Feedback during active learning: elementary school teachers’ beliefs and perceived problems

Giving feedback during active learning is an important, though difficult, task for teachers. In the present study, the problems elementary school teachers perceive and the beliefs they hold regarding this task were investigated. It appeared that teachers believe conditional teacher skills, especially time management, hinder them most from giving good feedback. The most widely held belief was that “feedback should be positive”. Teachers also believed that it is important to adopt a facilitative way of giving feedback, but they found this difficult to implement. Only some teachers believed goal-directedness and a focus on student meta-cognition were important during active learning and teachers did not perceive problems regarding these aspects. It was discussed whether teachers’ feedback behaviour was in line with these perceived problems and beliefs. The results give directions for the professional development of teachers to improve their feedback during active learning.     

法尼亚诺对椭圆积分的开创性贡献

应用文献考证与数理分析的方法,探明了法尼亚诺（G.C.Fagnano）解决椭圆积分问题的基本思路,探讨了他对椭圆积分所做的开创性工作与贡献.法尼亚诺奠定了椭圆积分理论的基础,其工作对欧拉产生了重要影响,在当时具有引领性的历史意义.     

Transformational practice: critical teacher research in pre-service teacher education

This article traces the experiences of three pre-service teachers as they engaged in teacher research as part of their teacher education program and considers how teacher research might disrupt dominant paradigms that aim to de-contextualize teaching and offer one-size-fits-all solutions to address inequities. In particular, the article examines: the role of the teacher’s personal and academic history in the design of their teacher research projects; how their research worked to disrupt and complicate classroom cultures and practices; and the ways in which the pre-service teachers interpreted their research in light of new contexts during their first year of teaching. This work has critical implications in an era when teacher education programs are under attack, including: the value of drawing on pre-service teachers' lived experiences as an entry point into inquiry; creating highly localized inquiries; and positioning novice teachers as knowledgeable practitioners who are able to share research with colleagues.     

‘Little prisoners of city streets’: London elementary schools and the School Journey Movement, 1918–1939

This article examines the experience of the ‘school journey’, an educational fieldtrip of a fortnight’s duration, as practised in London’s interwar elementary schools. Established historical debates over perceptions of the countryside in interwar Britain have previously failed to discuss the messages promoted in schools. This article demonstrates that an idyllic notion of the rural countryside often influenced school practice, but that there was little attempt to link this explicitly to a wider ideological message around national identity or patriotism. Although exposure to the countryside was seen as undoubtedly beneficial, school journeys were not uncritical of rural life. They also encompassed a much wider range of purposes, being an opportunity to study different industries and local heritage, or foster contact with local people. Furthermore, they provided an unequalled opportunity for increased supervision by teachers, and thus a valuable chance to counter the perceived moral ill-effects of a child’s usual working-class environment.     

The Concept of Environmental Education

This exploratory study investigated elementary teachers’ beliefs about, perceived competencies for, and reported use of scientific inquiry to promote students’ learning about environmental issues and for environmental decision making and action. Data were collected through a questionnaire administered to a simple random sample of elementary teachers in and around a Midwestern university community (n = 121, r = 52%). Respondents did not differentiate between inquiry practices that promote student learning about and for the environment. While respondents believed that they should engage in these practices, they were less confident in their ability to do so, and reported spending little time engaging in these practices. Results also suggest, however, that methods courses and professional development can support elementary teachers’ use of inquiry-based teaching about and for the environment.     

浅论高职艺术设计专业公共基础课教学

在高职艺术设计院校开设公共基础课,旨在培养学生具有较高的文化修养、良好的职业道德、完善的交往能力等,为达到此目的,必须依据专业特点,依托职业需求,重新审视公共基础课内涵、各学科人才培养目标,并对课程教学在观念、内容、方法等方面进行相应的改革。     

“农村中小学生进城就读”现象思考——基于赣南两县的调查

近年来,农村中小学生进城就读人数急剧增加.实地调研表明,"进城就读"现象与城市大幅扩张、城市义务教育免费政策的实施存在一定关系,但关键的因素仍是中部地区城乡教育发展差距悬殊,农村中小学教育不能很好地满足农民群众日益增长的教育需求.因此,需要正视"进城就读"现象对农村地区的影响,尽快全面提升农村学校办学条件、办学质量,实现城乡教育平衡和可持续发展.     

关于悬链线的一点注记

悬链线是微积分、微分方程、微分几何、变分计算及数值分析中的一个重要课题.本文通过一些诸如方轮自行车、旋转的最小面积等有趣的例子,计算悬链线和相应半圆下面的面积,证明悬链线到处都有,但并不是无处不在.     

分部积分运算规律讨论

分部积分法在数学分析中有着重要的应用,而正确划分u、v是解决问题的关键。为此,通过初等函数的一种排列顺序研究,给出确定分部积分公式中的u、v的规律,以达到快速求解积分的目的。     

欠发达地区农村小学教师队伍现状研究——基于吕梁市农村小学教师队伍现状的调研

运用调查法对山西省吕粱市农村小学教师现状进行调查研究,其结果显示:第一,当前农村小学教师数量基本趋于饱和,但是仍然急需音、体、美以及计算机教师;第二,农村小学教师在教育理念、职业道德、知识结构、教学能力方面有待进一步提高,以增强对新课程实施的适应性;第三,学生家长对于农村小学教师的期望值与其实际表现有一定的差距,要求教师不断提高自身素质;第四,综合型教师仍然是农村小学急需的教师类型,农村地区实际需要多种才能兼备的教师;第五,农村小学教师的职后培训是空白,急需探索这方面行之有效的措施和做法.