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81.
This paper presents an Interpretive Framework stemming from a longitudinal and iterative multiple case study of five Australian universities examining the cogent and unique practices underpinning their established and successful school-based science teacher education programs. Results from interviews with teacher educators, school staff and pre-service teachers, show four components that guide the successful and sustainable use of university-school partnerships. These components: Guiding Pedagogical Principles; Growing University-School Partnerships; Representations of Partnership; and Growth Model provide a scaffold for initiating, growing and sustaining partnerships that maximise the benefits for all. The essential role of both university and school staff is also highlighted. 相似文献
82.
张翔 《吉林体育学院学报》2009,25(3):142-143
采用文献资料、调查、访谈和逻辑分析等研究方法,分析制约大别山区农村中学体育校本课程开发的因素,建立校本课程开发的筛选机制,并提出与之相适应的模式与具体的实施对策,为体育校本课程在该区农村中学全面开展提供参考。 相似文献
83.
文章总结了晋中学院毽球校本课程开发的经验教训,探讨了高校毽球特色校本课程开发的依据,提出了毽球校本课程开发的措施,以期为民族民间体育的开发提供一定的借鉴。 相似文献
84.
Evaluating a school-based program is a particular challenge when teachers implementing the program. Variations in implementation can be difficult to measure and predict. We developed measures to explore variation in treatment implementation and serve as predictors of variation in a school-based science education program. Based on previous work, we focused on assessing treatment acceptability, effectiveness, and understanding among teachers as critical determinants of variations in program implementation using self-reported and objective measures of implementation. All three constructs were associated with implementation of the program. Our measures of these constructs show promise for use in formative and summative evaluations. Our stratification of program elements with implementation predictors can provide a template for future exploration of treatment fidelity. 相似文献
85.
李明 《和田师范专科学校学报》2013,(5):55-57
本文通过对巴州中小学教师的教育科研现状的调查,分析了中小学教师的科研能力、科研需求,结合继续教育对教师专业素养的提升作用,阐述了小课题研究是适合中小学教师进行校本研修的有效形式。 相似文献
86.
徐利萍 《佳木斯教育学院学报》2013,(11)
高师院校的德育工作与其他学校一样,存在个性不足,实效性不强的问题。加强德育校本化建设,充分开发德育校本课程、利用德育校本资源、构建学校、家庭、社会三位一体的德育体系,是提高高师院校德育工作针对性和实效性的重要途径。 相似文献
87.
Violence against children is a global public health issue with serious social, economic, physical, and emotional impacts. This study evaluates the effectiveness of a school-based program aimed to prevent and respond to physical, sexual, and psychological violence against children in Sri Lanka from the perspective of parents. A cross-sectional retrospective study design was used. A total of 835 parents of children who participated in the program were surveyed across seven districts in Sri Lanka. Dose-response analyses were conducted to assess for correlations between program exposure and perceived prevention of violence against children. Low to moderate correlations were found between exposure to the program and perceived child safety in schools, school policies, and in the community. The findings provide preliminary evidence of program effectiveness; however, more efforts are needed to validate and sustain outcomes. Implications for future violence prevention programming, along with the use of dose-response evaluations, are discussed. 相似文献
88.
Rates of childhood sexual abuse are unacceptably high, with potentially long-lasting consequences for those who have been victimized. Currently, there are a number of sexual violence prevention programs that have been developed to lower rates of victimization, increase awareness, and connect victims with resources. Within this area of research, there has been less focus on effective methods of program dissemination. For example, school-based sexual violence prevention programs have had positive outcomes; however, little is known about how these programs are disseminated. The train-the-trainer model of dissemination utilizes master trainers to equip others to implement programs, thereby allowing more adults to teach and subsequently more children to receive the program. This study used survey data from teachers and other school personnel (n = 127) to analyze the utility of a train-the-trainer model of dissemination for a sexual violence prevention program in the state of Hawai’i. Through responses of people who were trained to implement the program (59.8% of whom did implement), aspects of the training, the program itself, and factors affecting whether a person implemented the program were explored. Results suggest that time spent in training, job position, and time in that position predicted whether a person trained to implement the sexual violence prevention program followed through with teaching the program to students. Additionally, 54.7% of people who did implement the program had at least one student disclose sexual violence to them, indicating the importance of sexual violence prevention programming and dissemination of these programs. 相似文献
89.
Stephen Carney 《Scandinavian Journal of Educational Research》2013,57(4):413-429
This article presents findings from a study of teachers' development conducted in a large English 'comprehensive' school during a period of intense educational reform. In particular, it considers the ways in which experienced teachers contributed to and claimed benefit from a new national system of school-based initial teacher training (ITT). In addition to outlining the professional development possibilities for experienced teachers involved in school-based ITT, the article highlights a range of factors that appeared to constrain this development. By drawing on the English experience, the paper considers the implications of recent Danish policy related to school-focused teacher education, both in terms of the potential benefits for experienced teachers from involvement in such training, as well as more generally in terms of the quality and appropriateness of such forms of teacher preparation. 相似文献
90.
Val Klenowski 《Studies in Educational Evaluation》2011,37(1):78-83
Developments in school education in Australia over the past decade have witnessed the rise of national efforts to reform curriculum, assessment and reporting. Constitutionally the power to decide on curriculum matters still resides with the States. Higher stakes in assessment, brought about by national testing and international comparative analyses of student achievement data, have challenged State efforts to maintain the emphasis on assessment to promote learning while fulfilling accountability demands. In this article lessons from the Queensland experience indicate that it is important to build teachers’ assessment capacity and their assessment literacy for the promotion of student learning. It is argued that teacher assessment can be a source of dependable results through moderation practice. The Queensland Studies Authority has recognised and supported the development of teacher assessment and moderation practice in the context of standards-driven, national reform. Recent research findings explain how the focus on learning can be maintained by avoiding an over-interpretation of test results in terms of innate ability and limitations and by encouraging teachers to adopt more tailored diagnosis of assessment data to address equity through a focus on achievement for all. Such efforts are challenged as political pressures related to the Australian government's implementation of national testing and national partnership funding arrangements tied to the performance of students at or below minimum standards become increasingly apparent. 相似文献