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1.
Donald Freeman 《Teaching and Teacher Education》1991,7(5-6)
The influence of teacher education on teaching is a problematic area, both in practice and in research. Often, because much research adopts a “first-order” perspective which focuses on teachers' behaviors, influences of teacher education are seen as temporary, negligible, or difficult to determine. The study reported here grew out of a general concern to document, via a “second-order” perspective which examines their thinking and perceptions, how teachers modify or improve what they do through formal teacher education. It addresses three important areas which have received little attention in recent research: foreign language teaching, in-service graduate education, and the role of a shared, professional discourse in developing teachers' conceptions of teaching. The paper presents a summary of the findings of an 18-month longitudinal study which examined how foreign language teachers' conceptions of their classroom practice developed as they took part in an in-service teacher education program. The paper discusses how the program's shared professional discourse contributes to increasing the complexity of the teachers' thinking about their teaching and suggests that as they learn to articulate their de facto ways of thinking in the shared discourse, the teachers gain greater control over their classroom practice and are thus more able to shape it to their own ends. 相似文献
2.
In the United States, research on child abuse and neglect is frequently criticized for being poorly performed and largely irrelevant to the important policy questions facing the field. Many of the problems plaguing research on child abuse and neglect are endemic to social science research generally, and this paper does not trod over such issues, which are well known and well described elsewhere. Instead, this paper describes how the inadequacy of definitions of “child abuse” and “child neglect” used by research studies places an additional—and largely unnoticed—burden on research, which aggravates the impact of these more general problems. Existing definitions of “child abuse” and “child neglect” fail to meet research needs because they lack: (1) comparability, (2) reliability, and (3) taxonomic delineation. As a result, they compromise the findings of incidence studies, sequelae studies, etiological studies, and program effectiveness studies. Therefore, if real progress is to be made in understanding child abuse and neglect, definitional issues must become an explicit methodological concern. Specifically, future research should include: (I) a careful determination of definitional needs, (2) the development of operational definitions to meet those needs, and (3) the circumspect statement of findings based on the limitations imposed by such definitions. 相似文献
3.
Windows into the mind 总被引：1，自引：0，他引：1
As faculty, our goals for students are often tacit, hidden not only from students but from ourselves as well. We present a conceptual framework for considering teaching goals – what we want our students to achieve – that encourages us to think more broadly about what we mean by achieving in our knowledge domains. This framework includes declarative knowledge (“knowing that”), procedural knowledge (“knowing how”), schematic knowledge (“knowing why”) and strategic knowledge (“knowing when, where and how our knowledge applies”). We link the framework to a variety of assessment methods and focus on assessing the structure of declarative knowledge – knowledge structure. From prior research, we know that experts and knowledgeable students have extensive, well-structured, declarative knowledge; not so novices. We then present two different techniques for assessing knowledge structure – cognitive and concept maps, and a combination of the two – and provide evidence on their technical quality. We show that these maps provide a window into the structure of students declarative knowledge not otherwise tapped by typical pencil-and-paper tests. These maps provide us with new teaching goals and new evidence on student learning.Based on an invited address, Facoltá di Ingegneria dell’Universitá degli Studi di Ancona, June 27, 2000. This research was supported, in part, by the Center for Research on Evaluation, Standards, and Student Testing (Grant R117G10027), and by the National Science Foundation (Nos. ESI 95-96080). The opinions expressed here represent those of the authors and not necessarily those of the funding agency. 相似文献
4.
In the field of early childhood education, dominant discourse is premised on assumptions and values that privilege uniformity, generality, and even the “essential” nature of children and programs that should then be judged according to common criteria. In this article, we focus not on common factors that vary but on particular social practices that have very different meanings for people in two social settings (Taylor, 1979). Specifically, we describe how parent involvement- and parents themselves-were socially constructed within Head Start programs located in different communities, and we suggest how these social practices made particular forms of involvement possible and even necessary. We argue that discourses do not merely represent; they constitute, and different discourses construct both subjects and social relations in particular ways. Finally, we suggest how alternative ways of structuring knowledge and social practice in early childhood might become “communal tools” for exploring yet to be realized possibilities. 相似文献
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Following is a project sketch of a day program for adjudicated, abusive* and high risk families with babies 8–18 months of age.In order to broaden understanding and treatment of the battered child, four major agencies coordinated efforts to design a network of services under one administration, titled the Parental Stress Center, which houses a residential treatment center for babies 0–12 months. The FACT program is a very recent addition to the Parental Stress Center. This day program may be a transitional placement for families leaving the residential program but in need of continued support and further training, or an initial placement by court mandate.The goals of the program are to insure growth and development of the child and the parent; to assist in establishing more scientific and legally acceptable criteria for court determination and disposition, and to research the effectiveness of the program plan.The FACT program is both diagnostic and therapeutic in nature. The modality simulates a home environment — living, dining, play, nursery, kitchen and bathroom — with an interdisciplinary approach to parent and child, alleviating frustration and stress. By use of materials and affective behavior, a creative learning environment is established. In the church converted apartment parents and children experience a “typical” day's routine alongside teachers who are surrogate, model mothers. Each set of parents are given one day off per week. This “normalizing” factor aids the family in developing a routine which can easily be transferred to their own homes and lives. Simultaneously judicious use of social services helps remove environmental frustrations. In addition case conferences allow other ancillary services to assist in evaluation, diagnosis, prognosis and implementation. Joint conclusions are submitted to the courts quarterly or biannually for further jurisdiction. Although the program is relatively new, emotional and behavioral changes are quite evident in the initial program participants.Pre-service and in-service staff training, based on the program plan and program evaluation, are an integral part of the program.Areas are being explored for further in-depth study. “Effective ways to care for and educate stressful toddlers” or “Methods of transferring modes of parenting from institution to the home” could be areas proposed to the Parental Research team for exploration. 相似文献
7.
