ISRN Education最新文献_第4页

Lab Attendance and Academic Performance 实验室出勤率和学习成绩

ISRN Education Pub Date : 2012-08-05 DOI: 10.5402/2012/364176

Kirk Adair, Omari H. Swinton

引用次数: 12

Virtual Tutoring and Counseling in Schools 学校中的虚拟辅导和咨询

ISRN Education Pub Date : 2012-07-19 DOI: 10.5402/2012/816590

E. Cano, E. L. Meneses

引用次数: 4

Effects of History and Culture on Attitudes toward Special Education: A Comparison of Finland and Norway 历史文化对特殊教育态度的影响:芬兰与挪威的比较

ISRN Education Pub Date : 2012-06-26 DOI: 10.5402/2012/161039

M. Takala, R. Hausstätter

{"title":"Effects of History and Culture on Attitudes toward Special Education: A Comparison of Finland and Norway","authors":"M. Takala, R. Hausstätter","doi":"10.5402/2012/161039","DOIUrl":"https://doi.org/10.5402/2012/161039","url":null,"abstract":"This paper discusses the role of special education in Finland and Norway. There are major differences in how special education is understood in these countries. The different perspective that Finland and Norway have on the concept of inclusion is also striking. The PISA test results show that the Finnish school is performing well, partly because of flexible part-time special education; the early intervention strategy also plays a role in this success. These aspects are making Finnish schools inclusive; support is offered immediately when it is needed without any bureaucratic process. An effective teacher education program is also a key element in creating a successful school system. Norway’s relatively weak educational results could mean that despite their strong focus on inclusion, Norwegian schools are not inclusive. The quality of special education is debated. If it is true that special education is helping to create success in schools, then clearly there is a need to discover more about the different systems and what factors may influence that success. \u0000Despite the close geographical and political relationship between Norway and Finland, there exists clear differences in the educational area.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129002596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

Multicultural Intensity: The Case of Jewish and Arab Students 多元文化的强度:犹太和阿拉伯学生的案例

ISRN Education Pub Date : 2012-06-06 DOI: 10.5402/2012/291782

S. Shamai, Tamar Hager

引用次数: 4

Tools for Change: An Examination of Transformative Learning and Its Precursor Steps in Undergraduate Students 变革的工具:对大学生变革学习及其前驱步骤的考察

ISRN Education Pub Date : 2012-05-10 DOI: 10.5402/2012/234125

Sabra E. Brock, I. Florescu, Leizer Teran

引用次数: 13

Scaffolding: Meaningful Sequences during the Training Phase of a Learning Potential Test? 脚手架:在学习潜能测试的训练阶段有意义的序列?

ISRN Education Pub Date : 2012-05-08 DOI: 10.5402/2012/456094

G. M. Aalsvoort, F. V. Loo, P. Geert

{"title":"Scaffolding: Meaningful Sequences during the Training Phase of a Learning Potential Test?","authors":"G. M. Aalsvoort, F. V. Loo, P. Geert","doi":"10.5402/2012/456094","DOIUrl":"https://doi.org/10.5402/2012/456094","url":null,"abstract":"This study aimed at revealing scaffolding sequences of behavior during the training phase of a learning potential test. Involved were two conditions of four children with learning gains and four children without learning gains after the training phase of the subtest Classification of the Application of Cognitive Functions Scales. This subtest included three tasks: classification of color, form, and size. A dynamic system approach was used to describe the existence of four types of scaffolding that supposedly underlie the training phase. A microgenetic data analysis of the videotapes allowed coding of the behaviors of the training phase from the children and the diagnostician. Four sequences of scaffolding were defined, asking for attention of the child and giving attention as a child, asking for understanding of the child and responding to the diagnostician as a child; giving feedback to the child and responding to the feedback of the child, and offering strategies to the child and using strategies as a child. The results revealed no significant differences in the number of sequences between the conditions. Changes, however, were exposed in the relative frequency of each type of scaffolding from subtask 1 to 3. Moreover, the hierarchy of frequency of sequences differed between the conditions. The description of the findings of a boy from each condition in frequency per sequence, rainbow plot, and representative transcript revealed emergence of sequences over time. The findings are discussed with regard to theoretical reflections and methodological issues.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125256615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Investigating Peer Instruction: How the Initial Voting Session Affects Students' Experiences of Group Discussion 调查同伴指导:初始投票环节如何影响学生的小组讨论体验

ISRN Education Pub Date : 2012-04-26 DOI: 10.5402/2012/290157

K. L. Nielsen, G. Hansen-Nygård, J. Stav

引用次数: 28

Logics of Educational Stratification: A Cross-National Map of Educational Inequality 教育分层的逻辑:教育不平等的跨国地图

ISRN Education Pub Date : 2012-03-26 DOI: 10.5402/2012/109647

Raphaela Schlicht-Schmälzle, Kathrin Ackermann

引用次数: 3

Education in Global Health: Experience in Health-Promoting Schools Provides Trainees with Defined Core Competencies 全球健康教育:促进健康学校的经验为受训人员提供明确的核心能力

ISRN Education Pub Date : 2012-03-13 DOI: 10.5402/2012/718303

S. Moodley, A. Kasangaki, A. Kasangaki, A. Macnab, A. Macnab

{"title":"Education in Global Health: Experience in Health-Promoting Schools Provides Trainees with Defined Core Competencies","authors":"S. Moodley, A. Kasangaki, A. Kasangaki, A. Macnab, A. Macnab","doi":"10.5402/2012/718303","DOIUrl":"https://doi.org/10.5402/2012/718303","url":null,"abstract":"Introduction. Medical education has defined essential “universal” core competencies. The value of global health education gained through participation in a health-promoting school project was assessed using Canada’s CanMEDS roles and competencies. Methods. The project involved health care trainees in delivery of “Brighter Smiles,” a global health education program addressing children’s oral health in Canada and Uganda based on the WHO health-promoting (HP) school model. Multidisciplinary teams first visit a Canadian First Nations community for an introduction to HP schooling, team building, and experience working in different cultural environments and then have 4–6 weeks of global health project delivery in rural HP schools in Uganda in partnership with local College of Health Sciences trainees/faculty. Learning opportunities afforded were evaluated by conventional questionnaire and pilot categorization against the 7 CanMEDS roles (divided into 126 core competencies). Results. All collaborator and health Advocate competencies and 16/17 of the communicator roles were addressed. Overall, project experience included 88 (70%) of the 126 competencies. Conclusions. This pilot suggests CanMEDS criteria can be used to effectively evaluate trainee participation in HP school program delivery, allowing the comprehensive educational opportunities to acquire global health knowledge and skills reported by conventional evaluation to be formally categorized against defined educational roles and competencies.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115809300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Incidental and Intentional Instruction on Discussion Techniques: Assessing Complexity Issue 关于讨论技术的偶然和有意的指导:评估复杂性问题

ISRN Education Pub Date : 2012-03-07 DOI: 10.5402/2012/853460

M. Rahimpour, Zohre Mohamadi

引用次数: 2