Employing the five‐factor mentoring instrument: analysing mentoring practices for teaching primary science

Primary science education is a concern around the world and quality mentoring within schools can develop pre‐service teachers' practices. A five‐factor model for mentoring has been identified, namely, personal attributes, system requirements, pedagogical knowledge, modelling, and feedback. Final‐year pre‐service teachers (mentees, n = 211) from three Turkish universities were administered a previously validated instrument to gather perceptions of their mentoring in primary science teaching. ANOVA indicated that each of these five factors was statistically significant (p<.001) with mean scale scores ranging from 3.36 to 4.12. Although mentees perceived their mentors to provide evaluation feedback (95%), model classroom management (88%), guide their preparation (96%), and outline the science curriculum (92%), the majority of mentors were perceived not to assist their mentees in 10 of the 34 survey items. Professional development programmes that target the specific needs of these mentors may further enhance mentoring practices for advancing primary science teaching.     

改进的基于逆模型的旅游信息资源索引算法

在云计算构建下实现对旅游信息的优化调度,提高旅游资源数据的开发和利用效率。传统的旅游信息资源采用经验模态分解的调度算法,通过人工分区实现信息资源的调度模型具有随机性和无组织性,资源分配效率不高。提出一种基于逆模型参数预失真估计的云计算架构下旅游信息资源优化调度模型。设计旅游资源信息调度网络,云计算构架的逆模型网络结构采用BP网络的输出结构,训练包括前向传播信息,反向传播误差两个过程。设计循环堆栈的约束指向矢量,使旅游资源信息调度网络的路由节点的资源分配输出误差最小。采用三亚的5个旅游景点作为研究对象,以2003~2014年度的游客数据作为模型参量,仿真结果表明,模型对旅游资源的融合性能较好,有效剔除簇内非相干数据,提高数据融合效率,分层调度融合度能达到90%以上,优化调度性能优越。     

古代藏书与前图书馆学的发展考略

中国的“前图书馆学”经历了从“图书整理理论”到“藏书管理理论”的发展过程。我国历代王朝都有聚书、整书的措施。历次大规模地整理图书，使“图书整理理论”不断充实完善。汉刘向班固、唐朝魏征、宋代郑樵、清代章学诚都对“图书整理理论”作出了贡献。私人藏书和官府藏书的管理、藏书的公开与公共使用理论繁荣了“藏书管理理论”。古代藏书与前图书馆学斑展联系紧密，相依相存。     

拯救现世人生:西方前浪漫主义、浪漫主义批评的一个诗学话题

拯救现世人生这一问题,在前浪漫主义及浪漫主义时期即已开始进入人们的关注视野.但是,人们的这种关注更多地体现为创作及批评实践中的一种价值标准和立论的出发点,而较少直接呈现为批评话题、成为诗学问题,只是在席勒与华兹华斯的批评实践当中才有一些较为集中的分析、论述.所以,前浪漫主义及浪漫主义批评在对现世人生的拯救这一诗学问题的引入、这一诗学生成领域的开拓上,不可避免地存在着某些局限与不足.     

Understanding Art: Preparing Generalist School Teachers to Teach Art with Artworks

This article focuses on ways of building preservice primary teachers' confidence in teaching art with artworks and, in particular, on how to develop their pedagogical content knowing. It is suggested that through opportunities offered for engaging in observational and reflective practices with artworks an initial groundwork is set that can challenge pre‐service teachers' preconceptions about art and promote an aesthetic form of inquiry. A qualitative approach was followed which included in‐depth interviews with twenty pre‐service teachers regarding their attitudes and knowledge towards artworks. The findings indicate that enhancing teachers' abilities to practice factual inquiries and then move on to interpretive inquiries of artworks can help them learn how to learn about artworks and how to organise meaningful art viewing activities with children. Issues relating to the participants' level of aesthetic understanding are also discussed as participants were asked to engage with artworks and their aesthetic encounters were documented.     

Preparing pre‐service teachers for inclusive classrooms: revising lesson‐planning expectations

The purpose of this article is to explore the use of a lesson‐planning template designed to support and scaffold pre‐service teachers’ lesson‐planning techniques for a wide range of learners in inclusive classrooms. This template is currently used across the final three semesters of a dual certification inclusive elementary and special education teacher preparation programme. This article reports on an empirical study using a mixed methodology that addresses the following question: How do pre‐service teachers, university faculty, supervising teachers and field supervisors perceive their experiences using this template? Addressing that question led to revising the original template. This article concludes with that revised lesson‐planning template.     

The complexities of supporting Asian international pre‐service teachers as they undertake practicum

Increasing numbers of Asian international students are choosing to undertake their tertiary studies in English‐speaking countries. For universities, international students are an important source of revenue. However, Asian international students face multiple challenges in adapting to a foreign culture, understanding the expectations of their role, and adjusting to language, communication and cultural differences. These challenges are manifested, in particular, during practicum or field experience. This paper investigated the concerns of twenty Asian pre‐service teachers before and after their practicum in Australian schools by drawing upon data from focus group interviews. Although language barriers and cultural differences were identified concerns before the practicum, concerns about their relationship with their supervising teachers and the limited time in which they had to learn also emerged after the practicum. Whilst the findings are limited to the present study, implications for supporting Asian international pre‐service teachers during practicum are discussed.     

Kindergarten teachers adjust their teaching practices in accordance with children’s academic pre‐skills

This study examined the extent to which kindergarten children’s academic pre‐skills are associated with their teachers’ subsequent teaching practices. The pre‐skills in reading and math of 1268 children (655 boys, 613 girls) were measured in kindergarten in the fall. A pair of trained observers used the Classroom Assessment Scoring System instrument to observe 49 kindergarten teachers on their emotional support, classroom organisation and instructional support in kindergarten in the spring. The results of the multilevel modelling showed that low levels of academic pre‐skills in kindergarten classrooms in the fall predicted high classroom quality in the classrooms later on. The results suggest that the overall level of children’s academic pre‐skills in the classroom plays an important role in the ways in which teachers adapt their instructional practices to the needs of a particular classroom.     

小学英语教育专业实习生专业现状调查

基于国内外教师专业发展的理论成果对某师范院校小学英语教育专业实习生专业发展现状的调查发现:被试普遍具有较好的英语语言表达能力,求知欲强,信息接触面广,专业发展愿望强烈,但专业发展规划不够明确,也未能掌握行之有效的专业发展方法,课堂教学实践技能薄弱,在将师范教育阶段的理论知识转化为实践能力上还存在较大距离。     

“前喻文化”视域下老年闲暇教育发展研究

随着我国人口老龄化的加剧,老年闲暇教育的重要性越来越凸显。以"年轻一代向年长一代传授、年长一代向年轻一代学习"为特征的前喻文化有利于改变人们的传统观念、拓宽老年闲暇教育内容、丰富老年闲暇教育形式和开拓老年闲暇教育场所。在前喻文化视域下发展老年闲暇教育需要转变老年人观念,树立前喻式教育观;发挥大众媒介作用,营造良好的社会氛围;共建和谐的代际关系,创建良好的家庭环境;有效利用高校资源,发挥高校优势;采取多种措施,发挥社区的载体作用。