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41.
Mark Winterbottom Sue Brindley Keith S. Taber Linda G. Fisher John Finney Fran Riga 《Curriculum Journal》2013,24(3):193-213
This study examines the values and practice in relation to assessment of a sample of 220 trainee teachers studying for a Postgraduate Certificate in Education, an initial teacher training and education (ITET) course, at the University of Cambridge, UK. The survey instrument was drawn from James and Pedder (2006), and was composed of questionnaire items that sought to elicit how trainees valued different classroom assessment practices, and the extent to which their own teaching complied with such values. The study draws additionally on the findings of James and Pedder (2006) to compare and contrast results with those for qualified teachers. Item and factor analyses revealed three dimensions that underpin trainees' classroom practice and values (promoting learning autonomy, performance orientation, making learning explicit). Values-practice gaps were greatest on promoting learning autonomy and performance orientation. Trainees valued practices associated with the former more than they implemented them in their teaching, while they implemented practices associated with the latter more than predicted by their values. Values-practice gaps suggested that trainees were constrained from implementing their values to a greater extent than qualified teachers, particularly with respect to these two factors. 相似文献
42.
Teaching about the nature of science (NOS) is seen as a priority for science education in many national contexts. The present paper focuses on one central issue in learning about NOS: understanding the nature and status of scientific theories. A key challenge in teaching about NOS is to persuade students that scientific knowledge is generally robust and reliable, yet also in principle always open to challenge and modification. Theories play a central role, as they are a form of conjectural knowledge that over time may be abandoned, replaced, modified, yet sometimes become well established as current best scientific understanding. The present paper reports on findings from interviews with 13–14 year olds in England where target knowledge presents theories as ‘consistent, comprehensive, coherent and extensively evidenced explanations of aspects of the natural world’. Student thinking reflected a two-tier typology of scientific knowledge in which largely unsupported imaginative ideas (‘theories’) became transformed into fairly definitive knowledge (such as laws) through relatively straightforward testing. These results are considered in relation to research into intellectual development which indicates that effective teaching in this area requires careful scaffolding of student learning, but has potential to contribute to supporting intellectual development across the curriculum. 相似文献
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Some ethical concerns in Ed-tech consultancies across borders 总被引:1,自引:0,他引:1
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Teaching/learning conditions in developing countries 总被引:1,自引:0,他引:1
48.
Group identification in early adolescence: its relation with peer adjustment and its moderator effect on peer influence 总被引:1,自引:0,他引:1
This study was conducted to test whether group identification (importance of the group to the individual) covaried with individual-group similarity on problem behavior; and whether group identification moderated peer group influence on the individual's development of delinquent behavior across a 1-year period. The level of reciprocated nominations within the individual's self-nominated group was controlled for in all analyses. Participants were 190 sixth and seventh graders (during the first year of the study) from the north of Italy. Level of reciprocated nominations within the group, but not identification, was found to covary with individual-group behavioral similarity (group behavior interacted with reciprocity of group nominations in predicting individual behavior). Group identification, but not reciprocated nominations, was found to moderate peer group influence on the individual's change in delinquent behavior, across 1 year. The individual's peer status within the classroom, level of reciprocated nominations, and gender all were related to the individual's level of group identification. Results are discussed in terms of understanding peer group influence on the individual. 相似文献
49.
François Soyer 《Al-Masaq: Islam & the Medieval Mediterranean》2008,20(2):215-234
The expulsion of the Muslim minority from Portugal, decreed by King Manuel I in December 1496, has been one of the most overlooked aspects of the end of religious tolerance in the Iberian Peninsula at the close of the Middle Ages. Using unedited documentary sources preserved in the national Portuguese archives, this article focuses on the expulsion of the Muslims from Portugal and seeks to challenge a number of assumptions concerning this unprecedented event. Three major questions concerning this expulsion are examined. What evidence is there that the expulsion of the Muslims did take place? Where did the expelled Muslims seek refuge? What were the causes of this expulsion? This article will endeavour to present a new hypothesis relating to the causes of this expulsion, which radically differs from that advanced by modern historians. 相似文献
50.
Marie-Claude Tremblay Lucie Richard Astrid Brousselle François Chiocchio Nicole Beaudet 《Studies in Continuing Education》2017,39(1):87-106
The health promotion laboratory (HPL – Canada) is a public health professional development program building on a collaborative learning approach in order to support long-term practice change in local health services teams. This study aims to analyse the collaborative learning processes of two teams involved in the program during the first year of implementation. Based on a multiple case study design involving observations, interviews, and documentary sources, the study: (1) describes the learning process by which each team built a common understanding of the problem at hand and developed an intervention to address it; (2) identifies factors that facilitated or hindered these processes; and (3) proposes a cross-case explanation of the collaborative learning process in the HPL. The results demonstrate that the two teams learned by expanding their repertoire of actions, albeit experiencing different processes. Results point to the central role of shared mental models and key influencing factors, such as commitment and participation (team cohesion), team climate (psychological safety), and leadership style. Unlike previous studies on team learning that concentrated on existing teams in organisations, the current research studied purposely created teams working at transforming their practices and showed that they can successfully learn if specific conditions are achieved. 相似文献