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151.
Hilde Wågsås Afdal 《欧洲师范教育杂志》2019,42(2):258-275
This article revisits methodological perspectives on international comparative research on teacher education (TE). Benefits and problems related to comparative educational research methodology in general are discussed. Further, methodological issues associated with designing and carrying out an international comparative study on TE are addressed using a multi-level study on teacher education in Finland and Norway an as example. Towards the end of the article, the promises and limitations of international comparative research on TE are presented. Important benefits of comparative education on TE include widening the understanding of one’s own and other TE systems as well as gaining an understanding of international trends. However, uncritical use of such research may lead to decontextualised, ahistorical and standardised transfer and development of education and educational policies. The article concludes by urging researchers in the field of international comparative research on teacher education to address the questions: What is being compared? How is context addressed? 相似文献
152.
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
153.
Gerald W. McLaughlin John C. Smart James R. Montgomery 《Research in higher education》1978,8(1):67-82
A linear causal model is postulated and path analysis procedures are used to examine the direct, indirect, and total influence of 39 variables (grouped into eight general measures) on the salaries of 24.461 faculty members associated with virtually every discipline and type of postsecondary institution in the academic community. The results show wide variation in the relative influence of characteristics of postsecondary institutions and the personal and professional characteristics of faculty members on faculty salaries. The implications of these findings are discussed and specific guidelines are provided to assist those interested in examining the external and internal consistency of the faculty salary structures of their respective institutions. 相似文献
154.
155.
ABSTRACTThis national survey of PhD faculty assessed the research preparation of entering doctoral social work students on a wide range of research knowledge and related skills. The prior literature shows that PhD programs repeat much BSW and MSW research course content. This study shows that the trend continues and has perhaps widened. PhD research faculty report that the typical entering PhD student displayed solid conceptual, ethics, and writing skills but lesser preparation for conducting quantitative and qualitative research, including methods related to understanding evidence-based practice. The research expectations of responding PhD faculty were low, reflecting limited retention and little production of research among typical entering doctoral students. These findings raise the issue of how effectively the social work profession prepares students for research and for future PhD education. 相似文献
156.
Many theories on college retention recognize the significance of student satisfaction as a positive factor in students’ persistence.
Yet, there are few theories that address the relationship of degree program satisfaction to study behaviour and dropout. This
paper explores the impact of degree program satisfaction on academic accomplishment and dropout. The impact of degree program
satisfaction was studied within a multitheoretical framework. The results of the study show that student accomplishment not
only depends on differences in academic ability but also on degree program satisfaction. Decreased degree program satisfaction
appears to diminish both study motivation and study behaviour. The authors discuss some implications for current educational
practice. 相似文献
157.
Maarten W. Van Someren 《Instructional Science》1990,19(4-5):257-282
This paper reviews psychological research on programming and applies it to the problems of learning and teaching Prolog. We present a psychological model that explains how a certain class of errors in programs comes about. The model fits quite well with the results of a small sample of students and problems. The problems that underlie these and other errors seem to be (a) the complexity of the Prolog primitives (unification and backtracking) and (b) the misfit between students' naive solutions to a problem and the constructs that are available in Prolog (e.g. iterative solutions do not map easily to recursive programs). This suggests that learning Prolog could be helped by (1) coherent and detailed instruction about how Prolog works, (2) emphasis on finding recursive solutions that do not rely on primitives such as assignment and (3) instruction in programming techniques that allow students to implement procedural solutions. 相似文献
158.
The learning cycle is a method of teaching—it is also a curriculum organization principle and is derived directly from the mental functioning model invented by Piaget. Although Jean Piaget contributed to the formation of the learning cycle (Piaget, 1973), its present structure has to be attributed to Dr. Robert Karplus and the persons who developed the materials of the Science Curriculum Improvement Study (SCIS). It was through the SCIS activities that many of us learned how to develop curricula and teach with the learning cycle. The learning cycle is built upon the premise that three distinct phases are necessary in developing understanding of a concept, that those phases have a definite sequence, and each phase has a definite structure or form. The research done in testing the form variable has already been reported in this journal (Renner, Abraham, & Birnie, 1985). This report explores whether or not each learning-cycle phase is necessary in learning a concept. 相似文献
159.
A review of the literature suggests a relationship between life-long development of formal reasoning schema and performance in professional education careers. The study investigated implications of cognitive development of preservice teachers as it relates to their classroom teaching performance. Ninety-one seniors involved in a field-oriented teacher education program were given classroom responsibilities which included teaching a science unit. Formal thinking abilities were assessed using two types of developmental level tasks, performance on traditional type Piagetian tasks and recognition of formal thought approaches in solving educational tasks. Professional behaviors were assessed using observational ratings of classroom instructional and planning activities. Subjects assessed as formal operational, 30% of sample, using Piagetian performance tasks, had significantly higher facility in performing model classroom teaching behaviors than transitional or concrete subjects. Higher recognition ability of formal thought approaches to teaching was not related to facility in performing classroom teaching when compared to performance on Piagetian tasks. The relationship held up in seven of eight broad teaching behavior categories observed in classroom instruction. The results supported a general portrait of teaching behavior specifically related to teachers of differing cognitive functional levels. Implications for professional training programs are discussed. 相似文献
160.
Peer evaluation: A case study 总被引:1,自引:0,他引:1
Peer evaluation is the process whereby students critique the performances of other students. A peer evaluation format emphasizes skills, encourages involvement, focuses on learning, establishes a reference, promotes excellence, provides increased feedback, fosters attendance, and teaches responsibility. The process of peer evaluation is explained, the criteria are specified, the training for use is described, and how standards are maintained is explained. Finally, objections are suggested and addressed. Peer evaluation is a unique, controlled, and precise form of classroom evaluation that involves carefully constructed evaluation instruments, structured classroom situations, and exact evaluative assessments. Peer evaluation is a new and different form of evaluation. 相似文献