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Using Literacy Strategies to Support a Preservice Teacher Candidate in Becoming an Effective Teacher 使用识字策略支持职前教师候选人成为一名有效的教师
Laveria F. Hutchison
This qualitative investigation used a case study approach to collect data to answer this question: Did a preservice teacher candidate enrolled in a content literacy course while seeking initial middle-level teacher certification find literacy strategies useful in the instruction of seventh-grade science students? This study reports findings collected from one preservice teacher candidate, along with course peers, seeking initial certification for middle-level instruction. Data collection included an interview, member checking, and observations. Over the fifteen-week period of instruction in an undergraduate content literacy course, data provided evidence that literacy strategies used by a preservice teacher candidate in the instruction of science for middle-level students provided effective acquisition of instructional content.
这个定性调查使用案例研究的方法来收集数据来回答这个问题:在寻求初级中级教师证书的过程中,参加内容扫盲课程的职前教师候选人是否发现扫盲策略对七年级理科学生的教学有用?本研究报告收集了一位职前教师候选人的调查结果,以及课程同伴,寻求中级教学的初始认证。数据收集包括访谈、成员检查和观察。在为期15周的本科内容扫盲课程教学中,数据提供了证据,证明在中级学生科学教学中,职前教师候选人使用的扫盲策略可以有效地获取教学内容。
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引用次数: 0
Relationships of Demographic and School Related Variables to Curriculum Improvement Skill Scales for Graduating Business Students 人口统计学和学校相关变量对商科学生课程改进技能量表的影响
Gary Blau, R. Drennan
Business schools continue to monitor student perceptions of their curriculum during the ongoing pandemic. 274 graduating business seniors filled out a Spring 2022 exit survey asking their perceptions about the business school’s curriculum improving their abilities on twelve goals. A factor analysis of these twelve individual items resulted in keeping all items and creating three smaller scales (items/scale): Business Problem Solving (6 items), Presentation Skills (3 items) and Team-related Skills (3 items). These three scales were found to be reliable and sufficiently distinct from each other. Overall, students perceived that the business school’s curriculum improved their team-related skills significantly more than business problem solving and presentation skills. Grade Point Average or gender were not related to any scale improvement differences. Paired t-test results included finding that transfer students indicated significantly higher improvement on business problem solving and team-related skills than non-transfer students. In addition, non-quantitative majors showed higher improvement on presentation skills than quantitative majors. A stronger baseline for these three curriculum improvement scales has now been established for follow-up monitoring. Results are further discussed.
在持续的大流行期间,商学院继续监测学生对其课程的看法。274名即将毕业的商业专业大四学生填写了一份2022年春季毕业调查,询问他们对商学院课程在12个目标上提高他们能力的看法。对这12个单独的项目进行因素分析,结果保留了所有的项目,并创建了三个较小的规模(项目/规模):业务问题解决(6个项目),演讲技巧(3个项目)和团队相关技能(3个项目)。这三个量表被发现是可靠的,彼此之间有足够的区别。总体而言,学生们认为商学院的课程提高了他们的团队相关技能,而不是商业问题解决和演讲技能。平均绩点或性别与量表改善差异无关。配对t检验结果包括发现转学生在解决商业问题和团队相关技能方面比非转学生有显著更高的提高。此外,非定量专业的学生在表达能力上的提高也高于定量专业的学生。现在已经为这三个课程改进比额表制定了一个较强的基线,以便进行后续监测。对结果进行了进一步的讨论。
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引用次数: 0
Developmental Trajectories of Preschool Children’s Bullying Behavior: Prediction of Peer Relationships 学龄前儿童欺凌行为的发展轨迹:同伴关系的预测
Minghao Zhang, Zhongxia He, Kedi Zhao, Mingxue Xu, Yaohua Zhang, Xinfei Li, Xiaohui Xu
A longitudinal study was conducted with 425 preschool children during a one-and-a-half-year period to investigate the developmental trajectory of preschool children’s bullying behavior and the prediction of peer relationships in this trajectory. The latent growth curve model (LGCM) and mixed growth model (GMM) were conducted on Mplus to investigate the normative development trajectory and heterogeneity of preschool children’s bullying behavior. Results showed that: (1) In general, preschool children’s bullying increased with age, and two significantly different sub-trajectories were identified through the model-fitting parameters. One was the “low-slow increasing” group, accounting for 88.47% of participants; the other group was the “high-fast decreasing” group, accounting for 11.53% of participants. (2) Peer rejection positively predicted preschool children’s bullying behavior, while peer acceptance and gender were not significant predictors. This study uncovered preschool children’s bullying behavior from a developmental perspective and provided further theoretical evidence for future intervention programs to reduce bullying behaviors.
