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Mervyn Lebor 《Journal of Further & Higher Education》2016,40(4):568-583
The context of this article was that, after researching issues of classroom management for a number of years, I was asked by managers at different institutions to speak to their staff about strategies for helping to counteract the problems tutors faced in many classes on a day-to-day basis. The question that emerged was how might managers in the lifelong learning sector support tutors in dealing with these stressful situations. The methodology of this inquiry was to offer qualitative practitioner research which would suggest some recommendations to improve practice on how managers might support teachers in these circumstances. The research methods would aim to determine managers’ perspectives, using a survey to identify a sample of their views. This would lead to two focus groups with managers, opening up a more exploratory discussion, followed by an in-depth interview with an experienced, particularly supportive manager, working with challenging classes. The purpose of this interview was to review a range of strategies that might be used to help managers support staff and students create more effective learning environments. The next stage was to subject managers’ suggestions to the views of teachers. The findings from this research showed there were widespread problems in many classes where this research took place. Managers offered a range of localised and wider strategies for supporting teachers in these challenging situations. Offering whole institution approaches, training on interventions and opening spaces for tutors and managers to explore these issues in a blame-free environment were some of the recommendations. The tutors surveyed welcomed these suggestions. 相似文献
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Howard Margolis 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):221-238
Self‐efficacy is essential to motivation and learning. Compared to students with weak self‐efficacy for academics, students with strong self‐efficacy have higher motivation, make greater effort, persist longer, and achieve more. Unfortunately, struggling learners with weak self‐efficacy often avoid academic tasks or give up prematurely, reducing the likelihood of academic success. Because tutoring usually occurs in one‐to‐one or small group situations, adult tutors are in an excellent position to enhance struggling learners’ self‐efficacy which, in turn, can improve academic outcomes. To achieve this, tutors need to understand the importance of self‐efficacy, its sources, and how to strengthen weak or flagging self‐efficacy. To assist tutors in strengthening learners’ self‐efficacy, this article discusses (a) the importance and sources of self‐efficacy, (b) instructional principles derived from these sources, and (c) topics for future research. 相似文献
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While the term ‘learner‐centered’ is invoked in many curriculum standards documents, packaged curriculum materials, mission statements and criticisms of educational practice, there is little agreement on its meaning. Shallow understandings and conflicting practices abound. And rarely do the meanings ascribed to the term take into account the meanings of thoughtful teachers who live learner‐centered approaches daily in their work. Here we introduce lived meanings of learner‐centeredness found in the personal and professional histories of experienced teachers. Data were gathered in interviews that took the form of focused conversations which yielded elaborated stories and reflections that suggest that learner‐centeredness is a concept that cannot be captured in finite, static, unquestioned definitions. The teachers’ lived meanings are expressed in fine‐grained detail, are embedded in particular settings and the teachers’ own personal and professional histories, go beyond surface features of practice and are in motion and unfinished. Taken together, these lived meanings have the potential to challenge and deepen current understandings of learner‐centered practices. Further, they have the potential to bring humanity, humility and integrity to the work of those who engage in these practices and of those who would support or criticize them. 相似文献
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Julia Bandini Sara Shostak David Cunningham Wendy Cadge 《Assessment & Evaluation in Higher Education》2016,41(3):414-426
Assessment plays a central role in evaluating and strengthening student learning in higher education, and sociology departments, in particular, have increasingly become interested in engaging in assessment activities to better understand students’ learning. This qualitative study builds on previous research on assessment by asking what students in one American university department see themselves learning in the sociology major. Rather than asking students to reflect on what we think they are learning, we asked open-ended questions about skills, topics and modes of education they considered most significant to their learning. The 25 sociology majors in our study included second-year students, graduating fourth-year students and alumni who had graduated five years prior, enabling us to compare what students have learned or are learning across cohorts. Our findings demonstrate that students emphasise a common collection of skills, topics and – especially – modes of learning in the major, despite their various course selections and interests within the discipline, and also that majors’ orientations to sociology vary as they move through, and beyond, the undergraduate curriculum. 相似文献
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Elizabeth Walton 《International Journal of Inclusive Education》2013,17(11):1171-1185
