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141.
In this paper, we examine the role of reflection in teacher preparation, specifically within a mentoring relationship between cooperating and preservice teacher. We report findings from a case analysis of this pair who engaged in problem-posing dialogue within pre- and post-conferences around practice over one year of their work together in an elementary-level classroom. The context is an innovative programme in which cooperating teachers pursue their Master’s degree while undergraduates (preservice teachers) complete their elementary education degrees. Our analysis of talk about teaching during six coaching cycles as well as supporting documents illustrates how Jane’s mentoring supported reflective practices and disrupted a notion of a field experience as simply a place to ‘practice’ pedagogical knowledge with corrective feedback. Additionally, we explore the tensions in this approach to mentoring. This case study has implications for teacher educators who seek to bolster teacher preparation through the support of mentoring relationships. 相似文献
142.
This paper presents the findings of an exploratory case study into the relationship between student autonomy and motivation in project based learning, using Self-Determination Theory (SDT) to frame the investigation. The case study explores how different forms of motivation affect the students’ response to challenges and their intention to complete the project. Earlier studies have made little explicit use of theoretical perspectives on student autonomy and motivation, a weakness this study attempts to address. As an exploratory case study seeking to evaluate the suitability of a particular theoretical framework, we chose a small case: three students on a one-term computer games development project. Given the small scale, the approach is necessarily qualitative, drawing on project documentation and one-to-one interviews with the students. Our conclusion is that the concepts of SDT provide a useful framework for analysing students’ motivations to undertake project work, and its predictions can offer useful guidance on how to initiate and supervise such projects. 相似文献
143.
The 1989 Research Selectivity Exercise: A Statistical Analysis of Differences in Research Rating between Universities at the Cost Centre Level 总被引:1,自引:0,他引:1
This paper reviews the outcomes of the 1988/9 UFC research selectivity exercise and uses these as a basis for recommendations to those undertaking the 1992/3 exercise. Attention is drawn to disparities between subjects which may result in inefficient allocations at institutional level. Of eight factors incorporated into a statistical model only size of cost centre is consistently associated with research selectively score. The only other variable that influences an individual cost centre's score in the majority of subject areas is that institution's score in other subjects - thus suggesting a 'halo' effect. Surprisingly, research expenditure per member of staff is not strongly associated with reseach selectively rating. 相似文献
144.
Kimberly Carter Jayme Swanke Jessica Stonich Stephanie Taylor Morgan Witzke Michael Binetsch 《Journal of Teaching in Social Work》2018,38(1):28-42
ABSTRACTThe use of simulated instruction is a growing trend in social work education. This study examined the effectiveness of simulated instruction with undergraduate social work students. In this mixed methods study, the extent to which simulated instruction improved self-efficacy and practice readiness was assessed. Results of the study suggest that simulated instruction helps improve key practice skills and increases recognition of diversity in practice. Moreover, students self-reported increased mastery in interviewing, managing emotions, and engaging in culturally competent practice. 相似文献
145.
L S Taylor 《Journal of learning disabilities》1990,23(4):202-5, 228
This article reports the results of a survey of special education teachers in New York State regarding state regulations for resource and special class programs. Three hundred and fifty-seven special education teachers in 31 randomly selected school districts responded to a questionnaire. Results indicated that the majority of districts were in compliance with the regulations the survey addressed; however, 13% to 31% of the teachers' responses indicated noncompliance with specific regulations in some school districts. Other problems in special education programs were also identified in the survey. 相似文献
146.
147.
Institutional leadership and management are two entirely different, yet intimately intertwined, aspects of the overall effective
functioning of a higher education institution (HEI). This paper is intended to (1) define and differentiate between the two
concepts, (2) critically discuss their importance and vital interdependence, (3) discuss circumstances that can create conflict
or compatibility between these concepts, (4) critically examine models of strategic planning and suggest a better approach
to this process, and (5) offer suggestions for the improvement of both leadership and management in the context of co-existence
within a redefined strategic planning environment. 相似文献
148.
Roy Ballantyne Robert Thompson Peter Taylor 《Asia-Pacific Journal of Teacher Education》1996,24(3):293-307
Principals’ written assessments of 50 high school teachers whom they judged competent for full registration and 32 whom they judged not yet competent and in need of an extended period of provisional registration were analysed in terms of the characteristics used to describe and determine beginning teacher competence. It was found that principals consistently refer to a narrow range of characteristics when describing competent beginning teachers and focus on an even narrower range in deciding whether or not full registration should be granted. Characteristics that describe approaches to teaching are used most often in this regard. While the majority of beginning teachers possess an adequate knowledge base in their subject area, success in the first year of school experience hinges on the ability to communicate such knowledge and concepts to students. The need for further refinement of the appraisal process, including professional development programmes for principals, is highlighted. 相似文献
149.
Margaret Vaughn Seth A. Parsons Sarah Cohen Burrowbridge Janice Weesner Laurel Taylor 《理论付诸实践》2016,55(3):259-266
Current research explores adaptability by gathering teachers' reflections on their adaptations. However, the field knows little of what the term adaptability means to teachers who currently teach in today's educational context. In this article, adaptability is discussed from the perspectives of 3 practicing classroom educators, teaching in various contexts (geographic region and grade level). Teachers' voices of adaptability are examined and a definition of adaptability is discussed. Obstacles are presented in these teachers' efforts to adapt their instruction in their respective contexts. Teachers then discussed the ways in which they navigated these obstacles to modify their instruction to fit a variety of learners and experiences despite these constraints. 相似文献
150.
Cheryl Wright Marissa Diener Scott Wright Deborah Rafferty Carly Taylor 《International Journal of Disability, Development & Education》2019,66(4):438-453
ABSTRACTFew autism programmes address the needs of adolescents and young adults, and those that do are unlikely to include individuals with autism in the design and evaluation of the programme. This study involved nine youth with autism (ages 16–25) in the development and evaluation of a peer teaching programme where they taught three-dimensional modelling to other students with autism spectrum disorder. The methodology was participant-oriented research where the students with autism were co-designers and programme evaluators in the research. This approach highlighted their unique strengths and abilities and shifted the power such that they were leaders and not simply the recipients of knowledge from instructors. Four themes emerged through the qualitative analysis of the students’ perceptions of the peer teaching programme: 1) the meaning of peer teaching, 2) motivations for peer teaching, 3) challenges and 4) coping with the challenges of the role. 相似文献