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教育
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- Academy of Management Learning & Education
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体育
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- Annals of Applied Sport Science
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- Journal for the Study of Sports and Athletes in Education
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- Physical Activity Review
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- Recreational Sports Journal
- Soccer & Society
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特殊教育
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- American Annals of the Deaf
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- Learning Disability Quarterly
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- Research and Practice for Persons with Severe Disabilities
- Rural Special Education Quarterly
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- The Journal of Special Education
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Transitioning University Courses Online in Response to COVID-19 Journal of Teaching and Learning Pub Date : 2020-05-30 David Michael Telles-Langdon
As the world reeled from the realization that a pandemic of a magnitude not seen in a century was upon us, and that physical distancing to reduce the speed of transmission was going to necessitate suspension of regular classes, university faculty members scrambled to convert their planned lectures from in-person to online formats This article describes one faculty member's experiences using a flipped
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The Development and Use of a Multiple-Choice Question (MCQ) Assessment to Foster Deeper Learning: An Exploratory Web-Based Qualitative Investigation Journal of Teaching and Learning Pub Date : 2020-05-28 Gareth R. Davies, Hereward Proops, Clare M. Carolan
This paper reports on the development and piloting of a new model of multiple-choice question (MCQ) assessment used in two undergraduate degree modules at a tertiary university. The new model was purposefully designed to promote deeper learning closely aligned with the SOLO taxonomy. Students were invited to participate in an exploratory qualitative study exploring their experience of learning using
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The Open Page Project Journal of Teaching and Learning Pub Date : 2020-05-28 Bonnie Stewart
This paper overviews an Open Educational Resource (OER) project aimed at developing digital literacies and open educational practice within a Faculty of Education. The project, titled The Open Page, modelled and enacted three core digital learning principles – produsage, presence, and authentic audiences – for a broad audience of faculty and educators through the creation of videos and podcasts about
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Finnish Upper Secondary School Students’ Perceptions of Their Teachers’ Assessment Practices Journal of Teaching and Learning Pub Date : 2020-03-01 Toni Mäkipää, Najat Ouakrim-Soivio
The paper addresses Finnish students’ perceptions of assessment practices in upper secondary school. We study what experiences students have about assessment, and how they assess their ability to use and understand teachers’ feedback. The data were gathered on a web-based questionnaire to 918 students in four upper secondary schools. The questionnaire contained both closed-ended and open-ended questions
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Joyful Number Talks in Kindergarten Journal of Teaching and Learning Pub Date : 2020-03-01 Deanna Marie Pecaski McLennan
This article discusses the use of number talks to engage kindergarten children in regular joyful math opportunities in the classroom. As an educator of four- and five-year-old students in a full day kindergarten (FDK) program in Ontario, Canada, I embrace inquiry-based learning to guide children’s activities. Inspired by the childcare centres in Reggio Emilia, Italy, I continually support and scaffold
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Teacher Candidates’ Expectations: Equity Education, Critical Literacy, and Indigenous Students’ Epistemologies Journal of Teaching and Learning Pub Date : 2020-03-01 Lorenzo Cherubini
Culturally responsive teachers respond positively to students’ cultural norms and traditions by creating inviting and meaningful learning opportunities that distinguish between Indigenous and western perspectives; however, in classrooms where teachers’ understanding of Indigenous epistemologies and worldviews are not necessarily sufficiently represented, Indigenous students not only often feel marginalized
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Reflections of an Ontario Student Teacher in Scotland: Cultural Language and Cross-Cultural Classroom Management Journal of Teaching and Learning Pub Date : 2019-09-17 Alexandra Gayowsky
A new teacher in her initial teacher education (ITE) program is focused on curriculum content, classroom management and pedagogy, and this perspective does not change despite a variation in the cultural context (Hassaram, Robertson, & Garcia, 2019). “Reflections of an Ontario Student Teacher in Scotland” is a narrative of raw, qualitative reflexive data composed during a one-week period of ITE practice
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The Effects of Holistic Diagnostic Feedback Intervention on Improving Struggling Readers’ Reading Skills Journal of Teaching and Learning Pub Date : 2018-12-31 Edith Van der Boom, Eunice Eunhee Jang
The present study examined ways in which young readers respond to customized diagnostic feedback interventions. Individualized feedback and intervention support were provided to six junior elementary students whose profiles were developed based on multiple data sources which considered students’ interests, learning preferences, and reading readiness levels. A multiple case study approach was applied
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“It Would Be Better If You Can Hang Out With Different People”: An Examination of Cross-National Interaction in Postsecondary Classrooms Journal of Teaching and Learning Pub Date : 2018-12-31 Christopher J. Johnstone, Diana Yefanova, Gayle Woodruff, Mary Lynn Montgomery, Barbara J. Kappler
This study examines the motivations and experiences of international and domestic students on three U.S. campuses related to cross-national interactions within classroom settings. The study also examines the role of instructors in facilitating such interactions through individual and group interviews. Findings indicate that domestic students appreciate the global perspectives of international students