Schwab (Schwab, J. J. (1970). The practical: A language for curriculum. Washington, DC: National Education Association, Center for the Study of Instruction) named the teacher, learner, subject matter, and milieu as the desiderata essential for curriculum making. In our research, the teacher commonplace has formed the entry point of inquiry. Increasingly, the milieu commonplace has perplexed us. In this article, we examine what we have termed “traveling stories” through different field texts focusing on what happens when individuals from different milieus are brought together in one school context. We explore how learning may be shut down in a miseducative way or opened up to educative possibilities through understanding the influence of diverse milieus—those we vicariously carry with us and those we currently share with others—and how they converge to shape the meanings individuals create in seemingly shared situations. 相似文献
8.
During the complex teaching act, there are moments that require teachers to engage in reflection to make critical decisions about how to respond to particular problems in practice. The present investigation provides a stimulus for capturing these reflections as four elementary practicing teachers are asked to describe their “bumpy moments” in teaching. Analysis of the 19 “bumpy moments” identified offers insights into the thoughts, knowledge, and beliefs that these teachers are considering during their practice. Results have implications for capturing reflection during teaching, ongoing practicing teacher professional development, and preservice teacher education. 相似文献
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This paper presents a conceptual framework that relates empirical aspects of student teaching (facts about the experience) to considerations of value (what student teachers ought to learn). First, the authors explain what they mean by calling student teaching an “occasion for teacher learning.” Next based on their observational and interview data, the authors present two cases of student teaching to illustrate how the relative influence of program, setting, and participants interact to shape opportunities for teacher learning. One teaching episode that elicited considerable pride in each student teacher is presented to highlight how and what the students teachers learned. The conclusion appraises the lessons learned in student teaching in terms of the framework and suggests how teacher educators can increase the educative power of the student teaching experience. 相似文献
11.
Despite its essential role in educational reform, professional development typically does not receive adequate support in systemic reform efforts. This article presents an exception—a state that incorporated professional development as a central priority in its reform effort and four schools that used state resources to build their capacity for enacting the reform agenda. We describe central features of Kentucky's approach to professional development, characterize elements of professional development within the four schools, and discuss how these elements promoted three dimensions of school capacity: individual teachers’ knowledge, skills, and dispositions; professional community; and program coherence. Based on this “image of the possible,” we offer recommendations for professional development that supports systemic, standards-based educational reform. 相似文献
12.
Carolyn Pope Edwards Mary Ellin Logue Sandra Loehr Sanford Roth 《Early childhood research quarterly》1986,1(4)
The effects of day care participation on parent-child interaction at home were assessed using a university-based, half-day model infant—toddler program. Hypotheses concerned whether “child-centered” features of the physical and social environment were carried over by parents to the home. Nineteen matched pairs of center and noncenter children (ages 2 to 24 months at start) were followed for 8 months. All had employed student mothers. Methods included brief parent-reported “spot” observations, a videotaped observation of a bathing or feeding routine, and home environment assessments. Parents showed few group differences during the first half of the study period. At study end, however, center homes were more child-centered with respect to play, safety, and dinner arrangements. Center parents scored higher in proximity and warmth and lower in “teacher-avoided” behaviors. Noncenter parents at study end scored higher in authority (limit setting) and communicating values and labels. The findings are interpreted as supporting an ecological model of substantial intersection and cross-influence between home and day care settings. 相似文献
13.
Eva L. Baker 《Studies in Educational Evaluation》1977,3(3):169-178
This paper will consider ways to study educational reform efforts in order to allow policy-making to be developed on a relatively sound basis. At present, educational policy-making often derives from a pastiche of available anecdotes, research-based “good” ideas, and previous administrative guidelines. Educational evaluation efforts should not be used merely to identify and label programs as either “successes” or “failures” at a global level, but rather to permit the analyses of elements or components of programs which seem to be making positive contributions to a common sense perception of program success. A comprehensive, developmental sequence for such evaluation will be described. 相似文献
14.
