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61.
In this article, we discuss the intuitive knowledge mothers have of their unborn baby. We propose a shift in focus from caregivers' merely providing information to first listening to pregnant mothers as they share their intuitive knowledge of their baby. This approach enables mothers and fathers or partners to know they are already parents to their unborn baby and empowers them to get in touch with their baby's presence and who he or she is during pregnancy. This intuitive knowledge may be a protective behavior that will enable mothers to keep babies safe during pregnancy. 相似文献
62.
The purpose of the study was to investigate the effectiveness of case-based learning instruction over traditionally designed
chemistry instruction on eleventh grade students’ epistemological beliefs and their attitudes toward chemistry as a school
subject. The subjects of this study consisted of 63 eleventh grade students from two intact classes of an urban high school
instructed with same teacher. Each teaching method was randomly assigned to one class. The experimental group received case-based
learning and the control group received traditional instruction. At the experimental group, life cases were presented with
small group format; at the control group, lecturing and discussion was carried out. The results showed that there was a significant
difference between the experimental and control group with respect to their epistemological beliefs and attitudes toward chemistry
as a school subject in favor of case-based learning method group. Thus, case base learning is helpful for development of students’
epistemological beliefs and attitudes toward chemistry. 相似文献
63.
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
64.
Jane D. Lanigan 《Early Childhood Education Journal》2011,38(6):399-409
This study examines family child care providers’ perspectives regarding effective professional development and their role
in the early learning and care system. Four focus groups were conducted annually for 3 years involving a total of 54 licensed
family child care providers. Supportive social relationships emerged as an important dimension of family child care providers’
professional development experience. Providers preferred a cohort design which enabled them to establish relationships with
colleagues and a long-term relationship with the same instructor. Trust and a non-judgmental atmosphere were critical to the
learning environment. A collaborative approach to evaluation and assessment that focused on a small number of specific items
each month supported the continuous quality improvement process better than a single annual assessment by an objective evaluator.
Family child care providers valued professionalism, but viewed their services as a unique segment of the early learning and
care system worthy of distinct professional development and respect. Recommendations for designing and delivering effective
professional development for family child care providers are discussed. 相似文献
65.
Jane Roberts 《Environmental Education Research》2011,17(5):675-688
This paper takes as a case study an undergraduate field class from a UK university to rural Uganda. It describes and evaluates the use of video diaries as a tool for investigating the process of transformative learning in the context of education for sustainability. The applicability of threshold concept theory to this learning is investigated. Results show the video diary technique to be much more successful in capturing the development of student learning than written diaries. Despite some practical difficulties, rich data were generated. Analysis demonstrated that learning met three of the five criteria for threshold concepts: the learning was transformative, integrative and troublesome. Further research could test whether the learning in this case study met the threshold concept criterion of irreversibility. Further elaboration of the theoretical relationship between threshold concepts, transformative learning and education for sustainability is also needed. It is concluded that the video diary method is potentially transferable to other educational research contexts and may be particularly suitable for researching learning in threshold spaces. 相似文献
66.
This article focuses on educational enterprises outside the formal sector, such as museums, botanical gardens and interactive
science centres. International research is drawn on to illuminate how design, culture, educational strategies and settings
combine to affect the way in which young people respond to experiences on offer, leading to analysis of the impact of such
settings in promoting learning, and the likely implications for those who staff such venues. Aikenhead’s concept of the educator
as ‘culture broker’ is developed to suggest ways in which learning might be best supported. It envisages a shift from ‘delivery’
strategies targeted at large groups towards approaches which focus on what learners choose to know about using dialogue between
children and ‘known and trusted people’. Analysis of observed responses in various settings is undertaken from a sociocultural
perspective using the notion of communities of practice. Implications for the roles of education managers and their staff
in further research are developed. 相似文献
67.
Dr. Johannes Bauer Dr. Uta Diercks Prof. Dr. Jan Retelsdorf Dr. Tabea Kauper Dr. Friederike Zimmermann Prof. Dr. Olaf K?ller Dr. Jens M?ller Prof. Dr. Manfred Prenzel 《Zeitschrift für Erziehungswissenschaft》2011,14(4):629-649
The Bologna Process of higher education reform has led to a vast array of different programs of study in German teacher training. In this article, we firstly analyze the implementation of Bachelor programs in teacher training, comparing profession-oriented programs (i.e. those aiming to train students for the teaching profession from the beginning of studies) to polyvalent programs (i.e. those aiming at broad qualifications and including a late decision to become a teacher). Secondly, we investigate whether students enrolled in these study programs differ systematically in their subjective certainty about their career choice. To answer these questions, we analyze portfolios of documents related to teacher training programs from nine German universities that prepare students for teaching in the academic track. Additionally, we analyze data from N?=?2585 Bachelor and N?=?928 Master degree students. We found that most programs, even when they espouse polyvalence, require an early decision to become a teacher. Moreover, our data confirm findings from earlier studies indicating that student teachers are highly certain about their career choice from the very beginning, with students in polyvalent programs being slightly less certain than those in profession-oriented programs (d?=?0.32). 相似文献
68.
G?khan ?zsoy 《Asia Pacific Education Review》2011,12(2):227-235
The aim of this study is to determine fifth-grade students’ metacognitive knowledge and skills and its relationship with mathematics
achievements. A total of 242 primary school students from six different schools were participated in the study. Turkish version
of Metacognitive Knowledge and Skills Assessment (MSA-TR) was used to measure metacognitive knowledge and skills. The results
demonstrated a significant and positive relationship (r = .648, p < .01) between metacognition and mathematics achievement. Furthermore, research results showed that 42% of total variance
of mathematics achievement could be explained with metacognitive knowledge and skills. 相似文献
69.
70.