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Challenges and Possibilities of Scaffolding Critical Reflection and Cultural Responsiveness for Pre-Service Special Educators Journal of Teaching and Learning Pub Date : 2018-12-31 Bindiya Hassaram, Phyllis M Robertson, Shernaz B García
Given the nature of their responsibilities in field-based settings, university supervisors play an important role in preparing pre-service teachers to become culturally responsive and critically reflective special educators. However, supervisors themselves may not have the experience and training necessary to do so, and limited guidance is available regarding effective mentorship practices to foster
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Supporting Teacher Candidates' Sense-Making of Field Instructors Feedback Through Co-constructed Goal-Setting Journal of Teaching and Learning Pub Date : 2018-11-21 Elizabeth Soslau, Vicki Goettel, Deirdre Lilly
The purpose of this study was to discern if teacher candidates and their university-based field instructors engagement in co-constructed goal-setting activities would better support teacher candidates’ understanding of feedback delivered during post-lesson observation conferences. Data from preliminary and retrospective surveys were compared within and across treatment and control groups. Findings
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A Cross-Sectional Analysis of Mathematics Education Practices at Canadian Universities Journal of Teaching and Learning Pub Date : 2018-11-21 Chester Weatherby, Donna Kotsopoulos, Douglas Woolford, Laaraib Khattak
In response to international standardized testing, many countries are examining mathematics education at virtually every level of instruction. Canada is no exception. Declines in mathematics scores in some international standardized tests have raised concerns amongst some stakeholders that a “crisis” may be unfolding and the readiness of students to study mathematics in university. These results raise
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Academics Alone Together: Liberal Arts Graduate Students’ Writing Networks Journal of Teaching and Learning Pub Date : 2018-11-21 Mary Hedengren, Hannah V Harrison
Graduate writers who develop networks of writing are positioned to enter into the larger discourse community during and after graduate work. Our study surveyed graduate writers in the humanities about the sources of writing feedback they use and how much they trust or fear those sources. The results indicate that graduate students do employ a variety of sources and strategically assess when and how
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Emergent Professional Learning Communities in Higher Education: Integrating Faculty Development, Educational Innovation, and Organizational Change at a Canadian College Journal of Teaching and Learning Pub Date : 2018-08-31 Julie A. Mooney
Centres for teaching and learning at postsecondary educational institutions in Canada seek to serve the professional development needs of faculty members throughout the college or university. Recognizing the limits of conventional frameworks for faculty development, such as one-time workshops, pedagogical conferences, and lunchtime discussion sessions, this interpretive inquiry explores learning communities
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This is not a Pipe: Incorporating Art in the Science Curriculum Journal of Teaching and Learning Pub Date : 2018-03-03 Jailson Lima, Janis Timm-Bottos
Science courses employ instructional strategies that are based on lecture, drill, and practice to help students memorize collections of facts and procedures of increasing complexity. These strategies emphasize the acquisition of knowledge through the development of logical-mathematical skills employed in problem solving and verbal-linguistic abilities to make sense of the concepts and jargon in the
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Visualizing Cancer: A Transdisciplinary Art and Biology Collaborative Journal of Teaching and Learning Pub Date : 2018-02-26 Camilla McComb, Gretchen Otto, Deborah Omans, Jennifer Garvey, Philip J Smaldino
It would be safe to say that nearly every student enrolled in college knows someone who has been impacted by cancer. After all, cancer killed nearly 8.2 million people worldwide in 2012 (World Cancer Report, 2014). Using this fact as the impetus for change we decided to make cancer the focus of a “transdisciplinary” (Marshall, 2014) collaborative effort to simulate a reciprocal-learning experience
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Socially Empowered Learning in the Classroom: Effects of Arts Integration and Social Enterprise in Schools Journal of Teaching and Learning Pub Date : 2018-02-26 Brittany Harker Martin, Ann Calvert
This paper tests a new theoretical framework for engaging students by evaluating two project-and-design-based pedagogies: Arts Integrated Collective Creation (AICC) and Educational Social Enterprise (ESE). Findings provide statistical support for benefits with middle school students when instruction is designed around Socially Empowered Learning (i.e., group-based, creative agency, real-world issues
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Emotionality and STEAM Integrations in Teacher Education Journal of Teaching and Learning Pub Date : 2018-02-26 Astrid Steele, Elizabeth L. Ashworth
The authors consider STEM and STEAM education initiatives as forms of integrated teaching and learning. With evidence from education research and the neurosciences, a case is made for the inherent connections between emotion and learning as essential to STEAM pedagogy. In this article, the authors’ ArtScience integration project for teacher candidates (TCs) is described, and elicits the following questions:
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The Experiences of Low German-Speaking Mennonite Men in Alternative Education Programs in Southwestern Ontario Journal of Teaching and Learning Pub Date : 2017-10-16 Cameron Brubacher, Stacey Wilson-Forsberg
The tradition of leaving high school and finding full-time employment after grade 8 has put Low German-speaking (LGS) Mennonites in rural Southwestern Ontario in a vulnerable economic position. Consequently, alternative education programs have been developed by Ontario public school boards in areas containing high numbers of LGS Mennonites. The programs strive to keep LGS Mennonite youth in school
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Problems in Student Teaching Journal of Teaching and Learning Pub Date : 2017-10-16 Elizabeth Soslau, James Raths
Currently, education schools across the nation are reforming teacher education programs in light of the newly developed common core standards, shifting accreditation principles, new measures of teacher performance, and the pressing concern that in-service teachers are woefully under-prepared for the realities of classrooms. During this time of wide spread programmatic reform, we present a list of considerations