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241.
Felice Atesoglu Russell 《Teachers and Teaching》2017,23(3):312-331
As a field, we have a limited understanding and a dearth of empirical research concerning the role of high school instructional coaches focused on English learners (ELs). This paper examines one EL facilitator’s work as an instructional coach and resource for supporting mainstream content teachers as they learn to meet the needs of adolescent ELs in one high school. This analysis is grounded within an examination of the influence of school structure and organization on the EL facilitator’s work and her role as a resource. Drawing on sociocultural learning theory, as well as literature on teacher leadership and instructional coaching, case study data from a year-long qualitative research project are analyzed. Implications for research, policy, and practice are discussed. 相似文献
242.
243.
张绍平 《四川师范大学学报(社会科学版)》2011,(5):102-107
以回归成人学员的生活世界为成人教育的出发点,体现了以人为本的理念,还原了教育与生活的真实联系,也是成人教育实践的客观要求。但仅有这一点还不够,成人教育的终极目标是要提升成人学员的生命质量,这一目标分为三个层次:培养成人学员对生命的自觉;促进成人学员发挥潜能,实现他自己;帮助成人学员实现生命的超越发展。 相似文献
244.
John T.E. Richardson 《教育心理学》2011,31(2):123-139
At UK institutions of higher education, the academic attainment of White students tends to be higher than that of students from other ethnic groups. A postal survey of Open University students found very little difference in academic engagement in those from different ethnic groups. The differences in pass rates and course grades remained statistically significant even when any effects of differences in academic engagement had been controlled. This is consistent with previous findings that quantitative variations in the attainment of students from different ethnic groups are not reflected in concomitant qualitative variations in their experience of higher education. The explanation for the attainment gap in ethnic minority students must be sought elsewhere than in the nature of their experience of higher education. 相似文献
245.
The goal of this study was to explore the processes of group role formation in online class settings. Qualitative analysis was used to code chat logs and discussion threads in six undergraduate Family and Consumer Sciences online courses that required online group projects. Four themes related to the process of group role formation emerged: testing the waters, apologies as being nice, tag – you’re it, and struggling to find one’s role. Students created roles of leader, wannabe, spoiler, agreeable enabler, coat‐tails, and supportive worker as the group process evolved over the course of the semester. Results lend support for a balance between allowing students to create and experience roles on their own and faculty assignment of roles. Questions are raised related to faculty approaches toward directing and scaffolding the group process. 相似文献
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247.
This article reports on a two-year ethnographic study of learners participating in multi-site, graduate-level education classes. Classes sometimes met face-to-face in the same physical location; at other times part of the class met physically elsewhere. Yet all were linked through the virtual space. Ethnographic analysis of four data types explored how the instructor and students were able to interact through videoconferencing technologies. Most of the interaction occurred between the local and distance learners by way of cultural guides, local students assigned to host a distance learner through Google Video chat. The distance learners were able to receive real-time attention from the instructor and were able to share differing perspectives that contributed to increased satisfaction in the course. These interactions allowed for a dynamic collaborative effort among a diverse set of actors in the field of education. 相似文献
248.
Ebru Melek Koç 《欧洲师范教育杂志》2011,34(2):193-208
This study aimed to develop and investigate the validity and reliability of the Mentor Teacher Role Inventory (MTRI). A total of 1843 student teachers in the Distance English Teacher Training Program participated in the study. The 58 items of the Mentor Teacher Role Inventory underwent principal factor analysis, which revealed nine factors relating to mentorship and explained 52.971% of the total variance. The KMO value of the MTRI was calculated as .968. The Cronbach's alpha was .951. These results indicated that a reliable and valid MTRI could be used for both the distance English teacher training programme and other distance teacher education programmes. 相似文献
249.
结合我国远程教育的发展状况、速度、规模和驱动因素,从影响远程教育发展的供方、需方和中立方等三方面来建立驱动模型,分析驱动远程教育快速发展的原动力,为远程教育的未来发展提供意见和建议. 相似文献
250.
从个体生态学视角可以深入研究网络远程教育中生态主体与生态环境间的相互关系。本文以国家远程教育生态系统中的生态主体和生态环境为对象,研究了生态主体与生态环境间的作用机制和作用原理.利用个体生态学的生态适应原理分析了生态主体对生态环境的适应策略,利用花盆效应理论分析了网络远程教育试点中生态主体与生态环境的不协调现象。本研究对于教育行政部门、远程教育院校和校外学习中心如何适应和改造生态环境具有一定的指导意义。 相似文献