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1.
As a result of multi-disciplinary research on learning, a consistent and comprehensive body of knowledge on effective learning environments is currently emerging (OECD 2010). While this evidence is increasingly influencing the academic and policy discourse on the improvement and innovation of schools, its impact on the design principles of effective initial teacher education has been limited so far. In this paper, the seven transversal learning principles published in the 2010 OECD publication The Nature of Learning: Using Research to Inspire Practice serve as a framework for systematic reflections on how learning research on effective learning environments can inform initial teacher education and how the seven transversal learning principles can contribute to greater coherence and alignment in initial teacher education programs. We consider the implications of The Nature of Learning and other research on teacher education, alongside international examples of next practice, concluding that initial teacher education should model effective student learning. 相似文献
2.
Annalee G. Good Sadie Fox Barocas Laura C. Chávez-Moreno Rachel Feldman Carlos Canela 《Peabody Journal of Education》2017,92(4):505-520
Policy reflects and shapes society's beliefs about schools, teachers, children, learning, and society, as well as the power structures embedded in our communities and decision-making processes. Although teachers may be central to the implementation of education policy, they are marginal to the design of policy agendas and text, especially around issues of teaching and learning. Their absence in the policymaking process creates a disconnect between the goals and design of education policy and the actual lived challenges of implementation. In examining the dynamics in this critical disconnect, we address the following research questions: How do institutional norms and routines affect teachers' agency in the policymaking process? Following this research question is our action question: How do we support conditions that support teachers as policy agents? We draw on qualitative data from two sites (West Virginia and Wisconsin) where K–12 teachers partnered with university researchers in a range of capacity-building efforts. Analysis illustrates how teachers interact with certain institutional norms that make it hard to engage in policy design. Based on our findings, we discuss how a teacher–university partnership can better support the conditions that facilitate greater teacher agency in thinking, talking, and acting on policy. 相似文献
3.
This article concerns the social and cultural aspects which affect teachers’, parents’ and children’s communication in situations where multilingual children are struggling to cope with learning literacy in a language which is not the main one they use at home. In particular, the article explores some issues associated with multilingualism and dyslexia. It makes reference to research reported at the British Dyslexia Association’s first international conference on this topic which took place in June 1999 (Schwartz 1999; BDA/Peer in press). It also draws upon some of the early pioneering research on teaching principles for children with specific learning difficulties (Strauss, Werner and Lehtinen, 1947; Cruickshank, 1961) in order to synthesise broad guidelines and provide a framework of questions for today’s teachers of multilingual children who are struggling with literacy learning. The questions are designed to facilitate a collaborative approach between teachers, parents and children through raising awareness of multilingual issues and exchanging information. In this way the broad framework may assist in preparing the ground for closer diagnostic assessment and supportive teaching. 相似文献
4.
《The Internet and Higher Education》1999,2(1):35-44
Many individuals are creating instruction that will be used for online learning. This paper reviews four generic categories of instructional principles: Instructional Design (pedagogical issues), Subject Matter (content issues), Language (semantic and syntactic issues), and Presentation (physical issues), that should be used as guidelines when designing instructional materials. Nine current considerations for the context of online learning are drawn from the literature and experience and we show how each relates to these existing guidelines. We conclude the four generic categories of instructional principles apply equally to the design of instruction for the context of online learning and most issues that people talk about when designing online instruction are simply elaborations of these existing principles. A job aid is provided to help designers systematically consider essential principles when designing online instruction. 相似文献
5.
Indigo Esmonde 《学习科学杂志》2013,22(3):348-391
This article investigates how affluent students made sense of social justice issues that were embedded in mathematics learning activities. I present 2 case studies of such activities at the intermediate and secondary levels in 2 different schools. The analysis draws on video records and classroom artifacts and applies the theoretical framework of figured worlds to consider how students drew on their past experiences and on the structure of the classroom activities to understand the mathematics and the social justice issues. The analysis demonstrates how the 1st activity provided a familiar figured world to support learning about issues of wealth distribution. In the 2nd activity, because of a lack of what are termed intermediary figured worlds, students were left to draw on only their own experiences and background knowledge, including stereotypes about poor neighborhoods. 相似文献
6.
Part II of “Reclaiming Kindergarten” continues the discussion related to responding to the crisis in today’s kindergarten.
In Part II, two policy questions are posed, the answers to which seek to respond to this continuing crisis. The questions
center on issues related to engaging families in kindergarten and the need to consider a new early childhood paradigm where
kindergarten is part of a continuous and seamless educational experience spanning prekindergarten through third grade. As
in Part I, examples of classroom practice are used to illustrate the effective implementation of these principles in a kindergarten
classroom. 相似文献
7.
