![]() ![]() According to the mastery level of students' potential knowledge attributes, 10 kinds of knowledge states could be classified and two learning paths could be identified. The Students in the experimental group could correspond to 8 kinds of attribute combinations from the target unit of this study. The Students had significant progress in the post-test after receiving adaptive diagnostic suggestions and appropriate remedial instruction. The experimental results are listed as follows: 1. of students' potential knowledge attributes, to figure out the factors that influence students' achievement and to provide them with appropriate remedial instruction. The subjects of this study were the seventh-grade students from two classes of a junior high school in Miaoli County of Taiwan. This study aims to conduct the cognitive diagnostic analysis of learning path based on the Rule-Space Model. In Taiwan there is a gap in English learning. Read moreĮnglish is an essential part of life to communicate with each other worldwide. Luis Rodriguez’s visit served to deepen the novel’s impact and emphasize the importance of finding personal meaning. Amid the unit’s success, the teacher wrote a grant to bring the book’s author to speak to the campus. Throughout the resulting lessons, the teacher formed meaningful relationships with her students, and both she and they learned valuable lessons about academic content, themselves, and humanity. She used the novel in both her freshmen “intervention” and junior English classes. ![]() student interest in the novel endured, and the teacher finally decided to take a risk and teach it. One particularly disruptive student requested to read Always Running, but the teacher initially resisted teaching the text. When she first started teaching, this teacher struggled to engage students. In this autobiographical narrative, the author recounts her experiences teaching the novel Always Running by Luis Rodriguez with her English classes at a high school in a gang-heavy area. The paper proposes that the lack of impact of reform on classroom practice is explained in large part by errors in assumptions and thinking that policymakers commit, a focus seldom explored in research. Factors at the policymaking level that explain the minimal impact on classroom practice include a misplaced trust in structural reform, an understanding of schools as complicated rather than complex systems, and the tendency not to distinguish teacher quality from the quality of teaching. Second order change at the classroom level has proven elusive. Over the last century, educational reforms have most often led to first order classroom change, represented by the development of hybrids of old and new teaching practices. The aim of this paper is to explain how errors in policymaking contribute to the minimal impact that structural, curricular and cultural changes have made on teaching practice in American schools.ĭrawing on the author's research legacy, the paper extends an historical analysis to explore and explain current dilemmas of change in schools and schooling. ![]()
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