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91.
Shayna Rusticus Anne Worthington Derek Wilson Karen Joughin 《Learning Environments Research》2014,17(3):423-435
The Medical School Learning Environment Survey (MSLES) was used with a sample of 311 undergraduate medical students in British Columbia, Canada, to assess the seven scales of Medical Breadth of Interest, Personal Breadth of Interest, Emotional Climate, Flexibility, Meaningful Learning Experience, Organization, Nurturance and Student–Student Interaction. Confirmatory factor analysis was used to support the validity of the MSLES when used with this sample. 相似文献
92.
Drawing on studies of active learning methods in an undergraduate chemistry course at a research institution, we first present two case studies exploring the change processes and outcomes of the faculty member who designed the course and the one who adapted it. We then explore the nature of the problems experienced during the adaptation process. We conclude with recommendations for successfully diffusing innovations: adapting faculty members should choose innovations that genuinely interest them and are aligned with their goals, should experiment with innovations in a gradual way, and should receive support throughout the process. 相似文献
93.
94.
Debra A. Friedman 《Journal of Language, Identity & Education》2016,15(3):165-179
Drawing upon video recordings from two fifth-grade Ukrainian classrooms and interviews with children four years later, this paper examines these classrooms as sites for socializing learners into an imagined community of Ukrainian speakers, the extent to which children took up identities as members of this community, and the potential effect of this identification on willingness to learn and use Ukrainian. Microanalysis of classroom interaction illustrates how teachers drew upon prevailing discourses of language and nation in ways that both presupposed and sought to create children’s membership in an imagined national community whose core practices included affiliation with Ukrainian as “our language.” However, interview data reveal that while children readily aligned with this imagined community and voiced its language ideologies, they positioned themselves as peripheral members or alternatively reimagined an alternative, multilingual Ukrainian community. 相似文献
95.
Mentoring of pre-service teachers in school contexts is acknowledged as an important part of initial teacher education. However, finding sufficient school-based professional experience placements for pre-service teachers, ensuring the quality of the learning experiences provided by such placements, and gaining a clear understanding of what teachers actually learn during placements continue to be of concern to all involved in this component of teacher education. In this paper, three interconnected perspectives are provided as a university-based teacher educator, a school-based teacher educator and a pre-service teacher learn together in a dialogic mentoring relationship. The work of Mikhail Bakhtin and Valentin Voloshinov is employed to theorise the nature of dialogic relationships and how such relationships differ from ‘having a conversation’. 相似文献
96.
Trajectories in bullying through adolescence were studied along with individual, family, and peer relationship factors. At the outset, participants' ages ranged from 10 to 14; 74% identified as European Canadian with the remainder from diverse backgrounds. With 8 waves of data over 7 years, 871 students (466 girls and 405 boys) were studied to reveal 4 trajectories: 9.9% reported consistently high levels of bullying, 13.4% reported early moderate levels desisting to almost no bullying at the end of high school, 35.1% reported consistently moderate levels, and 41.6% almost never reported bullying. Students who bullied had elevated risks in individual, parent, and peer relationship domains. Risk profiles and trajectories provide direction for interventions to curtail the development of power and aggression in relationships. 相似文献
97.
Interactive or inactive? a consideration of the nature of interaction in whole class teaching 总被引:1,自引:1,他引:1
Recent learning theories and the suggested importance of ‘interactive’ approaches in national initiatives, (NLS, NNS) led to an ESRC‐funded action research project involving the University of Exeter and teachers in three schools—‘Using Talk to Activate Learners’ Knowledge' (TALK). This investigated how ‘interactive’ whole class teaching was and whether teacher‐pupil interactions permitted recoding of information and understanding. The findings corroborate those from Galton (1999a, 1999b), Mroz (2000) and English (2002): that teacher‐led questioning and explanation still dominate, as do teachers' objectives. Interaction as participation was differentially experienced by higher and lower abilities, boys and girls, with few opportunities for pupil initiation or extended response. The study, however, provides a model for more fully analysing the varying forms and functions of teachers' questions and statements which may lead to a greater clarity in recognising ways to provide more effective discourse for learning. 相似文献
98.
Mark Pennings Debra Flanders Cushing Rafael Gomez Clare Dyson Courtney Coombs 《The International Journal of Art & Design Education》2019,38(2):539-554
International short‐term study tours are a fast‐growing format for outbound education and provide exciting experiential learning opportunities for students in the creative industries disciplines. This success has encouraged researchers to seek a comprehensive view of the various concrete experiences that contribute to student learning during study tours. To that end, this article presents evidence from a qualitative online post‐tour questionnaire administered with students studying various art and design disciplines who participated in short‐term international study tours at a large Australian university in 2015. Using Kolb's Experiential Learning Theory as a framework, data collected explored student perceptions of which concrete experiences on a study tour are most impactful and which may actually hinder learning. Findings revealed: experiencing key industry venues are the most significant aspects of a study tour, rather than networking or personal growth; poor itinerary planning and travel issues are the least liked aspects of a tour, yet are often the most easily addressed with better tour management and planning; and students were positively impacted by unexpected gains in knowledge about their creative industries discipline. This study, therefore, provides unique insights into which concrete experiences may be most impactful as part of the experiential learning cycle within an international study tour for creative industries students. 相似文献
99.
Bopardikar Anushree Bernstein Debra Drayton Brian McKenney Susan 《Instructional Science》2021,49(2):249-286
Instructional Science - Educative curricula support teacher learning as well as the learning of students. High quality educative curricula contain features that help teachers customize learning... 相似文献
100.
This study explored the problem-solving schemas developed by 7th-grade pre-algebra students as they participated in a teaching
experiment that was designed to help students develop effective schemas for solving algebraic problem situations involving
contexts of (1) growth and change and (2) size and shape. This article describes the qualities and types of schemas that students
developed through examples of problems used to develop schemas, examples of students' reasoning and writing, and excerpts
from student interviews. Findings from the study indicated that there is a link between the type of generalizations students
construct and the schemas they are forming. By using these schemas students recognize, extend, and generalize patterns and
quantitative relationships both verbally and symbolically.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献