本文对425名学龄前儿童进行了为期一年半的纵向研究,探讨了学龄前儿童欺凌行为的发展轨迹及其对同伴关系的预测。采用潜在生长曲线模型(LGCM)和混合生长模型(GMM)在Mplus上研究学龄前儿童欺凌行为的规范性发展轨迹和异质性。结果表明:(1)总体上,学龄前儿童的欺凌行为随年龄增长而增加,并通过模型拟合参数识别出两条显著不同的子轨迹。一类是“低-慢增长”组,占88.47%;另一组为“高-快下降”组,占11.53%。(2)同伴拒绝正向预测学龄前儿童的欺凌行为,而同伴接受和性别不显著预测。本研究从发展的角度揭示了学龄前儿童的欺凌行为,为未来减少欺凌行为的干预方案提供了进一步的理论依据。
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引用次数: 1
Diagnostically Cognitive Assessment of Complex Semantic Explanations and Learning: A Bayesian Network Approach 复杂语义解释和学习的诊断性认知评估:贝叶斯网络方法
Zhidong Zhang
This study explored a diagnostically cognitive assessment model for the ANOVA score model emphasizing semantic explanations. The study used the mixed methods designs, in which the ANOVA score model was decomposed into measurable components. This consists of the proficiency student model. Such kinds of data were transferred to a quantitative representation via the Bayesian network model of the ANOVA score model and semantic explanation assessment. This diagnostically cognitive assessment consists of 28 variables hierarchically, which are explanatory variables and evidence variables. Nine variables are explanatory variables that are latent. Nineteen variables are evidence variables that collect students’ learning information and propagate the information to the explanatory variables. The data are simulated data; the semantic explanations from twelve students were recorded and input into the nineteen evidence variables. Semantic explanations indicate 3 levels: lower level, medium level and high level. The score should be more than 82 points, which indicates a mastery level. The study also suggests that if a student achieves a high score in a module, the student has a better chance of achieving a high score in the overall assessment model.
本研究为强调语义解释的ANOVA评分模型探索了一种诊断性认知评估模型。本研究采用混合方法设计,将ANOVA评分模型分解为可测量分量。这包括熟练学生模型。这些数据通过ANOVA评分模型的贝叶斯网络模型和语义解释评估转换为定量表示。该诊断性认知评估分为解释变量和证据变量28个变量。9个变量是潜在的解释变量。19个变量是证据变量,它们收集学生的学习信息,并将这些信息传递给解释变量。所述数据为模拟数据;12名学生的语义解释被记录并输入到19个证据变量中。语义解释分为低级、中级和高级三个层次。成绩应在82分以上,即达到精通水平。该研究还表明,如果一个学生在一个模块中获得高分,那么他在整体评估模型中获得高分的机会就更大。
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引用次数: 3
A Comparative Study of the Current Education Disciplinary Regulations in England Versus China 英国与中国现行教育纪律制度比较研究
Kaiyi Yang, Danjv Qiao
Since the Chinese Education Disciplinary Rules for Primary and Secondary Schools (Trial), i.e., The Trial Rules (TTR) was first put into practice, its implementation has been limited because of teachers’ ignorance and misconduct. A comparative study is needed to shed light on these issues and promote TTR policies. As a country based on case law and a centralised educational system, England represents an appropriate reference. The present study compares the history and latest regulations in education between two countries (England and China) in terms of the participants and processes involved in education discipline. It is important to note that TTR has a shorter history than the system in England, and therefore, it provides relatively limited guidance for classroom teachers because there has not been enough practical or theoretical feedback. However, considering the regulations about the education disciplinary process (e.g., deviance, discipline, and feedback), TTR has formed a relatively well-developed stipulations for the latter two steps, while further details must be developed to better address deviance. Overall, more referential cases are needed as guidance for teachers.