J. W. Solberg 《Studies in Educational Evaluation》1985,11(3):281-284
Recently, the term “basic education” was given legal status in The Netherlands; it substituted the previously used term “primary education.” In speaking about primary or lower education, we as educators indicate a sequence in time; the term “basic education” is preferable because it refers to the content of education. Consequently, we cannot escape defining the content of the term “basic.” It is especially important to ask what criteria have to be applied in the process. 相似文献
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The paper reports a cross-cultural investigation conducted in 2001–2002 that seeks to reveal students’ alternative ideas in two countries, Taiwan and Germany. It was carried out by means of semi-structured interviews in a story form. The targeted students were arbitrarily selected from grades 3 to 6 in both countries and amounted to 64. The questions in the interview were centered around “the heavens” (space, heavenly bodies, and familiar astronomical events) and “the earth” (the appearance, shape, movement, and, in some cases, gravity). The results indicated that, first, the students presented their ideas in a consistent manner, regardless of their cultural backgrounds, if we take into account the scope of questions and phenomena which were in their concern or of their interest. The comments from the student can be patterned into a structure-like whole, which we term “model” in the study. Second, the alternative models of “the heavens and the earth” elicited in the interviews appear to have various strengths of explaining familiar astronomical events. Interestingly, the more advanced a model is (in regard with the present-day cosmological model), the higher explanatory power it contains. As for the difference between the sample of two countries, the German students show more intention (or are more aware of the need) to explain astronomical phenomena than their Taiwanese counterparts, and thereby presented more precise models with stronger explanatory power. On the other hand, the Taiwanese students appeared to have more imagination and conceptual flexibility that should also be valued. 相似文献
17.
Betty E. Kunkel L.M.F.C. 《Child abuse & neglect》1983,7(4):479-484
THIS BRIEF COMMUNICATION addresses program abuse in out-of-home placement which deepens what we identify as the alienation response in the already alienated child. Alienation is defined as a state of feeling separate, apart, not being able to relate effectively with another, not belonging, and with impaired ability to connect the inside world of feelings with the outside environment. Program abuse is seen as any act or condition permitted in a program that further alienates a child. In evaluating a child's degree of alienation and developing creative methods to reach the most severely “child alone,” the use of the Alienation Chart in Figure 1, has been helpful to our staff. 相似文献
18.
Past educational improvement endeavors were fundamentally centered on the learner as an individual. This changed by the early 1990s after an increasing number of educators and researchers embraced sociocultural learning concepts such as “communities of practice,” “communities of learners,” and “knowledge-building communities.” These ideas are originally grounded in a dialectical materialist, cultural-historical theory of activity, or, as Lev Vygotsky called it, in a “concrete human [social] psychology.” However, as these concepts filtered into Western scholarship, some of their defining characteristics have been lost or downplayed. The intention of this article is thus to offer a more complete theorization of the educational notion of community that is centered on collective activity or practice mediated by history and culture/society. Two case studies, which exemplify learning communities using this lens, conclude the paper. 相似文献
19.
Allan Mackinnon 《Teaching and Teacher Education》1996,12(6):653-664
The metaphor learning to teach at the elbows is put forward in this article to highlight claims about learning to teach that focus on the development of “teaching manner.” My particular interest is in characterizing and understanding aspects of teaching that seem to be acquired, shared, mediated, and changed through teachers' work together—a shaping which I believe occurs initially through mimicry in the practice setting, and which in many cases appears to take place independent of rational deliberation. I ask “How do I understand this kind of learning?” and “How, then, do I then represent my work as a teacher educator?” These questions are explored in light of contemporary Western ideas about situated cognition, activity, and identity—ideas which are extended further in this paper by pointing out similar problems related to integrating knowing and action that are found in early Chinese philosophy. In particular, the dialogical relationship between Confucianism and Taoism provides a useful framework for understanding the studio interplay between learning as socio-culturally mediated activity and critical reflection in the initial preparation of teachers. 相似文献
20.
Stephen P. Safran Joan S. Safran Michael D. Orlansky 《Contemporary educational psychology》1982,7(4):384-394
Students in a university special education course were shown three identical videotapes of children in a school setting. The subjects were randomly divided into three groups, each receiving different written background information (“positive,” “neutral,” or “negative”) prior to viewing the videotapes. It was found that the variations in written information had significant effects upon the subjects' perceptions of the children's behavior, and upon the degree to which the children were regarded as able to function successfully in a regular classroom. These findings suggest that attitudes toward exceptional children are influenced by the way in which prior information, such as that contained in a child's educational records, is presented. Teacher and peer acceptance of exceptional children can be increased if information is presented in a realistic and positive manner. 相似文献