))
Tameidiau o Ymchwil TAR 3 - Cyd-destun Dilys gyda Daniel Roberts
Manage episode 303017021 series 2741014
コンテンツは Emma O'Dubhchair & Tom Breeze, Emma O'Dubhchair, and Tom Breeze によって提供されます。エピソード、グラフィック、ポッドキャストの説明を含むすべてのポッドキャスト コンテンツは、Emma O'Dubhchair & Tom Breeze, Emma O'Dubhchair, and Tom Breeze またはそのポッドキャスト プラットフォーム パートナーによって直接アップロードされ、提供されます。誰かがあなたの著作物をあなたの許可なく使用していると思われる場合は、ここで概説されているプロセスに従うことができますhttps://ja.player.fm/legal。
Mae Tameidiau o Ymchwil TAR yn cyflwyno ymchwil gorau myfyrwyr ar gyrsiau Addysg Gychwynnol i Athrawon gyda Phartneriaeth Caerdydd. Yn y bennod hon mae Daniel Roberts yn trafod sut yr aeth ati i ddysgu mwy am ddefnyddio cyd-destun dilys wrth addysgu mewn ysgol gynradd, drwy ymchwil ac ymholi. Gallwch hefyd wrando ar Tameidiau o Ymchwil TAR ar ffurf glywedol drwy gofrestru i wrando ar bodlediadau Emma and Tom Talk Teaching, ar gael ar blatfformau cyffredin podlediadau.
Gallwch wylio'r bennod hon ar YouTube - https://smarturl.it/cardiffpartnership
Cyfeirnodau
Aspy, D. N., Aspy, C. B., Quinby, P. M. (1993) What doctors can teach teachers about problem-based learning. Educational Leadership, 50(7), t. 22–25.
Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., Palincsar, A. (1991) Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3 & 4), t. 369–398.
Braund, M., Reiss, M. (2006) Towards a more authentic science curriculum: The contribution of out-of-school learning. International Journal of Science Education, 28(12), t.1373–1388.
Brown, J. S., Collins, A., Duguid, P. (1989) Situated cognition and the culture of learning. Educational Researcher, 18, t. 32-42.
Callison, D., Lamb, A. (2004) Key words in instruction: Authentic learning. School Library Media Activities Monthly, 21(4), t. 34-39.
Deci, L., Vallerand, R., Pelletier, L., Ryan, R. (1991) Motivation and Education: The Self-Determination Perspective. Routledge. t.325-346
Donaldson, G. (2015) Dyfodol Llwyddiannus: Adolygiad Annibynnol o’r Cwricwlwm a’r Trefniadau Asesu yng Nghymru. Cymru, UK: Crown.
Donovan, M. S., Bransford, J. D., Pellegrino, J. W. (Eds.). (1999) How people learn: Bridging research and practice. Washington, DC: National Academy Press.
Duke, N. K., Purcell-Gates, V., Hall, L. A., Tower, C. (2006) Authentic literacy activities for developing comprehension and writing. The Reading Teacher, 60(4), t. 344–355.
Estyn (2018) Adroddiad Blynyddol Prif Arolygydd Ei Mawrhydi dros Addysg a Hyfforddiant yng Nghymru. Ar gael yn: https://www.estyn.llyw.cymru/system/files/2020-07/Estyn_Annual%2520Report_Accessible_Welsh_2018.pdf
Gardner, H. (1991) The unschooled mind: How children think and how schools should teach. New York: BasicBooks.
Hobart, P. (2005) Authentic learning beyond the classroom: Authentic learning, VELS, and PoLTs. Ethos, 13(1), t. 12–19.
Hui-ju, L. (2015) Learner Autonomy: The Role of Motivation in Foreign Language Learning. Journal of Language Teaching & Research, Vol 6 t. 1165-1175
Irvin, L. K., Horner, R. H., Ingram, K., Todd, A. W., Sugai, G., Sampson, N. K. (2006) Using office discipline referral data for decision making about student behavior in elementary and middle schools: An empirical evaluation of validity. Journal of Positive Behavior Interventions, 8, t. 10–23.
Llywodraeth Cymru (2020a). Canllawiau Cwricwlwm i Gymru. Caerdydd: Llywodraeth Cymru.
Llywodraeth Cymru (2020b) Ystyriaethau gweithredu ac ymarferol -rhan o Cynllunio eich cwricwlwm. Caerdydd: Llywodraeth Cymru.
Llywodraeth Cymru (2015) Cwricwlwm i Gymru – cwricwlwm am oes. Caerdydd: Llywodraeth Cymru.
Maina, F. W. (2004) Authentic learning: Perspectives from contemporary educators. Journal of Authentic Learning, 1(1), t. 1-8.
Parsons, S. A., Ward, A. E. (2011) The case for authentic tasks in content literacy. The Reading Teacher, 64(6), t. 462–465.
Pearson, P.D., Raphael, T.E., Benson, V.L., Madda, C.L. (2007) Balance in comprehensive literacy instruction: Then and now. In L.B. Gambrell, L.M. Morrow, & M. Pressley (Eds.), Best practices in literacy instruction. New York: Guilford. t. 30–54.
Prince, M. (2004) Does Active Learning Work? A Review of the Research. Journal of Engineering Education. t.223-231
Renzulli, J. S., Gentry, M., Reis, S. M. (2004) A time and a place for authentic learning. Educational Leadership, 62(1), t. 73-77.
Rule, A. C. (2006) The components of authentic learning. Journal of Authentic Learning, 3(1), t. 1–10.
Ryan, R., Deci, L. (2000) Intrinsic and extrinsic motivation. Contemporary Educational Psychology. University of Rochester.
Santrock, J. W. (2011) Educational psychology (5th ed.). New York, NY: McGraw-Hill.
Stiggins, R. J. (2005) Assessment FOR learning defined. Portland, OR: Assessment Training Institute.
Thoonen, E. E. J., Sleegers, P. J. C., Oort, F. J., Peetsma, T. D., Geijsel, F. P. (2011). How to improve teaching practices: The role of teacher motivation, organizational factors, and leadership practices. Educational Administration Quarterly, 47(3), t. 496–536.
Turner, E. E., Gutiérrez, M. V., Simic-Muller, K., Díez-Palomar, J. (2009) Everything is math in the whole world: Integrating critical and community knowledge in authentic mathematical investigations with elementary Latina/o students. Mathematical Thinking and Learning, 11(3), t. 136–157.
William, D. (2017) Embedded Formative Assessment: Strategies for Classroom Assessment That Drives Student Engagement and Learning. Solution Tree
Willems, P., Gonzalez-DeHass, A. (2012) ‘School-Community Partnerships: Using Authentic Contexts to Academically Motivate Students’, School Community Journal, 22(2) t. 9-30
169 つのエピソード
シェア
