Curriculum materials for Grades K-12 that are intended to promote teacher learning in addition to student learning have come to be called educative curriculum materials. How can K-12 curriculum ...materials be designed to best promote teacher learning? What might teacher learning with educative curriculum materials look like? The authors present a set of design heuristics for educative curriculum materials to further the principled design of these materials. They build from ideas about teacher learning and organize the heuristics around important parts of a teacher's knowledge base: subject matter knowledge, pedagogical content knowledge for topics, and pedagogical content knowledge for disciplinary practices. These heuristics provide a context for a theoretically oriented discussion of how features of educative curriculum materials may promote teacher learning, by serving as cognitive tools that are situated in teachers' practice. The authors explore challenges in the design of educative curriculum materials, such as the tension between providing guidance and choice.
The purpose of this study was to examine students' academic self-concept and social presence in face-to-face (FTF) and online version of the same course, and to examine the effects of these two ...variables on student learning achievement and satisfaction. A total of 257 undergraduate students enrolled in a digital design course were randomly assigned to either of two treatments: one offered FTF instruction, and the other offered online instruction. Individual students' academic self-concept, social presence and attitudes towards course were measured by widely-recognized and reliable scales respectively. Results indicated that both academic self-concept and social presence are important factors that are closely related to students' learning achievement and satisfaction, but they are not equally important. FTF students perceived significantly higher social presence than online students; while no significant difference was found on academic self-concept. The effect of social presence on student learning achievement and satisfaction were stronger in online environment than in FTF environment. There was no significant difference between FTF and online students with regard to the effect of academic self-concept on learning achievement and satisfaction. These findings indicate that compared to FTF students, online students are in greater need of higher-level social presence, which has a strong effect on their learning achievement and satisfaction. Academic self-concept is equally important to both FTF and online students. Online students might need more supports on social interaction rather than self-reflection.
•FTF students perceived significantly higher social presence than online students.•FTF and online students perceived equal degree of academic self-concept.•Effect of social presence on learning and satisfaction were higher online than FTF.•Effect of self-concept on learning and satisfaction were equal online and FTF.•Online students need more supports on social interaction than self-reflection.
Anaemia in low-income and middle-income countries Balarajan, Yarlini, MRCP; Ramakrishnan, Usha, PhD; Özaltin, Emre, MSc ...
The Lancet (British edition),
12/2011, Letnik:
378, Številka:
9809
Journal Article
Recenzirano
Anaemia affects a quarter of the global population, including 293 million (47%) children younger than 5 years and 468 million (30%) non-pregnant women. In addition to anaemia's adverse health ...consequences, the economic effect of anaemia on human capital results in the loss of billions of dollars annually. In this paper, we review the epidemiology, clinical assessment, pathophysiology, and consequences of anaemia in low-income and middle-income countries. Our analysis shows that anaemia is disproportionately concentrated in low socioeconomic groups, and that maternal anaemia is strongly associated with child anaemia. Anaemia has multifactorial causes involving complex interaction between nutrition, infectious diseases, and other factors, and this complexity presents a challenge to effectively address the population determinants of anaemia. Reduction of knowledge gaps in research and policy and improvement of the implementation of effective population-level strategies will help to alleviate the anaemia burden in low-resource settings.
The purpose of this study is to examine how secondary student teachers are educated to teach with ICT through an English as a Second Language (ESL) didactics course offered at a teacher education ...program in Norway. Using a case study methodology, four cohorts of postgraduate student teachers were examined over 4 academic semesters. The students were qualifying to teach ESL in secondary school. Data were collected through surveys, participant observations, and semi-structured interviews. A theoretical model for digital competence development was used as an analytical lens in the data analysis. Findings indicate that the mastery and appropriation of teaching ESL with ICT varies amongst student teachers. Through their studies, the overall digital competence development is both enabled and inhibited by a number of factors such as modeling, scaffolding learning experiences, linking theory and practice, reflection, access to resources and support, innovative assessment practices, and collaborative learning. The implications that these findings have for teacher education are discussed.
•A model was used to investigate digital competence development in teacher education.•Various approaches help develop ESL student teachers digital competence.•Teacher educators and mentors are important role models in teaching with ICT.•Student teachers need learning experiences with integrating ICT in ESL teaching.•Innovative teaching with ICT requires more than mastery of basic digital skills.
Cette contribution s'ancre dans une réflexion développée au cours d'un projet de recherche-action sur l'intercompréhension avec des éleves du secondaire. Ce projet répond aux besoins des institutions ...scolaires italiennes de promouvoir des formations aidant les éleves a développer des compétences transversales et a réfléchir a leur avenir professionnel. Nous présenterons tout d'abord les orientations des institutions européennes qui ont encouragé une réflexion des États membres sur les pratiques éducatives a mettre en œuvre afin de favoriser le développement des citoyens européens. Ensuite, nous analyserons le cadre normatif italien répondant aux sollicitations émanant de la Commission Européenne sur l'éducation. Enfin, nous décrirons le déroulement d'une formation mise en place a l'Université de la Tuscia qui s'insere dans le cadre des parcours pour le développement de compétences transversales et pour l'orientation (PCTO) proposant des activités pour le développement de stratégies d'intercompréhension de l'écrit.
