排序方式: 共有43条查询结果,搜索用时 15 毫秒
31.
James A. Kirkpatrick 《Journal of The Franklin Institute》1862,74(2):139-142
32.
Kimberly E. Bryant Davis Lisa Dieker Cynthia Pearl Rose Merry Kirkpatrick 《Journal of educational and psychological consultation》2013,23(3):208-226
Professional development programs tailored to address co-teaching performance in Arkansas provided data for 3 cohorts of middle school co-taught teams. This study provides an analysis of middle school plans and provides recommendations as to how to more effectively meet the needs of co-taught teams. Using a content analysis approach, monthly lessons plans submitted by teams over a 3-year period were analyzed. The purpose of this analysis is to provide the field with considerations about what is and is not occurring in the written process related to co-teaching, specifically co-planning in middle schools. In total, 155 lesson plans were analyzed, which were further broken down into 755 days of plans. Findings indicate these teachers utilized a diversity of co-taught models, but 1 model (1 lead, 1 support) dominated their planning. Areas of concern focused on a lack of focus on behavior and utilization of technology for students with disabilities. 相似文献
33.
A recent study into tertiary literacy (Reid, Kirkpatrick, & Mulligan, 1998) found that many students have problems with comprehension and note-taking in lectures and that students from non-English speaking backgrounds (NESB) reported particular difficulty. Despite the increase in the number of international students attending Australian universities over the past decade, it seems that many lecturers are still failing to accommodate the cultural and linguistic diversity of the classes they teach. The study reported here aimed to determine the nature and extent of problems experienced by NESB students in comprehending lectures and found significant gaps in understanding: slightly fewer than 1 in 10 NESB students was able to understand the content and intent of their lectures very well. More disturbingly, almost one-quarter of them had not understood much of the lectures at all. The paper offers some suggested strategies for change—for those who prepare students for university study, for the students themselves, and for the lecturers who teach them. 相似文献
34.
35.
36.
37.
38.
J.A. Kirkpatrick 《Journal of The Franklin Institute》1867,83(3):216
39.
40.
Since the 1990s, researchers have increasingly drawn attention to the multiplicity of representations used in science. This
issue of RISE advances this line of research by placing such representations at the centre of science teaching and learning. The authors
show that representations do not simply transmit scientific information; they are integral to reasoning about scientific phenomena.
This focus on thinking with representations mediates between well-resolved representations and formal reasoning of disciplinary
science, and the capacity-limited, perceptually-driven nature of human cognition. The teaching practices described here build
on three key principles: Each representation is interpreted through others; natural language is a sign system that is used
to interpret a variety of other kinds of representations; and this chain of signs or representations is ultimately grounded
in bodily experiences of perception and action. In these papers, the researchers provide examples and analysis of teachers
scaffolding students in using representations to construct new knowledge, and in constructing new representations to express
and develop their knowledge. The result is a new delineation of the power and the challenges of teaching science with multiple
representations. 相似文献