共查询到20条相似文献，搜索用时 984 毫秒
1.
2.
Abstract Examples from a team of collaborating secondary teachers—one visual arts teacher and one science teacher—highlight key aspects of this professional development project in arts integration. The article traces a regional network designed to build teacher capacity with implications for the design, effectiveness, and sustainability of professional development for secondary teachers. It describes the framework for professional development through the first two years of the project. In year one, teachers increased their understanding of arts integration; collegial collaboration; the design and use of assessments that align with standards, benchmarks, and learning goals; and how to reflect on student work. In year two, professional development activity focused on co-teaching and helping teachers to increase the rigor of student learning goals as a way to improve student learning in arts and non-arts content areas. Project outcomes and challenges to sustaining such job-embedded and networked professional learning opportunities are discussed and directions for further research are offered. 相似文献
3.
《Early childhood research quarterly》2000,15(2):147-166
This article examined teachers’ judgments of the prevalence and types of problems children present upon entering kindergarten. A large, national sample of teachers (N = 3,595) was surveyed by using the National Center for Early Development and Learning’s Transition Practices Survey (1996). Teachers reported they perceived that 16% of children had difficult entries into kindergarten. Up to 46% of teachers reported that half their class or more had specific problems in any of a number of areas in kindergarten transition. Rates of perceived problems were related to school minority composition; district poverty level; and, for certain behaviors, school metropolitan status. The effects of these demographic characteristics were independent and additive. Teachers’ ethnicity showed a significant relation to their rates of reported problems. Results are discussed in terms of risk factors that predict transition problems and the match between children’s competencies and teacher’s expectations. These findings confirm the view that entering kindergarten is indeed a period of transition for children. 相似文献
4.
Joanna Ulatowska 《教育心理学》2017,37(3):251-260
This study aimed to test beliefs about cues to deception and the ability to detect lies in a group of teachers with different teaching experience. Their results were compared with the results of non-teachers matched in age and with the results of educational studies and psychology students. Both the beliefs of deception indicators and overall truthfulness assessment did not differ between groups. Teaching experience had no effect on any of the skills tested. In accordance with expectations, the truth bias appeared in both the control group and in the group of teachers. 相似文献
5.
《Pastoral Care in Education》2013,31(2):30-39
This paper discusses the responses of a group of thirty-three primary and two secondary teachers to a series of sessions in which the ecosystemic approach to changing chronic problem behaviour in schools was explained and then tried out in practice. Three case examples are presented, as well as related discussions, which illustrate the approach. This study follows on from the work reported in Pastoral Care, December 1998. 相似文献
6.
In a quasi-experimental study, we investigated whether preservice and inservice teachers differed in their responses to minor student misbehavior. The participants’ task was to estimate how likely they would be to apply various predefined intervention strategies, while we simultaneously assessed response latencies. Results indicated that preservice teachers were more likely to choose harsh interventions such as school suspension, whereas inservice teachers were more likely to use mild strategies such as ignoring and nonverbal responses. The response latencies showed that the application of mild strategies seemed to belong to the behavioral routines of inservice teachers and were less likely to belong to those of preservice teachers. However, neither the ratings nor the response latencies of the two groups of teachers differed when it came to the application of moderately harsh strategies. The results are discussed with respect to teacher development and teacher education. 相似文献
7.
Summary: The article discusses the main problems caused by lack of the humanistic quality education in teachers colleges and universities, points out the necessity of enhancing the education and suggests some practical approaches. 相似文献
8.