The present study developed a web-based argumentation program (WAP) to support the science concept and argumentation learning of low achievers (LAs) in socio-scientific issue (SSI) contexts. A ...quasi-experimental design was applied in the present study. A total of 63 eighth-grade LAs were defined as the experimental group, while 62 of their peers who were medium achievers (MAs) were defined as the control group. The WAP was developed based on three principles to address the specific needs of the LAs: visualizability, interactivity, and multiplicity. The statistical results showed that both the MAs and LAs exhibited significant improvements in both conceptual learning and argumentation learning. However, the LAs acquired better and more balanced improvement in their science argumentation learning. They even outperformed their peers in the MA group in terms of using level 1 claims and qualifiers in the WAP. Meanwhile, the qualitative analysis showed that both the LAs and MAs had no problems with using claims, warrants, or rebuttals. Most of the LAs basically saw the SSI argumentation as a competition and understood that they could potentially strengthen their arguments by citing evidence. However, they found it difficult to construct higher level qualifiers because they had difficulty perceiving the limitations of their own arguments. The co-constructions in the WAP were a main factor influencing the degree and sequence of the LAs’ improvements in using claims, warrants, and rebuttals. We subdivided their co-constructions into two types: opposed and supportive. The two types of co-constructions provided the students with various paths through which they can reflect on and evaluate their knowledge. This indicates that there is much potential for the further development of web-based scaffolding in order to facilitate argumentation learning for LAs.
•A web-based program for argumentation learning of low achievers (LAs) was developed.•Their argumentation and conceptual learning regarding socio-scientific issues were explored.•They had no problems with using claims, warrants, and rebuttals in web-based argumentation.•A difficulty was to use qualifier and to perceive the limitations of their own arguments.
This study explores the effects of formative feedback on students' metacognitive skills when using feedback strategies with polling technology. Using a randomized field experiment among 633 physics ...students in six schools in Dutch secondary education, we study assessments with the polling technology Socrative, by dividing students into three groups. Students in the cooperative group use a combination of peer discussions and teacher feedback, while students in the individual group use teacher feedback. To compare differences in metacognitive skills, students in the control group only use Socrative, but do not receive formative feedback from either teacher or peers. The results show that there is a significant positive effect of the cooperative treatment on both metacognitive skills and motivation in comparison with the control group. We find that students with low metacognitive skills benefit significantly more from the cooperative treatment than students with high metacognitive skills. No effects are found for the individual treatment. However, girls significantly increase their metacognitive skills and are more motivated than boys, when using an individual treatment. Additionally, a mediation analysis shows that motivation partially mediates the cooperative treatment and metacognitive skills. Based on these results, we recommend a combination of peer discussions and teacher feedback in physics courses.
•A cooperative treatment is effective in improving metacognition.•A cooperative treatment is effective for students with low metacognitive skills.•Girls improve their metacognitive skills and motivation in an individual treatment.
Students have been multiply impacted by the COVID-19 pandemic: threats to their own and their family’s health, the closure of schools, and pivoting to online learning in March 2020, a long summer of ...physical distancing, and then the challenge of returning to school in fall 2020. As damaging as the physical health effects of a global pandemic are, much has been speculated about the “second wave” of mental health crises, particularly for school-aged children and adolescents. Yet, few studies have asked students about their experiences during the pandemic. The present study engaged with over two thousand (N = 2,310; 1,288 female; Mage = 14.5) 12- to 18-year-old Alberta students during their first few weeks of return-to-school in fall 2020. Students completed an online survey that asked about their perceptions of COVID-19, their fall return-to-school experiences (84.9% returned in-person), their self-reported pandemic-related stress, and their behavior, affect, and cognitive functioning in the first few weeks of September. The majority of students (84.9%) returned to school in person. Students reported moderate and equal concern for their health, family confinement, and maintaining social contact. Student stress levels were also above critical thresholds for 25% of the sample, and females and older adolescents (age 15–18 years) generally reported higher stress indicators as compared to males and younger (age 12–14 years) adolescents. Multivariate analysis showed that stress indicators were positively and significantly correlated with self-reported behavioral concerns (i.e., conduct problems, negative affect, and cognitive/inattention), and that stress arousal (e.g., sleep problems, hypervigilance) accounted for significant variance in behavioral concerns. Results are discussed in the context of how schools can provide both universal responses to students during COVID-19 knowing that most students are coping well, while some may require more targeted strategies to address stress arousal and heightened negative affect.
The present study aimed to identify overall stress and salient stressors experienced by adolescents from different education tracks and self-perceived ethnic backgrounds. A total of 1489 adolescents ...(M = 13.40 years; SD = 0.89 years) from nine Dutch secondary schools participated. Self-reported stressors were measured with the adapted version of the Adolescent Stress Questionnaire – Short. After controlling for age, gender, country of birth, and school classes, results showed that overall stress did not differ for educational track nor for ethnic background subgroups. Adolescents in academic education reported more stress from school-related stressors than adolescents attending vocational education. Adolescents with a mixed ethnic background (i.e., Dutch and another ethnicity) reported more stress regarding school-related stressors than adolescents with a Dutch ethnic background. These differences between adolescents of different educational tracks and ethnic backgrounds have implications for intervention programs targeting specific stressors.
Cet article questionne la construction des décisions politiques sur l'école avec la double contrainte d'une recherche du consensus, ancrée dans la politique suisse, et la présence d'entrepreneurs de ...morale (Becker, 1985). Nous analysons les tensions que cela engendre sur la conception d'une réforme de l'enseignement secondaire I et les formes que prend le conflit. Les analyses montrent une surpolitisation des questions éducatives, exacerbant les divisions entre les acteurs de l'action publique.
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