共查询到20条相似文献，搜索用时 250 毫秒
1.
Attempts at school reform and improvement have experienced difficulty creating and implementing feedback systems that energize
and sustain change efforts. If the call for reform at all levels of education is to be met, attention must be given to establishing
effective feedback mechanisms in educational institutions as they embark on improvement efforts. The purpose of this article
is to describe application of an educational design metaphor to create a Knowledge Management System that provides teachers
with timely and constructive feedback about their professional practice. This system includes the way in which a corpus of
professional knowledge about differentiated content and instruction, classroom grouping, evidence-based practice and classroom
management can be embedded in a set of tools that provides multiple stakeholders (teachers, students, administrators) the
opportunity to generate feedback about instructional practice. Use of the approach is discussed within the broader context
of Knowledge Management as a vehicle to extend the role of feedback in school reform and improvement within a long term pilot
application in one school. 相似文献
2.
Marcelle Haddix 《理论付诸实践》2015,54(1):63-70
The goals of teacher education must evolve beyond the teaching of strategies and methods toward a process for beginning teachers' critical interrogation of their social locations and the ways they engage with the realities of teaching and learning. One way that this is accomplished is by incorporating opportunities for community engagement beyond classroom walls in ways that employ teaching practicum experiences in K–12 classrooms. This article describes one teacher educator's experiences preparing secondary English and literacy preservice teachers enrolled in a Teaching Writing Course where students participate in the coordination and facilitation of a community writing event for local middle and high school students. Preservice teachers witnessed writing instruction and youth writing practices that thrived in an educational partnership among multiple stakeholders, including students, parents, teachers, administrators, university professors, and community youth liaisons. Then I share examples of students' reflections post-Writing Our Lives experiences to demonstrate their emerging understanding of the role of community engagement in their development of teacher identities. 相似文献
3.
Egeberg Helen McConney Andrew Price Anne 《Educational Research for Policy and Practice》2021,20(2):107-124
Teachers’ views about teaching, learning and school experiences are important considerations in education. As the central participants in classroom interactions, students and teachers naturally have strong views about what it takes to manage learning and surrounding behaviours effectively. With this in mind and because we believe that ignoring the thinking of either of these stakeholders would be to the detriment of teaching and teacher education, we focused on hearing and understanding teachers’ voices about teaching, learning and classroom management. Our aim was to further clarify teachers’ perspectives on how educators create quality learning environments as well as gathering their views of various disciplinary interventions, their perceptions of challenging students and their sense of efficacy for classroom management in order to inform both policy and practice in teacher education. A survey was conducted with 50 secondary school teachers to capture their views on their classroom experiences. Follow up interviews with teachers identified by students as effective in their classroom management provided consistent reports that effective classroom managers build positive relationships with their students, manage their classrooms by establishing clear boundaries and high expectations, and engage students in their learning.
相似文献4.
Maria Xanthoudaki 《Cambridge Journal of Education》1998,28(2):181-195
Drawing on observations of classroom art practice and visits to one museum and two galleries and on interviews with teachers and museum and gallery educators, this article examines the interactive relationship between school art education and museum and gallery visits. It studies: the ways primary teachers use such visits for art teaching purposes; and the reasons for the existing limitations in incorporating museum or gallery visits into school art education despite the wide acknowledgement of their educational value. The findings suggest the presence of two models of educational programmes which appear to influence differently the ‘three‐part unit’ of preliminary work, visit to the institution and follow‐up activities in the classroom. 相似文献
5.
小学是学生学习的黄金时期,为更好地解决小学教育中存在的问题,教师应积极地推行学习成效金字塔理论,确保全面提升学生的学习质量和效果。基于此,本文就学习成效金字塔理论概述进行阐述,并提出了促进小学信息技术课堂学习成效的有效途径。 相似文献
6.
王雪梅 《鞍山师范学院学报》2007,9(6):98-100
归因理论对于学校教育具有重大的指导意义.它可以帮助教师寻找到教育的契机和方法.学生对学习结果的归因,直接影响其学习信心和对前途的期待.心理学研究表明,人们的归因倾向是可以改变的,教师可结合归因训练,并利用课堂教学,运用教育与引导的方法,帮助学生作出正确、积极的归因,激发学生的成就动机. 相似文献
7.
This paper draws upon critical discourse analysis, cultural studies and communication theory, studies on media and educational reform, and the work of Bernstein, Bourdieu and Luhmann in particular, to explore how the print and media ‘mediated’ a period of educational change marked by moves to self‐management in schools in Victoria, Australia. It considers how the media was mobilized by various education stakeholders, and in turn informed relations between schools and government, through policy discourses and texts. It considers why and how particular themes became media ‘issues’, how schools and teachers responded to these issues, and how the media was used by various stakeholders in education to shape policy debates. It is based on a year‐long qualitative study that explored critical incidents and representations about education in the print media over a year in the daily press. It illustrates the ways in which a neo‐liberal Victorian government mobilized the media to gain strategic advantage to promote radical education reform policies, considers the media effects of this media/tion process on schools and teachers, and conceptualizes how school and system performance is fed from and into media representations, public perceptions and community understandings of schools and teachers' work. 相似文献
8.
