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1.
The purpose of this paper is to contribute to the debate about how to tackle the issue of ‘the teacher in the teaching/learning
process’, and to propose a methodology for analysing the teacher’s activity in the classroom, based on concepts used in the
fields of the didactics of mathematics as well as in cognitive ergonomics. This methodology studies the mathematical activity
the teacher organises for students during classroom sessions and the way he manages1 the relationship between students and mathematical tasks in two approaches: a didactical one [Robert, A., Recherches en Didactique
des Mathématiques 21(1/2), 2001, 7–56] and a psychological one [Rogalski, J., Recherches en Didactique des Mathématiques 23(3),
2003, 343–388]. Articulating the two perspectives permits a twofold analysis of the classroom session dynamics: the “cognitive
route” students are engaged in—through teacher’s decisions—and the mediation of the teacher for controlling students’ involvement
in the process of acquiring the mathematical concepts being taught. The authors present an example of this cross-analysis
of mathematics teachers’ activity, based on the observation of a lesson composed of exercises given to 10th grade students
in a French ‘ordinary’ classroom. Each author made an analysis from her viewpoint, the results are confronted and two types
of inferences are made: one on potential students’ learning and another on the freedom of action the teacher may have to modify
his activity. The paper also places this study in the context of previous contributions made by others in the same field. 相似文献
2.
Most studies indicate primary students’ attitudes towards and interest in science decline as they progress into the secondary
years. Longitudinal qualitative research exploring this phenomenon is rare as is research which focuses on the students’ voice
as they cross the interface. In this study multiple qualitative data sources, supported by a ‘science interest’ composite
scale, followed 20 students over 2 years. In contrast to baseline data on their peers these students, in general, maintained
their interest in science. Apart from identifying the teacher’s pedagogical approach and classroom environment as two key
issues in understanding these students’ journeys, the importance of listening to and heeding the students’ voice may be an
even more critical concern in addressing the decline in students’ attitudes and interest in science. 相似文献
3.
Pauline Davey Zeece 《Early Childhood Education Journal》2008,35(6):565-569
Using an example of a toddler’s developing understanding of an apple, this article illustrates how children integrate all
elements in their interpersonal and built environments to support their emerging literacy skills. Otto (2007) and others provide evidence from emergent literacy research that documents observations and exploration by infants, toddlers,
and young children and suggest that the ways in which children participate in early literature-related activities influence
the knowledge they construct. Twenty-two children’s books—including five for apple discoverers—are recommended and reviewed. 相似文献
4.
José Manuel Coronel Llamas 《Higher Education》2006,52(4):665-686
We have completed a piece of research into the process of production of speech on the part of students as regards their idea
of ‘the good student’, taking social postmodern theories as a conceptual reference and within the university context. The
study tries to show how disciplinary technologies are a major influence in the make-up of particular types of students. It
is an exploration of the discourses used by students reflecting their vision of university, teaching and learning. The aim
is to understand their reasoning by means of the view they have of academic activity and life. Starting from Michael Foucault’s
thoughts on power relations in the context of educational practices we present a plan of discourse analysis based on accounts
made by the students themselves. 相似文献
5.
The purpose of present paper was twofold. Firstly, it aimed at outlining the rationale for and the process of introducing
an English language learning intervention to kindergarten children in a playful and supportive environment. It focused on
developing children’s oral skills through participating in creative child-appropriate activities and interacting in small
groups. The intervention, extended in a period of an academic year, was coordinated in two phases; in the first, ‘warm-up’
phase, a visual approach was followed and in the second one, the basic phase of the intervention, 12 sessions of relevant
topics were included, each one carried out in four steps. On the other hand, it aimed at investigating the degree to which
‘rule play’ could contribute to oral skills acquisition and vocabulary development. For this purpose, an effectiveness study
was conducted which revealed the positive effects of the intervention on early foreign language learning. 相似文献
6.