Fernando Cajas 《科学教学研究杂志》2001,38(7):715-729
Science literacy includes understanding technology. This raises questions about the role of technology in science education as well as in general education. To explore these questions, this article begins with a brief history of technology education as it relates to science education and discusses how new conceptions of science and technological literacy are moving beyond the dichotomies that formerly characterized the relationship between science and technology education. It describes how Benchmarks for Science Literacy, the National Science Education Standards, and the Standards for Technological Literacy have been making a case for introducing technology studies into general education. Examples of specific technological concepts fundamental for science literacy are provided. Using one example from the design of structures, the article examines how understanding about design (i. e., understanding constraints, trade‐offs, and failures) is relevant to science literacy. This example also raises teaching and learning issues, including the extent to which technology‐based activities can address scientific and technological concepts. The article also examines how research can provide guides for potential interactions between science and technology and concludes with reflections on the changes needed, such as the creation of curriculum models that establish fruitful interactions between science and technology education, for students to attain an understanding of technology. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 715–729, 2001 相似文献
8.
Education research in learning and teaching has alternated historically between periods in which subject matter disciplines were used as the organizing framework for investigation and implementation, and other periods in which the content areas nearly disappeared in favour of a quest for generic principles of instruction that could transcend disciplinary boundaries. There are few examinations of how these factors interact in the context of specific classroom‐ and pedagogy‐centred school reform. The papers that follow in this issue of JCS examine this issue through the lens of the pedagogic reform, ‘Fostering a Community of Learners’. This introduction outlines the key characteristics of this reform and describes the main issues in subsequent examinations of teachers learning to implement ‘Fostering a Community of Learners’ in science, social studies, English language arts, and mathematics. 相似文献
9.
Su-Yan Pan 《Cultural Studies of Science Education》2010,5(2):315-324
This is a commentary on some major issues raised in Carter and Dediwalage’s “Globalisation and science education: The case
of Sustainability by the bay” (this issue), particularly their methodology and theoretical framework for understanding how globalisation shapes education
(including science education). While acknowledging the authors’ contribution to the literature on globalisation and education,
it questions the degree to which their analysis captures and explains how globalisation shapes science education, and examines
how the research can be complemented by altering its methodology and expanding its theoretical framework. 相似文献
10.
In this article we propose that educational game design should work to create games as objects-to-think-with—games that engage players in the exploration of and experimentation with personally interesting questions around domain-relevant representations. We argue that this design focuses on developing tools and interactions that the player can use for inquiry and productive thinking. As a step toward achieving this goal, we propose the constructible authentic representations design principle and illustrate this principle using a prototype game, Particles!, for exploring the particulate nature of matter. Observations of game play and interviews with 9 children ages 11–14 suggest that core game representations and mechanics provided players with a space for engaging in useful scientific practices and knowledge resources for reasoning about the important role molecular structure plays in material properties beyond the game. We explore how this design proposal extends and complements existing constructivist game design frameworks. Furthermore, we suggest that the framework of games as objects-to-think-with should push the educational game design community to consider the complexity and nuance of cognition and to embrace and champion the learner in game design. 相似文献
11.
The positive psychological research underpinning the strength-based approach makes two important claims of relevance to the practice of educational psychologists (EPs): (1) there are key, ubiquitous strengths, some of which are more worthy of development and amplification than others; and (2) this approach could resolve some of the issues associated with the traditional deficit model, by moving practice away from problem-focused language, negative labelling and within-person hypotheses. This paper aims to explore these two claims from social constructionist and systemic perspectives, respectively. It is argued that it is imperative for EPs to critically reflect on the research underpinning this approach and to consider how the principles of social constructionism and systemic thinking may facilitate its application in practice. It is concluded that, in order to move the approach forward, it will be essential for personalised strength-based approaches, which consider an individual’s strengths contextually, to be developed and utilised. 相似文献
12.
Dr Sarah J. Stein Cambell J. McRobbie Ian S. Ginns 《Research in Science Education》1999,29(4):501-514
This paper explores the issues and concems identified by a small group of teachers implementing technology ideas using the
national document,A Statement on Technology for Australian Schools (Curriculum Corporation, 1994a), represented in four key questions they posed as a result of reflection upon their existing
ideas and practices, early in the study. These same issues and concerns framed their later experiences as the study progressed.
The case study of one of the teachers is used, to illustrate how the teachers implemented technology education working from
their own perspectives and tackling issues and concerns that made sense to them. By reviewing the teachers' own questions
about technology implementation, it is becoming, clear that what may be important for professional development in technology
education is related to the questions that the teachers themselves are asking about their own, beliefs and practices. 相似文献
13.
During the past decade, there have been increased efforts to implement evidence-based practices into child welfare systems to improve outcomes for children in foster care and their families. In this paper, the implementation and evaluation of a policy-driven large system-initiated reform is described. Over 250 caseworkers and supervisors were trained and supported to implement two evidence-based parent focused interventions in five private agencies serving over 2,000 children and families. At the request of child welfare system leaders, a third intervention was developed and implemented to train the social work workforce to use evidence-based principles in everyday interactions with caregivers (including foster, relative, adoptive, and biological parents). In this paper, we describe the policy context and the targeted outcomes of the reform. We discuss the theory of the interventions and the logistics of how they were linked to create consistency and synergy. Training and ongoing consultation strategies used are described as are some of the barriers and opportunities that arose during the implementation. The strategy for creating a path to sustainability is also discussed. The reform effort was evaluated using both qualitative and quantitative methods; the evaluation design, research questions and preliminary results are provided. 相似文献
14.
