,那就先看看《魔力工具箱》中好用的下载工具——FlashGet的使用方法和技巧。本期《魔力软件》中还介绍了一款好用的中文抓图软件——超     

The Australian Science Teacher: A Typology of Teacher–Student Interpersonal Behaviour in Australian Science Classes

This study reports the first development in Australia of science teacher typologies of teacher–student interpersonal behaviour. Students' perceptions of teacher–student interpersonal behaviour were measured using the Questionnaire on Teacher Interaction (QTI). Earlier work with the QTI in The Netherlands has revealed eight different interpersonal styles, which were later confirmed with an American sample of secondary school teachers. The present study investigated the extent to which typologies found in earlier studies also apply to a sample of Australian secondary school science teachers. Data were first checked to examine whether the eight profiles found in The Netherlands and the USA were also present in the Australian data. A cluster analysis using various clustering methods and procedures was used to determine Australian typologies and compare these with earlier Dutch findings. Results of the cluster analyses were verified by analyses of variance, by plotting QTI scale scores graphically, and by presenting a set of sector graphics to two independent researchers and having them sort these into different profiles as found in the statistical analyses. The resultant typologies and implications for professional development and research are presented.     

Teacher collaborative inquiry in the context of literacy education: examining the effects on teacher self-efficacy,instructional and assessment practices

This case study research reports on elementary (grade 8) and secondary school (grade 9) teachers’ participation in job-embedded, professional learning and engagement in collaborative inquiry. Teachers constructed an inquiry-oriented media literacy unit following the collaborative inquiry model. The current study sought to investigate how collaborative inquiry influenced their self-efficacy in literacy instruction, instructional and assessment practices. Qualitative data sources included researchers’ anecdotal notes, teacher interviews, and professional learning blog conversations. Inductive analyses of the data generated six major themes comprising enhancements to teachers’ literacy instructional and assessment practices, which were evident in their adoption of the backward-design model, use of success criteria, and greater emphasis on diagnostic and formative assessment. With respect to teachers’ self-efficacy, data analyses also revealed increased levels of intrinsic motivation, professional satisfaction, and reflective practice. This study provides evidence for the transformative potential and characteristics of school-based teacher collaborative inquiry and the resultant impacts on teacher learning.     

Inequalities and Agencies in Workplace Learning Experiences: International Student Perspectives

National systems of vocational education and training around the globe are facing reform driven by quality, international mobility, and equity. Evidence suggests that there are qualitatively distinctive challenges in providing and sustaining workplace learning experiences to international students. However, despite growing conceptual and empirical work, there is little evidence of the experiences of these students undertaking workplace learning opportunities as part of vocational education courses. This paper draws on a four-year study funded by the Australian Research Council that involved 105 in depth interviews with international students undertaking work integrated learning placements as part of vocational education courses in Australia. The results indicate that international students can experience different forms of discrimination and deskilling, and that these were legitimised by students in relation to their understanding of themselves as being an ‘international student’ (with fewer rights). However, the results also demonstrated the ways in which international students exercised their agency towards navigating or even disrupting these circumstances, which often included developing their social and cultural capital. This study, therefore, calls for more proactively inclusive induction and support practices that promote reciprocal understandings and navigational capacities for all involved in the provision of work integrated learning. This, it is argued, would not only expand and enrich the learning opportunities for international students, their tutors, employers, and employees involved in the provision of workplace learning opportunities, but it could also be a catalyst to promote greater mutual appreciation of diversity in the workplace.     

Prolog programming techniques

In this paper we introduce the concept of a Prolog programming technique. This concept is then distinguished both from that of an algorithm and that of a programming cliché. We give examples and show how a knowledge of them can be useful in both programming environments and in teaching programming skills. The extraction of the various techniques is outlined. Finally, we discuss the problem of representing techniques where we conclude that the most promising approach is the development of a suitable meta-language.     