Debra Panizzon John Pegg 《International Journal of Science and Mathematics Education》2008,6(2):417-436
Aligned with recent changes to syllabuses in Australia is an assessment regime requiring teachers to identify what their students
‘know’ and ‘can do’ in terms of the quality of understanding demonstrated. This paper describes the experiences of 25 secondary
science and mathematics teachers in rural schools in New South Wales as they explore the changing nature of assessment and
its implications on their classroom practice. To help reconceptualise these changes, teachers were introduced to a cognitive
structural model as a theoretical framework. Throughout the 2-year study, teachers attended a series of professional development
sessions and received ongoing consultative support. Each session was taped and transcribed while interviews were conducted
with each teacher at the end of both years. Analysis of these data using a grounded theory approach identified seven major
components of teacher practice impacted by the study. The core component was questioning while the six contributing components
were teachers’ pedagogical practices, attention to cognition, teaching strategies, assessment linked to pedagogy, classroom
advantages for students, and classroom advantages for teachers. These findings represent a major shift in teachers’ perceptions
of assessment from a focus on the accumulation of students’ marks to one of diagnosis as a means of directing teaching to
enhance students’ scientific and mathematical understandings. 相似文献
7.
Lucia Kohlhauf Ulrike Rutke Birgit Neuhaus 《Journal of Science Education and Technology》2011,20(5):667-678
Many epoch-making biological discoveries (e.g. Darwinian Theory) were based upon observations. Nevertheless, observation is
often regarded as ‘just looking’ rather than a basic scientific skill. As observation is one of the main research methods
in biological sciences, it must be considered as an independent research method and systematic practice of this method is
necessary. Because observation skills form the basis of further scientific methods (e.g. experiments or comparisons) and children
from the age of 4 years are able to independently generate questions and hypotheses, it seems possible to foster observation
competency at a preschool level. To be able to provide development-adequate individual fostering of this competency, it is
first necessary to assess each child’s competency. Therefore, drawing on the recent literature, we developed in this study
a competency model that was empirically evaluated within learners (N = 110) from different age groups, from kindergarten to university. In addition, we collected data on language skills, domain-specific
interest and previous knowledge to analyse coherence between these skills and observation competency. The study showed as
expected that previous knowledge had a high impact on observation competency, whereas the influence of domain-specific interest
was nonexistent. Language skills were shown to have a weak influence. By utilising the empirically validated model consisting
of three dimensions (‘Describing’, ‘Scientific reasoning’ and ‘Interpreting’) and three skill levels, it was possible to assess
each child’s competency level and to develop and evaluate guided play activities to individually foster a child’s observation
competency. 相似文献
8.
9.
Computer literacy of Turkish preservice teachers in different teacher training programs 总被引：1，自引：0，他引：1
Tuncay Özsevgeç 《Asia Pacific Education Review》2011,12(1):13-21
This paper reports on an investigation into the sophomore and senior preservice teachers’ computer literacy in different teacher
training programs and to determine relationship between grades and the teacher training programs in terms of their computer
literacy. The study used case study research methodology, and the sample consisted of 276 preservice teachers. The ‘Computer
Literacy Scale’ comprising 24 likert-type questions was employed. The inferential statistical tests were used to analyze obtained
data for comparing groups on the scores collected in multiple subtests. The results suggest that there was no difference between
sophomore and senior preservice teachers’ computer literacy. For computer literacy, the order of rank is basic skills, application
software skills, computer awareness and programming skills, respectively. Undergraduate programs only have developed basic
skills of preservice students and have not had the impact on other skills or sophisticated computer literacy. The MANOVA inferential
statistics findings proved these results. It is suggested that content of the computer literacy skills and computer course(s)
should be improved and re-designed by including computer literacy skills. 相似文献
10.
In recent years there has been a major expansion by higher education institutions in setting up ‘for-profit’, offshore programmes
and campuses. It has been claimed that for-profit provision in a free, or unregulated market, responds to student demand and
acts as a catalyst for innovation, thus fuelling arguments for a global ‘free market’ in higher education. There are few opportunities
to test these claims since higher education is overwhelmingly provided within national systems of education and is generally
subject to strong local regulation. Israel, in the 1990s, offered a rare case of an unregulated market in higher education
for foreign providers, albeit one which contained significant distortions: British institutions took the leading part in developments.
This article examines that experience in the light of documentation in the public domain and of practitioner research and
argues, contrary to unsubstantiated claims, that provision fell below acceptable standards. The article concludes that, in
this field, consumer demand did not operate on the basis of quality and that the market-place cannot assure standards of higher
education in overseas provision. Furthermore, until international standards are agreed, governments have a responsibility
to regulate provision which directly affects the lives of their citizens. 相似文献
11.
