Content teaching: innovative and traditional practices

Innovative teaching is sometimes perceived as opposite of traditional teaching, since it is regarded as student-centred and takes on the form of guided construction. This distinguishing feature led to an expectation that traditional teaching practices will be replaced with innovative ones for the purpose of fostering learning. The goal of the present research is to examine this issue by taking a closer look at teaching practices within an innovative learning environment, and their implications for teachers and teacher educators. Our qualitative research was conducted in a secondary school which has implemented such a learning environment. The data analysis is based on sociolinguistic discourse analysis. The findings reveal a variety of teaching practices, which allows teachers to choose the most suitable one for a particular learning requirement. We conclude in proposing to adopt a more complex approach to teaching, and to relinquish the dichotomy between traditional and innovative teaching practices. Theoretical and practical implications of this proposal are presented in the discussion.     

Identification of Good Practices in the Implementation of Innovative Learning Methodologies

We intend to present the partial issues resulted from the development of the European Project DelnTRA ＂cooperation for innovative training methodologies deployment in the European Labour Market＂--Stage 4： Identification of good practices in the implementation of innovative learning methodologies. This project is included into the Lifelong Learning Programme Leonardo da Vinci, Partnerships, DG Education and Culture during the period 2008-2010. The partnership （formed of eight different multi-agent organizations, directly linked to training, entrepreneurial and social environments） has identified more than 20 good practices in the field of innovative learning methodologies and has elaborated the report of stage 4. Our specific contribution is represented by the three best practices identified for Romania, under the comparative frame developed by the partnership.     

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     

一个混合类的Hilbert型不等式

引进一对共轭指数（p,q）,给出了一个带最佳常数因子的混合类Hilbert型不等式及其等价式．     

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.     

最优二叉树在通信编码中的应用

字符出现的频率不同,在传输中采用非等长二进制编码传输会提高传输效率,在字符的出现频率已知前提下,采用最优二又正则树算法,可以得到最佳前缀码.     

周谷城教育活动纪实

周谷城是我国现当代著名历史学家、教育家。本文系学习研究周谷城教育思想的初步探索，仅以时空为序，着重记述他的教育实践活动，同时介绍其政治活动、科研成果及与毛泽东的交往。     

Learning styles in engineering education: the quest to improve didactic practices

This article discusses a dilemma that engineering educators encounter when attempting to develop pedagogical methods: that of finding efficient and scientifically valid didactic practices. The multitude of methods offered by educational consultants is perplexing. Moreover, the popularity of commercially offered solutions such as learning styles testing makes them appear attractive. The study presents one case of application of learning styles, the consequent problems and evaluation of results. It concludes that the use of learning styles is not supported by current pedagogical theories. Practices to foster interdisciplinary understanding between learning sciences and engineering are proposed in order to improve engineering education, most notably collaborative projects between university departments.     

Explanations of attitudes to change: Colombian mathematics teachers’ conceptions of the crucial determinants of their teaching practices of beginning algebra

This article arises from a study whose overall purpose was to investigate the relationship between Colombian mathematics teachers’ conceptions of beginning algebra and their conceptions of their own teaching practices. The teachers’ understandings of their teaching practices were explored with a view to unravelling their conceptions of change in their teaching. Focusing on the perspectives of teachers afforded opportunities that exposed the powerful role that the teachers’ conceptions of social/institutional factors of teaching played in their conceptions of their practices. The degree to which the teachers attributed these (external) factors as crucial reasons for what they do in their teaching was the basis of a categorisation of their conceptions of the crucial determinants of their teaching practices into three types. The findings are particularly relevant to our understanding of the stability of mathematics teaching approaches in the Colombian context but have likely implications for a range of international education contexts. Specific implications for the development of the research into teachers’ conceptions of mathematics and its teaching, and for teacher education programmes are presented.