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JUNE T. FOX 《Educational theory》1966,16(3):262-270
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Language reading examinations in French and Spanish were administered to students in order to compare the behavior of “natural” four-choice items with “natural” five-choice items rescored as four-choice items after removing the least popular incorrect alternative. No significant differences in the regression systems of these items were found. However, “natural” four-choice items were significantly less reliable than “natural” five-choice items. 相似文献
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The pace of educational reform has been increasing significantly at the global level and teachers have significant roles to play in such reform movements. This paper compares the beginning teacher identity of primary teacher trainees in Trinidad and Tobago with the concept of the teacher that seems to underpin present reform initiatives. Beginning teacher identity, explored through the use of a questionnaire and interviews, is portrayed as images and metaphors. It seems to encapsulate the missionary ideology of teaching and the notion of child-centred pedagogy, with the classroom as the centre of interaction between pupil and teacher. The reforms, on the other hand, look to teachers to support, as well, the decentralisation effort that calls for collaboration with the community, and the promotion of continuous assessment practices that calls for collaboration across grade levels in the school. Both the community focus and the school focus are likely to pose problems for beginning teachers who maintain a classroom focus. The paper highlights the need for reform efforts to take into account the gaps between existing teacher identity images and those envisioned for the reformed system. 相似文献
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In order to increase counselors' effectiveness in cooperative and systemic approaches to problem solving, a large school district offered an in-service consultation program. Two successive training designs were piloted and evaluated. Evaluation of the first training model led to a shortened, revised model that was more efficient and as highly rated by counselor trainees as the earlier, lengthier model. This training program was associated with significant increases in counselor collaboration with faculty and staff. Several recommendations are proposed for further improvements in the training design. 相似文献
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ANNA‐LENA ØSTERN 《课程研究杂志》2013,45(6):657-672
The education of teachers in Swedish Finland is a stage for a powerful display of Finland‐Swedish culture. This paper discusses the voices on this cultural stage, exploring the patterns in the stories these young Finland‐Swedish adults tell about their linguistic and cultural identities. 相似文献
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This article proposes a distinct role for solitude in education, specifically as a means of promoting self-realisation. Solitude is understood as a willed disengagement, as described by Koch, and its relationship to loneliness and to silence is explained. Notwithstanding a degree of disengagement, solitude can be and often is experienced as dialogic, with dialogue not only being internal (dialogue with the self) but also with others, near or distant. Self-realisation is described positively in terms of Macmurray's ‘becoming more real’ and the deep ecology of Naess, and is distanced from psychological and psychotherapeutic approaches to self-actualisation and self-esteem, not least because self-realisation may involve a significant degree of suffering. Drawing on philosophical and literary sources from both Anglophone and Polish traditions, the significance of this research for schooling is not simply organisational (i.e. organising opportunities for those in school to have positive experiences of solitude) but moral and political. 相似文献
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