Young-Suk Kim 《Reading and writing》2009,22(1):57-84
Previous studies with English-speaking families in the North American context demonstrated that home literacy practices have
positive influences on children’s literacy acquisition. The present study expands previous studies by examining how home literacy
practices are related to growth trajectories of emergent literacy skills (i.e., vocabulary, letter-name knowledge, and phonological awareness) and conventional literacy
skills (i.e., word reading, pseudoword reading, and spelling), and by using data from Korean children and families (N = 192). The study revealed two dimensions of home literacy practices, home reading and parent teaching. Frequent reading
at home was positively associated with children’s emergent literacy skills as well as conventional literacy skills in Korean.
However, children whose parents reported more frequent teaching tended to have low scores in their phonological awareness,
vocabulary, word reading and pseudoword reading after accounting for home reading. These results suggest a bidirectional relationship
between home literacy practices, parent teaching in particular, and children’s literacy skills such that parents adjust their
teaching in response to their child’s literacy acquisition. Furthermore, cultural variation in views on parent teaching may
explain these results.
相似文献
| Young-Suk KimEmail: |
12.
Engaging young children in literacy activities at home is one way for families to augment and enrich the home literacy setting
and to participate in their child’s education at an early age (St. Pierre et al. in Dev Psychol 41(6): 953–970, 2005). Burgess et al. (Read Res Quart 4(4): 408–426, 2002) suggested that the resources families have at their disposal, the quality of literacy role models provided by parents, and
the types of literacy and language activities in which parents and children engage, are all related to young children’s developing
literacy and language abilities. Other studies demonstrated that even modest literacy-promoting interventions can significantly
enhance a young child’s early literacy environment by increasing the frequency of parent–child book-sharing activities (Weitzman
et al. in Pediatrics 113(5):1248–1253, 2004). Dever (J Early Educ Fam Rev 8(4):17–28, 2001) and Dever and Burtis (Early Child Dev Care 172(4):359–370, 2002) emphasize the use of family literacy bags for early childhood development. Developing and sharing take-home literacy bags
is an exciting literacy-promoting activity that may be shared with children and families to provide support for emergent literacy.
This article explores the development of the BAGS (Books and Good Stuff) take-home literacy kits and provides suggestions
for content, construction, implementation, and evaluation. Sixteen current books are reviewed and recommended by theme. 相似文献
13.
José Domingo Villarroel Margarita Mi?ón Teresa Nu?o 《Educational Studies in Mathematics》2011,76(3):345-361
This study examines the beginning of the conceptual understanding of the first number-words and what role language can play
in developing the notion of numbers. To that end, 2?- and 3?-year-old Basque and Spanish monolingual children's (N = 131) basic numeracy skills are analysed by means of two different experimental procedures: Give-N (in which children are requested to gather sets of objects) and How-Many (based on the ability to count collections). The paper accounts for differences as regards the performance in the Give-N procedure between children with different linguistic backgrounds. In accordance with previous research, this finding can
be related to the dissimilar ways by which languages (Basque and Spanish, in this case) express grammatical number, supporting
the idea that language plays a definite role in the emergence of the earliest set-size meanings of ‘one,’ ‘two,’ and ‘three’
number-words. Eventually, the work attempts to contribute to the growing body of evidence that shows that the meaning of the
count-list appears from mapping numerals onto numerical cognitive representations produced by early core systems of numbers. 相似文献
14.
This study attempts to examine Confucius’ ideas about learning and seeks also to elucidate notions of lifelong learning. The
examination will be focused on Confucius’ ideas concerning learning as revealed in the Analects. Confucius’ notion of learning
offers an alternative perspective to overcome the idea of competition-directed lifelong learning. According to Confucius,
learners should be oriented to learn for the sake of the “self” not “others.” Confucius’ notion of “self-realizing” learning
holds that the self, being a part of interdependent relationships with others in society, attempts to utilize reflective learning
to realize a unity of self and the society. However, if learners are oriented to learn ‘for the sake of others, ’ their learning
efforts are rooted in selfishness-based competition, which threatens the interdependent nature of the human world. Confucius’
perspective of learning makes it clear that learning should be directed toward attaining a unity of self and the world. This
unity is possible when a learner makes the effort of will to sincerely learn for the sake of the self and learns to attain
an insightful understanding about interdependent life. 相似文献
15.