《中国中小学教育纪律规则(试行)》即《试行规则》(TTR)自实施以来,由于教师的无知和不当行为,其实施受到了限制。需要进行比较研究,以阐明这些问题,并促进TTR政策。作为一个以判例法和中央集权教育体系为基础的国家,英国是一个合适的参考。本研究从教育学科的参与者和过程两方面比较了中英两国的教育历史和最新的教育规则。值得注意的是,与英国相比,TTR的历史较短,因此,由于没有足够的实践或理论反馈,它对课堂教师的指导相对有限。然而,考虑到教育惩戒过程的规定(如偏差、纪律和反馈),TTR对后两个步骤已经形成了比较完善的规定,但需要进一步制定细节来更好地解决偏差。总体而言,需要更多的参考案例作为教师的指导。
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引用次数: 0
The Transformation From Leadership Behavior to Leadership Thinking 从领导行为到领导思维的转变
Lanqing Xu
Foreign research on teacher leadership has experienced three waves, from the personal behavior of teacher leaders to teaching ability and then to a position or a way of thinking. The behavior theory of teacher leadership mainly focuses on the formal position of teacher leaders, and sees the specific tasks of teacher leaders. The theory of teacher leadership mainly points to the classroom teaching leadership of teachers. Both see teacher leadership as an individual effort. On the other hand, the thinking mode of teacher leadership regards teacher leadership as a process of changing schools, a way and strategy to change organizational culture structure, and a collective effort. The research on teacher leadership has potential value for school improvement, which requires further clarifying the purpose of improving teacher leadership. The root of teacher leadership is to cultivate teachers’ sense of responsibility, promote the growth and development of teacher leadership from an appreciation perspective, and cultivate teachers’ appreciation eyes and appreciation ability.
国外对教师领导的研究经历了从教师领导的个人行为到教学能力再到一种立场或一种思维方式的三次浪潮。教师领导行为理论主要关注教师领导的正式地位,看到教师领导的具体任务。教师领导理论主要指向教师的课堂教学领导。他们都认为教师的领导力是个人的努力。另一方面,教师领导的思维模式将教师领导视为改变学校的过程,是改变组织文化结构的方式和策略,是一种集体努力。教师领导的研究对学校改进具有潜在的价值,但需要进一步明确提高教师领导的目的。教师领导的根本在于培养教师的责任感,从欣赏的角度促进教师领导的成长和发展,培养教师的欣赏眼光和欣赏能力。
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引用次数: 0
Role of Socio-economic Indicators in Development and Education 社会经济指标在发展和教育中的作用
A. Ciferri, A. Soldi, Cinzia Bongianni
Combinations of broad-defined indicators of wellbeing, social harmony, education, etc., have been used to provide comparative assessments of socio-economic conditions in various nations and stimulate policy changes. In this short review we compare conceptual frameworks and actual models based on subjective (social) and objective (analytical) socio-economic indicators. An interplay of subjective and objective indicators is also the basis of an approach for interdisciplinary education of young generations, particularly in nations characterized by ethnic conflicts and/or poor wealth distribution. The interaction between social and economic indicators suggests the need of a more integrated socio-economic outlook.