The paper examined expert literature teachers’ coping with a novel textbook, integrating literature with visual arts, which is a particular interdisciplinary case of text-image relations in textbooks. Examination was performed within the framework of teachers’ responses to curricular changes and of theory regarding strategies of interdisciplinary instruction. Data regarding teachers’ coping was collected via video recorded deep interviews and analysed qualitatively using the phenomenological approach. Findings revealed four phases of a recurring pattern of performance: (a) retrieving prior knowledge about texts, (b) cycles of processing and refinement (comprising comparing-identifying-matching, making meaning of elements in contexts, eliciting themes and deeply examining artworks’ devices), (c) mindful evaluation of the juxtaposition, and (d) pedagogical reasoning. Four potential roles of the textbook visual artworks, for promoting literature learning, were inferred. The study shed some light on the involvement of teacher cognition and culture of teaching in the reading, evaluating, and adapting of novel curricula. A deeper understanding of the factors involved in the introduction of novel materials, examined from a cognitive perspective, may inform teachers’ professional development and curriculum developers as well as promote implementations of curricular reforms. 相似文献
9.
ABSTRACT In an attempt to meet the challenges of increasingly diverse school populations and increased limitations on methods of instruction for pre‐service teachers, the Bilingual Training, Development, and Improvement Project at the University of Houston has developed five interactive video modules for linguistic‐minority students. Commercial videodiscs were repurposed using HyperCard, and the modules were field‐tested on fourth and fifth graders in inner‐city schools. Results from content and language measures indicated that students showed significant gains after viewing the modules. Students also responded favorably to the technology on attitude surveys. An interactive video program designed to inform pre‐service teachers of the needs of linguistic‐minority students was also developed. 相似文献
10.
Sherry A. Southerland Scott Sowell Margaret Blanchard E. M. Granger 《Research in Science Education》2011,41(3):299-317
It is well established that many teachers are resistant to take up the messages of reform if these messages require them to
substantially shift their teaching practices. What accounts for this resistance? One well established explanation is that
teachers lacks the self-efficacy required to attempt something new in their teaching—they simply do not feel capable of effectively
enacting the messages. However, there are a host of studies describing teachers with high self—efficacy who remain resistant
to messages of change. The purpose of this article is to address the gap in the application of self-efficacy to understand
the change or lack of change of science teachers’ practice through the introduction of a related construct, pedagogical discontentment. This construct reflects a state of cognitive conflict that exists when an individual recognizes a mismatch between her/his
science teaching pedagogical goals and classroom practices. One potential result of this mismatch is that a teacher problematizes
her teaching practices, prompting an increased receptivity to reform messages. Building on existing literature, we present
vignettes of four hypothetical teachers who exemplify variations of pedagogical discontentment. When combined with self-efficacy,
pedagogical discontentment provides a useful lens to understand teachers’ consideration and adoption of messages of reform. 相似文献
11.
《牛津教育评论》2013,39(2):221-237
Calls for more male teachers are prevalent in current gender debates in education. A dominant argument in this debate is that boys are often alienated from school because of a lack of male role models in feminised areas of the school curriculum and in primary schools. Little research has investigated male teachers' accounts of their work within feminised environments. Drawing on data collected in two research studies in music education, this paper focuses on accounts given by male teachers about (a) practices adopted specifically to work with boys and (b) the role of the male music teacher. Analysis of these data suggests that some male teachers working in feminised areas of the school curriculum adopt practices which, rather than challenging dominant constructions of masculinity, sometimes reinforce gender stereotypical behaviours in boys. We argue that calls for increasing the number of male teachers in feminised areas of schooling need also to be informed by open discussion of the underlying assumptions about masculinity which teachers themselves bring to their work. 相似文献
12.
13.
14.
