Gender Adeptness Among Educational Administrators for Leading Innovative Initiatives in Public Education

It may be concluded that female administrators are perceived as being more adept than their male counterparts for leading innovation in schools and leveraging resources into productive outputs. It may be concluded that both genders of administrators perceive such efforts similarly. The only two skills where gender is significant are the two eornpetencies identified as being alert for new opportunities and synthesizing ideas into focused projects. For the other eight skills indicated in the survey, gender did not play a significant role in such perceptions.     

With Tools and Strategies Teachers Use in Online Courses： A Mexican Public University Case

The rapid development of ICT （information technology and communication） in the last two decades has changed society substantially as a whole. For higher education institutions, the external environment pressure to incorporate ICT in their educational and administrative processes has forced them to invest in resources for infrastructure and training. In addition, teachers have found that they can use technology in their teaching, but lack of full knowledge of how to use it effectively from a pedagogical point of view. The incorporation of new education modalities depends largely on the contextual variables prevailing in the institution and teachers. In UABC （Autonomous University of Baja California）, the early days of online education go hack to 1996, so the study period was from 1996 to 2009. An online survey was designed to fmd out the teachers＇ backgrounds and involvement in online education, their experience as online teachers, and the tools and practices used. Of 97 teachers who were identified with some experience in online teaching, 70% responded to the Survey （68）. It was found that the highest percentage （33%） of teachers who responded the survey started teaching online between 2003 and 2006. 56% of teachers have been teaching between one and five online courses. On the other hand, most teachers recognized that 30%-79% of the content of their courses were online based. The most popular learning management system used is moodle followed by blackboard in teachers＇ preference. In general, teachers expressed using the three main communication tools of online education： forums, chat and e-mail, favoring the use of e-mail. The communication slrategies teachers often use in their courses promoted student-student and student-teacher interaction. In their evaluation strategies, most said that they used self-assessment, rubrics and to a lesser extent online exams and co-evaluation. The results show that most teachers who have been involved in online education in UABC campus have expressed havi     

论数学教育实践活动课程教学设计理念

高师数学教育实践活动课程存在诸多弊端：课程性质和设置目的普遍认识不足,课程地位不明,课程内容体系不强,课程管理与课程监控不强,与理论课程存在脱节等。为此,必须更新课程设计理念,注意逐步聚焦、整体设计,重视教学设计等环节,要在现场观察中培养兴趣。     

教学学术：高校教师专业发展的新维度

教学学术作为一种新的学术理念,淡化了教学与科研的矛盾,丰富了教师专业发展的内涵,对教师专业发展具有重要意义。学校应加强制度建设,营造良好的教学学术氛围;教师要正确认识教学学术与专业发展的关系,理顺教学与科研的关系,加强对教学的交流、反思和实践,以提升高校教师教学学术水平。     

现代教育技术公共课教学内容组织的探讨

现代教育技术作为师范生的公共课之一,其教学内容的组织直接影响学习者对现代教育技术的认知。作为一门交叉学科,现代教育技术公共课的教学内容难免与其它课程学科存在重复。为消除这种重复带来的教学内容的拼凑感,凸显现代教育技术的学科特点,可以依据教学过程组织技术部分的内容,以突出技术应用的教学性,并且把理论内容融合进技术内容,以实现理论的"技术表达"。     

基于网络教学平台的数字课程研究与开发

数字课程是在信息网络环境下,一门学科(教学科目)的数字教学内容,以及在数字教学内容和网络教学平台基础上学生在教师指导下各种活动的总和。数字课程与精品课程相比有着本质的区别,在用户对象、建设内容、网络教学平台以及教学支持服务等方面存在诸多不同。在数字课程出版的整个过程中包含课程作者、出版社、数字课程包、教学支持服务、网络教学支撑平台、用户(教师和学生)等六个要素。该研究参照互联网出版的一般流程来进行数字课程的开发,具体包括选题策划、收集数字资源、数字资源二次开发、补充设计和开发部分数字资源、学习活动设计、平台改造、编辑集成、质量检测、审稿发稿、应用和评价等环节。     

生态化外语教学媒体环境构建的实践思考

生态化的媒体环境构建是有效外语教学的重要支撑,文章分析了教学媒体进化与外语教学的密切关系,通过挖掘和总结当前外语教学中媒体的使用困境,剖析了生态化外语教学媒体环境系统构成与功能,进而构建其系统模型。     

格拉塞斯菲尔德激进建构主义理论认识论特征及对教学设计的影响

从格拉塞斯菲尔德激进建构主义理论关于知识和学习的基本观点出发,对其认识论特征进行研究。指出格氏激进建构主义理论虽然具有强烈的主观主义和相对主义色彩,但其认识论不是预成论而是一种渐成论,是一种既不同于客观主义,也不同于主观主义的第三种认识论。格氏激进建构主义理论对教学设计影响在于教学设计理论基础和教学设计过程模式。     

项目教学法在“单片机原理与应用”中的提升

单片机广泛应用在工业控制、智能系统领域,"单片机原理与应用"是一门理论和实践相结合的课程。根据学生的学习特点,在教学过程中旨在提高学生的学习兴趣,以激发学生的潜能,培养学生的创新能力为目的。基于仿真模拟、拓展的思路,采取一种新的教学方式,取得了良好的效果。     

Teachers’ perceptions and concerns about the implementation of the 2005 preschool curriculum in Tanzania

The aim of this study was to examine teachers’ perceptions and concerns about the implementation of the preschool curriculum developed over 10 years (2005–2015). This paper reports findings from an interpretive case study design in four preschool settings in Tanzania with 12 teachers and 8 parent participants. Data were generated using interviews and documentation. The research focus was on how teachers have implemented the 2005 preschool curriculum. The findings indicate that the implementation of the curriculum was problematic due to teachers’ lack of knowledge of a child-centred pedagogy. In addition there were no teachers qualified to work with young children, overcrowded classrooms, poor teaching and learning environments, and insufficient teaching and learning materials and facilities. This study recommends that to improve the current situation and attain quality provision of early education, teachers need to develop their professional knowledge through in-service training. The government policy planners need to provide initial teacher education, professional development, and conducive teaching and learning environments with available resources for effective teaching and learning practices.