Search results for: Comparative analysis
Page 9/11 105 items
The Design of Pre-service Inclusive Education Courses and their Effects on Self-efficacy: A Comparative Study
The current study compared two versions of a 13-week mandatory undergraduate inclusive education course to determine their effects on the self-efficacy of pre-service elementary education teachers. The study sought to determine whether there were differential effects of the two approaches - one based on a field-based placement and the other employing a course design approach derived from complex adaptive systems. The results showed statistically significant gains in self-efficacy for both approaches, although there were no statistically significant differences between versions of the course.
Updated: Nov. 29, 2010
This paper focuses on students’ perceptions of gender relations in school over the last three decades. The analysis is based on data from three inquiry surveys in Swedish secondary schools. The article compares how young students (a) perceive the behaviour of boys and girls in a classroom situation, (b) value different aspects of family and work in their future lives, and (c) experience the power relations between girls/women and boys/men.
Updated: Oct. 29, 2010
Promoting Student Teachers' Lesson Analysis and Observation Skills by Using Gagn's Model of an Instructional Unit
The current article presents a study of an experimental training methodology for promoting lesson analysis skills in student teachers. This methodology is based on the idea that the quality of lesson analysis skills depends mainly on teachers' perception of relevant instructional events and on their understanding of these events. The experimental intervention consists of student teachers' participation in sessions on guided analysis of videotaped lessons and writing lesson analysis reports. Gagn's model of an instructional unit is used as a theoretical framework for defining a lesson and identifying its critical events.
Updated: Sep. 27, 2010
The Relationship Between Preservice Early Childhood Teachers’ Cultural Values and their Perceptions of Scientists’ Cultural Values
The current article describes research that compares preservice early childhood teachers’ cultural values and the values they believe are held by scientists. Using the Schwartz Values Inventory (SVI) (Schwartz , 1992) preservice early childhood teachers cultural values were assessed, followed by an assessment of the values they believed were held by scientists. Paired T-tests indicated significant differences between preservice early childhood teachers’ cultural values from those they believed scientists held on the domains of power, achievement, stimulation, benevolence, conformity, and security.
Updated: Sep. 19, 2010
In this paper, the author discusses the importance of defining generic competences in alignment with the European definitions. As a case study the generic competences defined by Laurea University of Applied Sciences are compared with European definitions of generic competences. The comparative matrix of generic competences enhances the comparison of learning outcomes in higher education institutions, facilitates credit transfer and the acknowledgement of prior learning.
Updated: Jun. 29, 2010
This article focuses on the relationship between higher education, employability of graduates and students’ satisfaction with their studies. The article draws on European statistics, as well as on data collected at national and/or institutional level in Portugal and Sweden. Employability has been understood as a measure of higher education quality and one of the issues at stake within the Bologna process. The authors discuss if ‘Bologna’ makes a difference regarding graduate employability and students’ satisfaction with their studies, and how the differences between the countries can be understood.
Updated: Jun. 29, 2010
There is much current interest in the impact of early childhood education programs on preschoolers and, in particular, on the magnitude of cognitive and affective gains. To address this issue, a meta-analysis was conducted for the purpose of synthesizing the outcomes of comparative studies in this area. Consistent with the accrued research base on the effects of preschool education, significant effects were found in this study for children who attend a preschool program prior to entering kindergarten. Although the largest effect sizes were observed for cognitive outcomes, a preschool education was also found to impact children's social skills and school progress.
Updated: May. 25, 2010
This paper focuses on the professional and academic development of teacher educators in relation to research. It draws on findings from a small-scale, comparative study of teacher educators in two higher education institutions in the south of England. Twelve interviews—with three teacher educators and three research mentors from each university—were carried out. The authors conclude that the need for an entitlement to and protection of research time is stressed, as well as a range of supportive practices within an active research culture. The authors argue that this aspect of teacher educators’ professional development requires as much attention as the pedagogical aspects of their role.
Updated: Apr. 06, 2010
This article describes a study in which eighth grade students in one school learned to create multimedia mini-documentaries in a six-week history unit on early 19th-century U.S. history. The authors examined the relative benefits for students who participated in a technology-assisted project-based learning experience. The authors also contrasted the students’ experiences to those of students who received a more traditional form of instruction. Results from content knowledge measures showed significant gains for students in the project-based learning condition as compared to students in the comparison school.
Updated: Mar. 02, 2010
This study used Engeström's Cultural- Historical Activity Theory (1987) to examine how portfolio tools, along with external influences and institutional contexts, mediate the experiences of preservice teachers creating program-required portfolios. The analysis revealed the networked nature of portfolio authorship and tensions arising from the network of activity.
Updated: Mar. 02, 2010