The present study investigated the satisfaction of international students. The factor analysis revealed the three factors
of ‘learning and research’, ‘living and adaptation’ and ‘Japanese language ability’. The ten variables were used to predict
the satisfaction of international students and found five significant variables in predicating the satisfaction of international
students. These were suitability of curriculum, progress of research, having a good friend, cultural adaptation and part-time
work. Among these, the suitability of the curriculum was the most significant predictor. Furthermore, the path analysis for
learning and research indicated significant mutual causal relationships between research progress and supervisor’s advice.
The level of Japanese language skills is not necessarily required to receive advice from their supervisors, although Japanese
language skills help to understand the content of classes. 相似文献
16.
Todd Campbell Shaing Kwei Wang Hui-Yin Hsu Aaron M. Duffy Paul G. Wolf 《Journal of Science Education and Technology》2010,19(5):505-511
This position paper proposes the enhancement of teacher and student learning in science classrooms by tapping the enormous
potential of information communication and technologies (ICTs) as cognitive tools for engaging students in scientific inquiry.
This paper serves to challenge teacher-held assumptions about students learning science ‘from technology’ with a framework
and examples of students learning science ‘with technology’. Whereas a high percentage of students are finding their way in
using ICTs outside of school, for the most part they currently are not doing so inside of school in ways that they find meaningful
and relevant to their lives. Instead, the pedagogical approaches that are most often experienced are out-of-step with how
students use ICTs outside of schools and are not supportive of learning framed by constructivism. Here we describe a theoretical
and pedagogical foundation for better connecting the two worlds of students’ lives: life in school and life outside of school.
This position paper is in response to the changing landscape of students’ lives. The position is transformative in nature
because it proposes the use of cyber-enabled resources for cultivating and leveraging students new literacy skills by learning
‘with technology’ to enhance science learning. 相似文献
17.
This study investigated the ability of the English and Spanish versions of the Get Ready to Read! Screener (E-GRTR and S-GRTR) administered at the beginning of the preschool year to predict the oral language and phonological
and print processing skills of Spanish-speaking English-language learners (ELLs) and English-only speaking children (EO) at
the end of the year. The results revealed that the E-GRTR predicted the EO and ELL children’s English emergent literacy skills
and the ELL children’s Spanish emergent literacy skills, and the S-GRTR predicted the ELL children’s English and Spanish emergent
literacy skills. For both groups, the E-GRTR and the S-GRTR were better at predicting children’s print knowledge in English
and Spanish compared to the other emergent literacy measures. The findings suggest that both screeners can be used effectively
to assess preschool children’s emergent literacy skills. 相似文献
18.
19.
Christine Jarvis 《Children‘s Literature in Education》2008,39(1):43-52
The article examines Cate Tiernan’s ‘Wicca’ series. This series and the ‘Circle of Three’ books by Isobel Bird explore the
experiences of teenage girls who embrace the pagan religion, Wicca. The texts reflect the growing interest in spirituality
expressed by many young people and extend the literary representation of witchcraft. Tiernan produces stories of spiritual
growth entwined with fantasy and romance. The series operates within a moral and religious framework that allows girls to
feel positive about their bodies and their sexuality and acknowledges the complex moral decisions many young people face.
Christine Jarvis is Dean of Education and Professional Development at the University of Huddersfield. She worked in community,
adult and further education before moving into teacher education. Her doctoral thesis at the University of Leeds examined
the educational uses of popular romantic fiction and she has published work on education and popular culture, romance, teen
fiction and Buffy the Vampire Slayer. 相似文献
20.
Dan Lin Catherine McBride‐Chang Dorit Aram Iris Levin 《Journal of Research in Reading》2011,34(4):426-442
The present study examined the relations of Chinese word reading and writing to both maternal mediation of writing and a number of metalinguistic and cognitive skills in 63 Hong Kong Chinese kindergarteners. The whole process of maternal mediation of writing, in which mothers individually facilitated their children's writing of 12 two‐character words in their own ways, was videotaped. This study replicated and extended previous work on the cognitive strategies mothers use to help children in writing Chinese words. Mothers' typical mediation strategies were positively and significantly associated with both children's independent word reading and writing. In addition, maternal mediation of writing was uniquely associated with Chinese word reading, but not word writing, even with metalinguistic and cognitive skills, including phonological awareness, morphological awareness, orthographic processing and visual knowledge, statistically controlled. Findings underscore the importance of mothers' early scaffolding in facilitating children's literacy acquisition. 相似文献