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1.
Anderson Norton Andrea McCloskey Rick A. Hudson 《Journal of Mathematics Teacher Education》2011,14(4):305-325
In order to evaluate the effectiveness of an experimental elementary mathematics field experience course, we have designed
a new assessment instrument. These video-based prediction assessments engage prospective teachers in a video analysis of a
child solving mathematical tasks. The prospective teachers build a model of that child’s mathematics and then use that model
to predict how the child will respond to a subsequent task. In this paper, we share data concerning the evolution and effectiveness
of the instrument. Results from implementation indicate moderate to high degrees of inter-rater reliability in using the rubric
to assess prospective teachers’ models and predictions. They also indicate strong correlation between participation in the
experimental course and prospective teachers’ performances on the video-based prediction assessments. Such findings suggest
that prediction assessments effectively evaluate the pedagogical content knowledge that we are seeking to foster among the
prospective teachers. 相似文献
2.
ABSTRACTWhile higher education teachers are able to use information in sophisticated ways to learn and communicate within their disciplines, they may not be accustomed to teaching their students to use information creatively and reflectively to support their work in a course. This article introduces informed learning design, a curriculum design model by which teachers specifically enable students to learn course content through intentional engagement with information. Drawing from informed learning pedagogy and the variation theory of learning, the design model outlines an instructional pattern for enabling student awareness of critical aspects and features of the object being studied related to both information use and course content. 相似文献
3.
Lisa Thurlow Peter Ford Grahame Hudson 《The International Journal of Art & Design Education》2019,38(2):478-491
Sketch inhibition is regularly alluded to by educators within design higher education and one with increasingly marked effects on industry. Over the past thirty years, students have been observed to engage less with the manual processes of design development process in favour of other activities perceived as more attractive, to the detriment of their development as effective designers. This article offers an evaluation of literature which supports the importance of sketching to the design process across a variety of disciplines, its anatomy and functions and demonstrates its role in cognitive support, as a language, a means of reflection, communication and storage of information and the micro‐processes it embodies. Initial findings regarding the symptoms of sketch inhibition are presented: from avoidance of studio sessions and minimal design development, to an overreliance on digital tools. It considers causes, ranging from lacking skill‐sets, psycho‐social, to technological, and although further investigation is recommended to establish depth and enable development of an appropriate pedagogical framework for its management within HE, various methods are offered at this stage for use by educators: these include fine art exercises, a rigorous pursuit of quantity and even paper type. 相似文献
4.
Calli Lewis Chiu Donna Sayman Kelly M. Carrero Thomas Gibbon Staci M. Zolkoski Mandy E. Lusk 《Multicultural Perspectives》2017,19(1):47-52
An unfortunate, yet persistent, truth in U.S. public schools is the large achievement gap existing between children from culturally and linguistically diverse backgrounds and their White, middle-class counterparts. The potential for cultural dissonance between contemporary teachers and their students necessitates that educators must persistently seek culturally responsive practices. Much has been written regarding strategies for culturally responsive pedagogy; therefore, this article moves beyond a review of culturally responsive pedagogy. Rather than providing teacher candidates with more suggestions for culturally responsive teaching activities, the authors provide teacher educators with specific resources for facilitating the development of cultural competence among preservice teachers. 相似文献
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Hicken M 《Health information and libraries journal》2004,21(Z2):45-53
To deliver a comprehensive and efficient service to all the community, public libraries must first identify needs and allocate an appropriate level of resources. This article focuses on public libraries in England. It outlines: the Government's policy on social inclusion; the needs of the various socially excluded groups; partnerships and funding; staff training and motivation; and examples of good practice. 相似文献
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Although patellar taping has been shown to reduce pain in participants with patellofemoral pain syndrome, the mechanisms of pain reduction have not completely been established following its application. The purpose of this study was to evaluate EMG activity of vastus medialis and vastus lateralis following the application of patellar taping during a functional single leg squat. Both vastus medialis obliquus-vastus lateralis onset and vastus medialis obliquus/vastus lateralis amplitude of 18 participants with patellofemoral pain syndrome and 18 healthy participants as controls were measured using an EMG unit. This procedure was performed on the affected knee of participants with patellofemoral pain syndrome, before, during, and after patellar taping during unilateral squatting. The same procedure was also performed on the unaffected knees of both groups. The mean values of vastus medialis obliquus-vastus lateralis onset prior to taping (2.54 ms, s = 4.35) were decreased significantly following an immediate application of tape (-3.22 ms, s = 3.45) and after a prolonged period of taping (-6.00 ms, s = 3.40 s) (P < 0.05). There was also a significant difference between the mean values of vastus medialis obliquus-vastus lateralis onset among controls (-2.03 ms, s = 6.04) and participants with patellofemoral pain syndrome prior to taping (P < 0.05). However, there were no significant difference between the ranked values of vastus medialis obliquus/vastus lateralis amplitude of the affected and unaffected knees of participants with patellofemoral pain syndrome and controls during different conditions of taping (P > 0.05). Decreased values of vastus medialis obliquus-vastus lateralis onset may contribute to patellar realignment and explain the mechanism of pain reduction following patellar taping in participants with patellofemoral pain syndrome. 相似文献