Different Types Of Teachers Research Articles

El aprendizaje temprano de lenguas extranjeras en la Comunidad de Madrid: implicaciones del perfil y metodologías de los docentes

Este artículo centra su atención en el perfil, percepciones y metodologías de los docentes de lenguas extranjeras en Educación Infantil en la Comunidad Autónoma de Madrid. Con información de la normativa vigente y con datos de un estudio llevado a cabo en centros públicos y privados, el artículo analiza las metodologías, las percepciones y las distintas modalidades de perfil del profesorado, y reflexiona sobre la necesidad de replantear el sistema de formación para adaptarlo a los requerimientos de la realidad educativa actual de enseñanza bilingüe. Las conclusiones e implicaciones se centran en un conjunto de reflexiones para adecuar las metodologías y el papel del docente en formación inicial y permanente a la política educativa de implantación del aprendizaje temprano de lengua extranjera en la región.

EDUCATIONAL TESTING AND TEST‐FORM FACTORS

ABSTRACTEvidence is here brought together suggesting that educational and other psychological tests are appreciably dependent not only on the abilities that they are supposed to measure, but on the form and material of the tests and their items, sets and attitudes in the testees, and various conditions of testing. The factors that emerge when tests are inter‐correlated represent to some extent these formal characteristics rather than desired intellectual functions. In particular this applies to current educational tests which, for sound educational reasons, avoid simpler, more factual, items and prefer complex comprehension‐type or problem items.Part II shows that, while tests of the same objectives employing different forms tend to give discrepant results (e.g., essay and new‐type), tests in the same form which are aimed at different school subjects or different intellectual functions inter‐correlate very highly. This detracts from their validity, especially in counseling or differentiating abilities along different lines. For many purposes the simpler tests show superior validity, and it is doubtful how far the more complex ones do bring in the ‘higher’ intellectual functions at which they are aimed.Part III argues that, in like manner, most of the cognitive factors established by psychologists show little relevance to educational or other external criteria, possibly because they represent factors within paper‐and‐pencil tests rather than genuine factors of intellect.Part IV. A first essential is to map out more precisely the extent and nature of form influences, so that, in so far as they prove to be important, account can be taken of them in test construction. A number of types of predictive measures are discussed which might add more to the validity of educational selection, particularly at college level, than do complex forms of reading tests. These include: better use of essay examinations and school grades, listening comprehension tests, speed and error scores, indices of study habits, tests based on learning situations, and tests of rational thinking, flexibility and creativity. When tests are used primarily for evaluation rather than prediction, investigations should be guided by the conception of intrinsic or construct validity, which – unlike logical or face validity – involves the collection of empirical evidence. Some of the more promising approaches to such problems are through factorial studies of educational tests along with tests of psychological factors and ‘real‐life’ criteria, and experimental studies of group differences and of the gains brought about by different types of teaching.

The Unit Conception of Teaching Applied to Art

Different kinds of teaching units.-Several different types of teaching are used in the classroom instruction of almost any subject in the school. Morrison, in his book The Practice of Teaching in the Secondary School,' classifies the different types of teaching into five fields for the development of the unit approach: (i) Subjects taught by the science type of procedure are mathematics, history, natural science, grammar, economics, and social sciences. (Art in relation to everyday life may be considered as a phase of the social sciences). (2) Subjects taught by the practical-arts type of procedure are industrial arts, manual training, cooking, sewing, and the like. (3) Subjects taught by the appreciation type of procedure are literature, music, and art. (4) Subjects taught by the language-arts type of procedure are English composition, foreign languages, and drawing. (5) Subjects taught by the pure-practice type of procedure are spelling and number combinations. From this brief analysis of the different fields of teaching, one may conclude that some phases of art may be taught by units of the practical-arts type, the appreciation type, and the language-arts type and that neither the science type nor the pure-practice type would be used. However, the hypothesis to be presented in this article, and one which is not quickly appreciated by teachers of art, is that the objectives of modern education can be effectively attained by adapting art instruction to the science type of teaching. In this case, however, we are considering art from the standpoint of the social sciences, from the standpoint of its relation to training for citizenship, and from the standpoint of its contribution in meeting the problems of everyday life, not from the standpoint of the professional or the

A Study of Different Types of Teachers' Tests

Previous articleNext article FreeA Study of Different Types of Teachers' TestsCharles E. OzanneCharles E. Ozanne Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 34, Number 1Jan., 1926 Article DOIhttps://doi.org/10.1086/438269 Views: 2 Citations: 1Citations are reported from Crossref Journal History This article was published in The School Review (1893-1979), which is continued by the American Journal of Education (1979-present). PDF download Crossref reports the following articles citing this article:Hans C. Gordon SOME NEW-TYPE TEST FORMS IN HIGH SCHOOL PHYSICS, School Science and Mathematics 27, no.77 (Mar 2010): 721–733.https://doi.org/10.1111/j.1949-8594.1927.tb05275.x