实践能力关燕下的高校商务英语课程设置

实践能力是职业教育人才培养的核心。本文从概念入手,指出高校商务英语专业课程设置与实施应以实践能力培养为重心,并贯穿始终。在此基础上提出了课程设置的方法与原则。     

The Role of Content Knowledge in Conceptions of Teaching Effectiveness in Physical Education

Physical education teachers and the programs that prepare them find themselves in the early part of the 21st century in a public policy environment that differs significantly from that of the 20th century. This policy environment is grounded in an ideology that postulates that schools and teachers, rather than social forces, should be held responsible for academic outcomes, and in turn, economic success. For the first time, physical education teachers are being held accountable for student learning in the same way as their classroom peers. Improving the effectiveness of teachers is seen as the primary mechanism for improving student learning. In discussing how teaching effectiveness has evolved, I describe a relationship among the process–product paradigm, the ecological paradigm, and a neo-ecological paradigm called the instructional core. The latter paradigm extends our understanding of teaching effectiveness in new ways by describing the dynamic and interdependent relationship among teacher, student, and content in the gymnasium. It has significant implications for the professional development of teachers and the conduct of teaching effectiveness research. I conclude by discussing why content is so critical to conceptions of teaching effectiveness.     

Developing Engaging Learning Experiences in Preservice Education

Abstract

Opportunities to learn how to develop engaging learning experiences are vital for preservice teachers. This article describes an in-class modeling activity, provides assignment guidelines, and includes examples of candidates' completed tasks when developing technology-integrated instruction using Quick Response (QR) codes. The content of participants' (n?=?75) tasks were analyzed for complexity following the SAMR model (Pnuentedura 2013 Pnuentedura, R. 2013. SAMR: An EdTech quintet perspective. Retrieved from http://www.hippasus.com/rrpweblog/archives/2013/07/29/SAMRAnETQPerspective.pdf [Google Scholar]). Most candidates enhanced instructional experiences (73%), while others transformed them (27%) by developing engaging collaborative experiences that culminated in students creating a product using technology tools. Observations revealed that candidates appreciated learning how QR codes could be used to make learning experiences more engaging. Candidates showed a willingness to use their own smart devices for learning purposes. Aligning appropriate curriculum content standards with assigned tasks was achieved by all participants.     

Changing localities for teacher training: the potential impact on professional formation and the university sector response

Early in its period of office the new United Kingdom coalition government produced an Education White Paper containing potentially devastating news for higher education training institutions in England and Wales. Drawing on research papers and policy documents, this article takes an historic approach to map the changing face of teacher training over the past 30 years. A variety of approaches to the training of teachers are examined in terms of the partnership arrangements each model espouses and the training approaches that each locality arrangement represents. A small-scale research project maps early responses from higher education institutions as they consider the implications of new policies. Finally, a future scenario where higher education institutions struggle for survival as meaningful providers of teacher education is postulated.     

Beginning teacher standards for physical education: Promoting a democratic ideal?

The framing of teaching standards within restrictive managerial or collaborative democratic ideologies impacts significantly on initial teacher education. Semi-structured interviews were used to explore teacher educators’ (n = 13) perspectives on beginning teacher standards for physical education teacher education in Ireland. Teacher educators favoured a standards-based approach to support consensus within the profession and clear expectations for beginning teachers. They suggested that provision of quality assurance through increased accountability and regulation could enhance the status of the profession based on a democratic ideology of teacher professionalism. The potential of standards to foreground a particular ideology of teacher professionalism is discussed.     

分析高校体育教师胜任特征模型建构

本文以高校体育教师、高校体育专业学生、高校师资管理部门领导为访谈与调查对象,调查讨论分析并构建当下普通高校体育教师的胜任特征模型,并在此基础上编制了详细的《高校体育老师胜任特征模型评价量表》。结果显示,责任心、自信心、专业技能、积极性、学习能力、创造性等等因素是可以胜任高校体育教师的基本特征模型。     

Towards Cultural Competency with a Latino Community: A Cross-Cultural Teaching Model

Social work programs that prepare students for culturally competent practice rely on the principle that cultural identity and differences are positive; and that social work services need to be delivered in ways which are culturally acceptable to clients and enhance their ethnic group participation and power. Cross-cultural experiences facilitate the development of cultural competence. Equipping students in the necessary affective, cognitive, and behavioral areas for cross-cultural learning and competent practice call for teaching approaches that capitalize on the adult learning process; and where meaningful learning can be transformed to a learning process beyond the academic experience. This paper presents a cross-cultural teaching model designed to facilitate a culturally transformative learning process within the classroom and with the Hartford Latino Community in Connecticut.     

The Need and Use of Process Recording in Policy Practice: A Learning and Assessment Tool for Macro Practice

This article proposes the use of a structured process recording format for policy practice students, field instructors, and social work faculty as a learning, teaching, and assessment tool. Traditionally, casework and group work have used process recording to facilitate students learning in the field practicum to assess both the process and content of student‐client interactions. Since policy practice is concerned with achieving a preferred course of action to shape policies and interactions affecting large numbers of people, process recordings offer a method to assess tasks, competency skills, and learning needs while examining process and conscious use of self in action.     

On-demand testing and maintaining standards for general qualifications in the UK using item response theory: possibilities and challenges

Background:?Although on-demand testing is being increasingly used in many areas of assessment, it has not been adopted in high stakes examinations like the General Certificate of Secondary Education (GCSE) and General Certificate of Education Advanced level (GCE A level) offered by awarding organisations (AOs) in the UK. One of the major issues with on-demand testing is that some of the methods used for maintaining the comparability of standards over time in conventional testing are no longer available and the development of new methods is required.

Purpose:?This paper proposes an item response theory (IRT) framework for implementing on-demand testing and maintaining the comparability of standards over time for general qualifications, including GCSEs and GCE A levels, in the UK and discusses procedures for its practical implementation.

Sources of evidence:?Sources of evidence include literature from the fields of on-demand testing, the design of computer-based assessment, the development of IRT, and the application of IRT in educational measurement.

Main argument:?On-demand testing presents many advantages over conventional testing. In view of the nature of general qualifications, including the use of multiple components and multiple question types, the advances made in item response modelling over the past 30 years, and the availability of complex IRT analysis software systems, coupled with increasing IRT expertise in awarding organisations, IRT models could be used to implement on-demand testing in high stakes examinations in the UK. The proposed framework represents a coherent and complete approach to maintaining standards in on-demand testing. The procedures for implementing the framework discussed in the paper could be adapted by people to suit their own needs and circumstances.

Conclusions:?The use of IRT to implement on-demand testing could prove to be one of the viable approaches to maintaining standards over time or between test sessions for UK general qualifications.