广泛定义的福利、社会和谐、教育等指标的组合已被用来对各国的社会经济状况进行比较评估,并刺激政策变化。在这篇简短的综述中,我们比较了基于主观(社会)和客观(分析)社会经济指标的概念框架和实际模型。主观和客观指标的相互作用也是青年一代跨学科教育方法的基础,特别是在以种族冲突和/或财富分配不佳为特点的国家。社会和经济指标之间的相互作用表明,需要一个更加综合的社会经济前景。
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引用次数: 0
From Making "Tools" to Becoming "People" -- The Transformation and Experience of American Educational Punishment Governance 从“工具”到“人”——美国教育惩戒治理的转型与经验
Jiayi Chen
In recent years, it has been known from the network news that American school bullying incidents are frequent, its severity and concealment are gradually increasing, and the main body of bullying is also getting younger and younger. American bullying not only causes severe damage to the physical and mental health of minors but destroys the order of the daily management of the school and also increases the risk of the safety of the campus, on the harmfulness of more significant social issues, such as the United States in most cases, it still takes criticism education some force weaker moral means, the effective governance bullying is not enough. The rule of law is the most effective way to achieve social governance. Every student's campus life is a drill for the future in social life. Their behaviour will eventually affect the public social order. Therefore, American society has put forward a zero-tolerance policy for school bullying. Many public schools in the United States have the characteristics of exclusion, punishment, and decriminalization in managing students' violations and malicious bullying. It not only fails to give full play to the educational nature of punishment effectively but also aggravates severe social problems such as minors dropping out of school, low-school employment, and juvenile delinquency, which increases the educational cost of American society and the cost of colonial governance and management. Under the guidance of the concept of supporting policy, the federal government by eliminating the repellent of early childhood environment discipline, creating a safe and supportive learning environment, promote education in different stages of the field to carry out the resilience measures such as justice, fair and continue to encourage educational discipline, promote the development of children's social emotion and behavior, to guide students to learn and grow in the wrong, American academic punishment has successfully realized the successful transformation of teaching philosophy and education reform, which is worthy of practical reference and complete reference for China's current treatment of school bullying incidents. Better promoting Chinese education can also embark on equitable and healthy future development.
近年来,从网络新闻中了解到,美国校园欺凌事件频发,其严重性和隐蔽性逐渐增加,欺凌主体也越来越年轻化。美国的校园霸凌现象不仅对未成年人的身心健康造成严重损害,而且破坏了学校日常管理的秩序,也增加了校园安全的风险,在危害性上更为显著的社会问题上,如美国在大多数情况下,仍然采取批判教育的一些力量较弱的道德手段,对霸凌现象的有效治理是不够的。法治是实现社会治理的最有效途径。每个学生的校园生活都是对未来社会生活的演练。他们的行为最终会影响公共社会秩序。因此,美国社会对校园欺凌行为提出了零容忍政策。美国许多公立学校在处理学生违规和恶意欺凌行为时,都具有排斥、惩罚和非刑事化的特点。它不仅没有有效发挥惩罚的教育性质,而且加剧了未成年人辍学、低就业率、青少年犯罪等严重的社会问题,增加了美国社会的教育成本和殖民统治管理的成本。在支持政策理念的指导下,联邦政府通过消除对幼儿环境纪律的排斥,营造安全和支持性的学习环境,促进教育领域不同阶段开展公正、公平和持续鼓励教育纪律等弹性措施,促进儿童社会情感和行为的发展,引导学生在错误中学习和成长;美国的学刑成功地实现了教学理念和教育改革的成功转型,对中国当前处理校园霸凌事件值得实践借鉴和完全借鉴。更好地促进中国教育也可以走上公平和健康的未来发展。
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引用次数: 0
How to Create a Safe Space When Teaching Controversial Issues in China 如何在中国创设一个安全的教学空间
Zhixuan Wang
In order to make students adapt to democratic life, educators have a responsibility and obligation to bring controversial topics into the classroom. A safe space is needed for the discussion of controversial topics in the classroom without any intrusion. However, the author of this article found that the concept of safe space is rarely mentioned in China. Therefore, this essay critically analyses five national and regional studies on safe spaces to suggest how safe spaces could be achieved in Chinese classrooms for teachers and students.
为了使学生适应民主生活,教育者有责任和义务将有争议的话题带入课堂。在教室里讨论有争议的话题需要一个不受干扰的安全空间。然而,本文作者发现,安全空间的概念在中国很少被提及。因此,本文批判性地分析了五项关于安全空间的国家和地区研究,以建议如何在中国教室中为教师和学生实现安全空间。
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引用次数: 0
Improving Gender Equality in China Through Education: Redistribution and Recognition 通过教育促进中国性别平等:再分配与承认
Yiyao Cao
This paper focus on China’s development in education and its relationship with gender equality within the nation from the 1940s to current years, examining its progress and challenges, as well as attempts made through the challenges and underestimated aspects.
本文以20世纪40年代至今中国教育的发展及其与国内性别平等的关系为研究对象,考察其进步与挑战,以及通过挑战与被低估的方面所做的尝试。
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引用次数: 0
期刊
International Journal of Education and Development using Information and Communication Technology
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