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The romantic and radical nature of the 1870 Education Act 总被引:1,自引:0,他引:1
Gordon Baker 《History of education》2013,42(3):211-232
894.
No abstract available for this article. 相似文献
895.
Abstract This study compared the performance and perception of cyber‐learners to that of traditional learners. A study of several hundred undergraduate students taking an introductory economics course at the University of California suggests that cyberlearners learn as well as, or better than, traditional learners regardless of characteristics such as gender, ethnicity, academic background, computer skills, and academic aptitude and that they do so with a high degree of satisfaction. CD‐ROM‐based lectures, electronic testing, threaded electronic bulletin boards, and online discussion rooms all appear to be effective instructional technologies. The CD‐ROM‐based lectures that simulated the traditional classroom experience were regarded as being both the most essential and most enjoyable instructional medium. 相似文献
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897.
Dana Viorica Diaconu Judy Radigan Milijana Suskavcevic 《International Journal of Science Education》2013,35(6):855-877
A teacher professional development program for in-service elementary school science teachers, the Rice Elementary Model Science Lab (REMSL), was developed for urban school districts serving predominately high-poverty, high-minority students. Teachers with diverse skills and science capacities came together in Professional Learning Communities, one full day each week throughout an academic year, to create a classroom culture for science instruction. Approximately 80 teachers each year received professional development in science content and pedagogy using the same inquiry-based constructivist methods that the teachers were expected to use in their classrooms. During this four-year study, scientists and educators worked with elementary teachers in a year-long model science lab environment to provide science content and science pedagogy. The effectiveness of the program was measured using a mix of quantitative and qualitative methods that allowed the researchers to triangulate the findings from quantitative measures, such as content test and surveys, with the emerging themes from the qualitative instruments, such as class observations and participant interviews. Results showed that, in all four years, teachers from the REMSL Treatment group have significantly increased their science content knowledge (p?<?0.05). During the last two years, their gains in science content knowledge, use of inquiry-based instruction and leadership skills were significantly higher than those of the Control group teachers' (p?<?0.01, p?<?0.001 and p?<?0.05, respectively). Three themes resonated in the interviews with participants: science content knowledge growth, constructivist pedagogy and leadership skills. 相似文献
898.
899.
This article describes the development and validation of the Inventory of Teaching and Learning (ITAL) as a new measure of
teacher perceptions of science and mathematics learning environments. The ITAL was initially developed and administered in
2004 and has subsequently been revised annually. The ITAL is administered using a confidential web-based procedure to large
samples of K–12 teachers in Georgia as part of an external evaluation of an NSF-funded effort to improve K–16 science and
mathematics education. Results of extensive Principal Components Analyses of the 2006 and 2007 ITAL databases are reported
to support the replicated measurement structure of this new measure. Alpha reliabilities for three ITAL dimensions of teaching
and learning for the 2007 ITAL administration with a sample of 3,012 teachers were: 0.95 for Inquiry-Based, 0.90 for Standards-Based
and 0.85 for Traditional. Implications of the research findings for future research and evaluation studies involving teacher
perceptions of science and mathematics and other learning environments are described. 相似文献
900.