Nosisi N. Feza 《Africa Education Review》2018,15(1):72-84
South Africa’s esteem is low with regard to current learner achievement in mathematics. Results from international studies, such as TIMMS and SACMEQ, continuously indicate that South African learners perform below international benchmarks in mathematics. Research and evaluation studies assert that teacher practices and poor early mathematics stimulation influence this state of affairs. Hence, this article reports on a study that explored the developmental progression of Grade R teachers’ mathematics knowledge and general knowledge of teaching participating in a professional development intervention. In this article I report on data collected after a two-day workshop conducted with the teachers. The video recordings of 14 teachers’ self-selected lessons were collected and transcribed, using a lesson observation tool, and analysed by means of thematic analysis. The findings indicated that teachers’ knowledge of number sense forms a strong foundation for improving the quality instruction of number knowledge. The first step seen to be taken by these teachers to engage the learners was the question and answer approach. The lessons of those who tried to let learners engage lacked structure and resulted in chaos. Demonstration and drill were used to develop the learners’ content knowledge. The teachers’ practices were inadequate as far as developing conceptual understanding is concerned; and their classroom management skills were not sufficiently developed to include all learners in their mediation. In instances where all the learners participated, the teacher directed the participation and did not allow for learner-to-learner engagement. It is crucial to note that they showed potential for growth and willingness to learn despite the limited or minimal the training they received. 相似文献
15.
16.
17.
Marion Dadds 《Cambridge Journal of Education》1999,29(1):7-19
The article reports on an enquiry into teachers’ values and beliefs about literacy. The teachers work in the schools of members participating in an action research project on improving literacy in the primary school. The enquiry was one of the first tasks the project undertook. Its purpose was to enable teachers to articulate their own values and to examine these alongside aspects of the proposed literacy hour within the context of the overall national literacy strategy. As schools implement the literacy hour, the project plans to examine critically the extent to which teachers’ own values and valued practices can operate alongside the requirements of the literacy hour. It will also critically examine those values themselves to see if they change in the light of the experience of the literacy hour. There are some marked differences between the teachers’ views and those embedded within the national literacy strategy. The article discusses some potential practical implications which may arise for teachers and children from these differences. Some commonality between the teachers’ views and the national literacy strategy are also highlighted. It is not the intention of the research project to shape a consensus on values. Rather, one of its purposes is to create a context in which teachers and teacher researchers can engage actively and critically in implementing the national strategy, rather than seeing themselves as passive agents. The debate within the project about values differences is intended to contribute to this purpose
18.
19.
Principle-oriented explanations have demonstrated to foster students’ mathematical understanding, as they integrate conceptual and procedural information to make the solution process tangible to novice students. Teachers, however, often omit conceptual information when explaining procedures. In two experimental studies, we tested the hypothesis that teachers’ tendency to omit conceptual information may have occurred, as teachers generally devalued the potential of principle-oriented explanations. In Study 1, we randomly provided two cohorts of secondary students (N = 129) with principle-oriented versus procedure-oriented explanations on four mathematical topics. Afterwards, students answered a knowledge test. We replicated previous findings that students with principle-oriented explanations outperformed students with procedure-oriented explanations on the knowledge test (application test, transfer test). In Study 2, we gave mathematics teachers (N = 69) these explanations as judgment materials. Teachers randomly rated a balanced set of four explanations of Study 1 which varied in their procedure- versus principle-orientation. We found no significant differences between teachers’ judgments of principle- versus procedure-oriented explanations. Content analyses of the justifications revealed that teachers were more concerned about students’ overload when judging principle-oriented explanations than procedure-oriented explanations. Our findings replicated the beneficial effects of principle-oriented explanations for novice students’ understanding. Furthermore, they highlight the need to sensitize teachers for potential effects of providing principle-oriented explanations. 相似文献
20.
Maureen Killeavy Vtvienne Collinson H. Joan Stephenson 《Irish Educational Studies》2013,32(1):105-120
Abstract This paper examines the professional practices of exemplary, post‐primary teachers in Ireland, England and the USA and identifies the ways in which these teachers make classroom experiences relevant to the lives of their students. In making the curriculum relevant, the teachers plan rich experiences and overtly discuss career requirements while focusing on the development of students’ personal and societal values together with their intellectual development and academic attainment. The main strategies used by these teachers to convey the relevance of the curriculum comprised self‐disclosure, the purposeful selection of curriculum content and instructional strategies, and the use of unanticipated opportunities which arise in the course of instruction. 相似文献