A concern with formal and epistemological access to schools can neglect the importance of access to the informal school and the friendships and sense of belonging that this implies. Despite the challenges of ‘voice’ research, listening to what young people have to say about their experiences of, and attitudes towards social inclusion and exclusion at school may help to identify and address exclusionary pressures. This article reports on a study conducted at an inclusive high school in South Africa where learners have only known a diverse peer group. Despite this, questionnaire and focus group interview responses show that learners have ambivalent attitudes about Others. They position themselves and their school as ‘normal’ and show a mixture of empathy, prejudice and patronisation as they consider how they might respond to peers or a fictional character who is different from them. These Grade 10 learners have strong feelings about who should be admitted to their school, and they identify some exclusionary practices that operate in their social world. Their attitudes cannot be considered apart from a schooling system which normalises educational separation and exclusion and a pedagogy of compassion is suggested as a way to enable young people to address their prejudices towards Others. 相似文献
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Judy Lever‐Chain 《Literacy》2008,42(2):83-91
This paper reports the first part of a 2‐year longitudinal study, which examined the impact of age of entry to school on the reading development of 60 summer‐born boys during Key Stage One. The sample was drawn from 18 schools in six Local Education Authorities operating different admissions policies. Thirty‐one had attended nursery part‐time, while 29 had experienced full‐time reception class before their fifth birthday and before statutory age of entry to school. The data offer an original portrayal of learning to read through the voices of a group of 5‐year‐old boys as they reflected on home and school literacy events relating to reading. Reading acquisition was examined within a theoretical model which incorporates attitudinal factors as intrinsic and defining components of reading literacy. The data draw attention to the centrality of these factors in the complex structure which supports the process of reading acquisition, acknowledging the need to investigate this process from the perspective of the child. This paper discusses the findings in the context of the boys' early years experience and the implications in the light of the widespread debate about age of entry to school and appropriate early years practice. The data suggest the current wide‐spread skills‐based approach to reading often ignores the crucial motivational elements that make a real reader and that the formality associated with this approach may be damaging reading attitudes in the youngest children of our reception classes. 相似文献
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For a teenager who has just started high school,the next three years of life may seem no better than hell. 相似文献
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Subtypes, severity, and structural stability of peer victimization: what does latent class analysis say? 总被引：2，自引：1，他引：1
This study uses latent class analysis (LCA) to empirically identify victimization groups during middle school. Approximately 2,000 urban, public middle school students (mean age in sixth grade = 11.57) reported on their peer victimization during the Fall and Spring semesters of their sixth, seventh, and eighth grades. Independent LCA analyses at each semester yielded 3 victim classes based on victimization degree rather than type (e.g., physical vs. relational). The most victimized class always represented the smallest proportion of the sample, decreasing from 20% in sixth grade to 6% by the end of eighth grade. This victimized class also always reported feeling less safe at school concurrently and more depressed than others 1 semester later, illustrating the validity of the LCA approach. 相似文献
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Penni Cushman 《Gender and education》2008,20(2):123-136
The need for more male role models in young boys’ lives is one of the main reasons underpinning the call for more male teachers in primary schools. However, the exact responsibilities and attributes associated with the term ‘male role model’ have yet to be clearly established. The purpose of this survey of 250 New Zealand primary school principals was to investigate the views of one major group of stakeholders to determine how principals defined male role models and what they considered the specific attributes of that role. The study found that the principals favoured men who exhibit a hegemonic masculinity couched in heterosexual, rugby‐playing, ‘real men’ attributes. 相似文献
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于建波 《英语考试向导(高考学生版)》2000,(9):33-33
在日常生活中，当一方因为某种原因而催促对方“赶快”、“赶紧”、“快点”时，除了用“Hurry (up)”，“Bequick”，“Comeon”外，还有以下这些表达法。 相似文献
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暑假到了,终于可以约上好朋友尽情地玩了。可是在玩的时候,爱美的女孩子们千万别忽视了对眼睛的保护,别以为暑假期间可以睡懒觉,就一定不会有黑眼圈。其实越是不规律的生活越容易形成黑眼圈, 现在就让你向小熊眼say goodbye。还在为你的“小熊眼”而困扰吗?令你看上去精神萎靡的“小熊眼”实际上分两类,按照不同的类型进行护理是很重要的。小褐熊眼的特征: 用粉底遮盖下眼睑仍然有暗沉的黑眼圈 相似文献
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Let's say教学是每个单元中主要的部分,也是教学方法上最难处理的一部分,优化Let's say教学效率,对于提高整体教学效率是非常有利的. 相似文献
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Paul Willis Robert Bland Louise Manka Cec Craft 《Educational Research and Evaluation》2013,19(2):173-185
Cross-age peer mentoring is an educational model that builds on peer support and mentoring to assist young people to enhance social relationships, develop cognitive skills, and promote positive identity development. In this article, we outline the evaluation process of a cross-age peer-mentoring program implemented in an Australian secondary school. This program had a distinctive focus on blending cross-age peer mentoring, academic tutoring, and social support roles. We focus on the program's consumers – the voices of Year 7 students (mentees) and Year 10 students (mentors). Student perspectives were gathered using qualitative methods through repeated focus groups. Data were thematically analysed, and the findings show observed changes in social relationships, problem-solving skills, and engagement with literacy. We discuss the importance of this relationship for effective learning and examine the reported changes to engagement with relationship building. Implications for developing whole-of-school support and increasing wider participation are discussed. 相似文献
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say、speak、talk与tell这四个动词都有“说”、“讲”的意思,其主要区别如下: say意为“说”,是及物动词,其宾语可以是名词、代词或从句,着重说话的内容,指用语言表达思想。例如: 1.What did he say?他说了些什么? 2.He said he would come on time.他说他会准时来。speak意为“说、讲”,只表示发音或发言的动作,着重指说话的动作本身。除语言文字及truth等少数词可作它的宾语外,一般作不及物动词。其后不 相似文献
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唐国涛 《语数外学习(初中版七年级)》2011,(Z1):73-74
同学们,我们学过了不少由what引导的特殊疑问句。下面我们一起来回顾一下吧。询问姓名。例如:What’s your name?你叫什么名字?询问某物用英语怎么说。例如:What’s this in English? 相似文献