Entering Initial Teacher Education: science graduates’ views of the interview and selection process

This paper describes ongoing research that builds on earlier studies by the authors that have investigated issues concerning the selection of science graduates to secondary PGCE courses. These studies identified the need for criteria that are understood by tutors and applicants to ensure that candidates from ethnic minority groups are not disadvantaged. The research focuses on the perceptions that science graduates have about the selection process for secondary teacher education courses and seeks to identify whether the procedures used disadvantage any particular groups or individuals. We are interested also in whether there is a mismatch between tutors’ perceptions of the interview process and those of the applicants. During 1995/96 current students and applicants for one year PGCE courses in science were asked how they had prepared for their interviews and for their impressions of the interviewing process. The paper describes initial findings and the implication of these findings.     

The Frontier of Web-based Instruction

In spite of advances in course design software and experience with online offerings, the question of how web-based education affects teaching and learning remains largely unanswered, and the terrain of online learning remains largely unmapped. In this paper, through the stories of 10 faculties of education and one computer science instructor in Ontario, we map out a small piece of the frontier of web-based course delivery and plot a course for future exploration. We argue that most existing offerings take the form of a Lone Ranger or Greenhorn approach but that there is a need to move toward a strategic institutional Wagon Train approach that consolidates and integrates support for online teaching and learning. We argue, as well, that failures in online instruction cannot simply be attributed to improper instruction or inappropriate course design. Rather, at least part of the problem locates in the ways in which conversation is structured in the online environment.     

Measuring experiences of interest-related pursuits in connected learning

This paper describes an effort to develop a survey instrument capable of measuring important aspects of adolescents’ experiences of interest-related pursuits that are supported by technology. The measure focuses on youths’ experiences of connected learning (Ito et al. in Connected learning: an agenda for research and design. Digital Media and Learning Research Hub, Irvine, 2013), an emerging model of learning across settings supported by digital media. Specifically, the instrument aims to measure the depth with which youth are able to engage in an interest-related pursuit, the level of support and encouragement they receive from peers, and the degree to which their pursuit involves performance or media production as an essential feature. The survey also elicits information regarding the connections between youths’ interest-related pursuits and academic goals, the involvement of adults as co-participants in pursuits, and youths’ access to technology tools they deem necessary for their pursuits. The paper reports on results from a pilot study and two rounds of field-testing, in which we evaluated the validity and reliability of the instrument and compared results with evidence from interviews with youth. Our aim was to investigate the feasibility of an approach to measuring youths’ interest-related pursuits to inform future research and evaluation of initiatives focused on digital media and learning.     

Children's Responses to Contrasting `Realistic' Mathematics Problems: Just how realistic are children ready to be?

In recent years there has been an increasing emphasis within the world of mathematics education on realistic problem solving. At the same time research has shown that children typically remain apparently unwilling or unable to introduce realistic considerations when solving supposedly realistic word problems, though research has also shown that children's behaviour in this domain does vary as a function of the nature of the item, its context and the child's social background. This paper analyses 11–12 year-old English children's responses to two realistic problems. The first is taken from English national tests; the second is a revised version of this item which has been rewritten to encourage a more realistic pattern of responses. Through a comparison of responses to the two items it is suggested that, given suitable realistic problems, many children may be more willing and able to introduce realistic responses in a testing context than earlier research might lead us to expect.This revised version was published online in September 2005 with corrections to the Cover Date.     

The Effects of an Introductory Provision of Context on the Oral Reading Behaviour of an Above Average Reader

Abstract Previous studies have shown that prior discussion, or the provision of context, both decrease oral reading errors and increase self‐correction amongst low‐progress and mentally retarded readers. This study investigated the effects of prior provision of context upon the reading behaviour of an above average reader. The results indicate that discussion of context (through examination of the relevant illustrations, asking and answering questions, and the verbal introduction of some new words in the text) both significantly decreased errors, and slightly increased the amount of self‐correction for this subject.