Christopher Redding Marisa Cannata Katherine Taylor Haynes 《Peabody Journal of Education》2017,92(5):589-608
The conventional approach to scaling up educational reforms considers the development and testing phases to be distinct from the work of implementing at scale. Decades of research suggest that this approach yields inconsistent and often disappointing improvements for schools most in need. More recent scholarship on scaling school improvement suggests that these activities should be integrated into implementation, although this presents challenges in how we evaluate implementation in particular schools. This paper presents a framework to conceptualize implementation when design, implementation, and scaling up are integrated activities. 相似文献
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17.
Glazewski Krista D. Ertmer Peggy A. 《Educational technology research and development : ETR & D》2020,68(2):679-702
Complex problem solving is an effective means to engage students in disciplinary content while also furnishing critical non-cognitive and life skills. Despite increased adoption of complex problem-solving methods in K-12 classrooms today (e.g., case-, project-, or problem-based learning), we know little about how to make these approaches accessible to linguistically and culturally diverse (LCD) students. In this paper, we promote a conceptual framework, based on an ethos of intentionality, that supports culturally responsive teaching (CRT). We provide specific questions to guide teachers’ implementation of an ethos of intentionality, through critical reflection and meaningful action, and discuss a framework for culturally relevant practice that operationalizes key central tenets (e.g., high expectations, cultural competence, and critical consciousness). Finally, we include strategies that can help teachers and designers translate the principles of the CRT framework into action with a specific focus on complex problem solving in classrooms.
相似文献18.
Lesley Wood Tilla Olivier 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):399-414
Background:?This article describes research undertaken with teachers working in a South African township school, where parental involvement is a persistent problematic issue. Purpose:?The purpose of the study was to explore the use of video production as a tool for assisting teachers to explore their perceptions about parental involvement in education and how these perceptions impact on their relationships with parents. Sample:?Nine teachers participated voluntarily in the study, seven from two different primary schools and two from the high school in the township. All the teachers were isiXhosa speaking and had grown up in communities similar to the one in which the school was situated. Design and methods:?Following a participatory research approach, we guided the participating teachers to design and produce short videos about issues that they perceived to impact negatively on their teaching and learning. We then facilitated critical reflection on these videos, specifically exploring how they had portrayed the teacher–parent relationship in each case. Results:?Through a content analysis of a structured focus group and their written responses to questions, we identified emergent themes that made it apparent that the participating teachers viewed parents in a negative light, indicating a lack of the respect that would be required for the formation and sustainment of co-operative relationships. These themes were then used to facilitate discussion to raise teacher awareness of how the teachers' perceptions of parents could hinder meaningful parental involvement. Conclusion:?The article offers an example of how visual methodologies can be useful tools for beginning to raise teacher awareness around issues, as a precursor to helping teachers to take action to improve a given situation. 相似文献
19.
Astrid Heidemann Lassen Suna Løwe Nielsen 《Research in Science & Technological Education》2013,31(3):275-290
Background: Globalization, technological advancement, environmental problems, etc. challenge organizations not just to consider cost-effectiveness, but also to develop new ideas in order to build competitive advantages. Hence, methods to deliberately enhance creativity and facilitate its processes of development must also play a central role in engineering education. However, so far the engineering education literature provides little attention to the important discussion of how to develop knowledge intensive ideas based on creativity methods and concepts. Purpose: The purpose of this article is to investigate how to design creative camps from which knowledge intensive ideas can unfold. Design/method/sample: A framework on integration of creativity and knowledge intensity is first developed, and then tested through the planning, execution and evaluation of a specialized creativity camp with focus on supply chain management. Detailed documentation of the learning processes of the participating 49 engineering and business students is developed through repeated interviews during the process as well as a survey. Results: The research illustrates the process of development of ideas, and how the participants through interdisciplinary collaboration, cognitive flexibility and joint ownership develop highly innovative and knowledge-intensive ideas, with direct relevance for the four companies whose problems they address. Conclusions: The article demonstrates how the creativity camp methodology holds the potential of combining advanced academic knowledge and creativity, to produce knowledge intensive ideas, when the design is based on ideas of experiential learning as well as creativity principles. This makes the method a highly relevant learning approach for engineering students in the search for skills to both develop and implement innovative ideas. 相似文献
20.
Leanne R. Ketterlin‐Geller 《Educational Measurement》2008,27(3):3-16
This article presents a model of assessment development integrating student characteristics with the conceptualization, design, and implementation of standardized achievement tests. The model extends the assessment triangle proposed by the National Research Council ( Pellegrino, Chudowsky, & Glaser, 2001 ) to consider the needs of students with disabilities and English learners on two dimensions: cognitive interaction and observation interaction. Specific steps in the test development cycle for including students with special needs are proposed following the guidelines provided by Downing (2006) . Because this model of test development considers the range of student needs before test development commences, student characteristics are supported by applying the principles of universal design and appropriately aligning accommodations to address student needs. Specific guidelines for test development are presented. 相似文献