Solange Lopes-Murphy 《Clearing house (Menasha, Wis.)》2013,86(6):226-230
Although the concept of universal design for learning (UDL) is well understood in the world of architecture and in the area of special education, its use to increase the academic performance of high school English learners (ELs) is not widely explored. To reduce this void, this article presents an overview of the UDL concept and its principles, applies UDL to classroom instruction and assessment of high school ELs, and offers suggestions on how UDL can be infused in preparation programs for secondary education teachers. This article also provides an example of how a school system has integrated UDL into its educational framework to increase academic accessibility for all. 相似文献
9.
信息技术在农村学校教育场域的广泛与深入应用,增加了农村教育资本,拓展了农村教育教学资源,重构了农村儿童学习空间,从而使信息时代的农村课堂教学变革得以可能。在信息时代,农村课堂教学变革需要相应的动力机制,并着力践行全面提升农村中小学教师的信息化素养,构建互联互通的农村教学资源开发管理机制,构建多方合力共办的技术支持体系等三大实践路向。 相似文献
10.
Yael Sharan 《Education 3-13》2015,43(1):83-94
Meaningful learning is based on more than what teachers transmit; it promotes the construction of knowledge out of learners' experience, feelings and exchanges with other learners. This educational view is based on the constructivist approach to learning and the co-operative learning approach. Researchers and practitioners in various countries and settings seek ways to incorporate these approaches to create meaningful learning in the multicultural classroom and in the co-operative learning classroom. This article presents some of the ideas, studies and methods that signal a major shift of emphasis in education from product to process. 相似文献
11.
The aim of this paper is to explore integrative worldview education as a platform for learning from worldviews in a diverse cultural context. This is done by exploring integrative worldview education in a Finnish secondary school context by examining the views of school stakeholders. The stakeholders examined in this article consist of 174 parents of the pupils and a total of six teachers and head teachers from two different lower secondary schools in Helsinki. We use the concept of learning from worldviews to examine the possibilities of the integrative classroom to facilitate learning from both personal and organised worldviews. The results indicate that the stakeholders view integrative worldview education as an important tool for widening the worldview of the pupil. Although the stakeholders view the sensitivity of the teacher as paramount in teaching an integrative classroom, integrative worldview education is also seen as important in offering tools for forging mutual understandings in an ever more complex world of worldviews. 相似文献
12.
Catherine M. Scott 《Journal of School Choice》2017,11(1):168-190
More than 6,000 charter schools exist in the United States, and of these 120 are Montessori charter schools. When studying charter school practices, researchers often examine issues such as performance accountability measures and effectiveness of charter school curricula. In doing so, the outcomes often overlook the challenges for teachers as they attempt to blend the demands of being a charter school with performance accountability and charter school philosophies, such as the Montessori philosophy. In this longitudinal case study, I examined the ways in which teachers in a charter Montessori school used professional development to help balance the demands for standardized testing performance and Montessori goals. The findings illustrate that significant challenges exist for teachers blending multiple educational goals but that professional development can aid teachers in filling in gaps in their existing curricula. This study encourages (1) researchers to question the ways in teachers can be supported through professional development to meet accountability measures and (2) stakeholders to consider how accountability measures focused solely on student performance can have detrimental effects on charter school curricula implementation and teacher retention. 相似文献
13.
This paper reports on the findings of a study, the 'Constructing Classroom Cultures' project, funded by a small Australian Research Council grant at the University of Melbourne. Located in three primary school classrooms in Melbourne, Victoria, this study investigated how teachers and grade 3-4 students develop shared values and understandings concerning formal and informal codes of behaviour. Drawing on classroom observations, individual interviews with teachers and focus group interviews with children, this paper discusses the ways that teachers and children together build classroom cultures. Practices that work to produce supportive classroom environments as well as problem areas are identified. Examining classroom cultures at the micro-political level offers scope for considering how power relations can contribute positively to educational processes. Additionally, the ways in which informal interactions between teacher and students and among students call into play collaboration, compliance and resistance are opened up for examination. These case studies aim to contribute to understanding how productive classroom cultures are constructed in day-to-day interactions, a significant area of concern for teachers and teacher education students. 相似文献
14.
Joy Chew Oon Ai 《Asia Pacific Journal of Education》1985,7(1):13-21
This is a study of how a group of primary school teachers in Singapore dealt with the possibility of introducing informal educational innovations in their school settings. “Informal innovations” here refers to the voluntary adoption of new teaching methods, techniques and ideas acquired during an in-service teacher education programme, namely, the Further Professional Certificate in Education (FPCE) programme conducted by the Institute of Education, Singapore. Did these teachers attempt, when back in their schools, to experiment with the new ideas and methods of teaching they had been exposed to during the one year of the FPCE programme? What factors worked for, and against, attempts at innovations in their primary schools? Were there structural constraints and socio-psychological obstacles that they had to negotiate in order to adopt innovations in classroom and educational practices? If innovative ideas had remained dormant, was this because the teachers were unconvinced about the practicality and relevance of these ideas for the classroom and the school? These questions serve as the focal points of a small study involving 66 primary school teachers. Of the 66 teachers, sixteen had resumed work at school for nine months after they completed their in-service attachment at the Institute of Education (IE). The remaining 50 were in the midst of their in-service training when they participated in the study. 相似文献
15.
Katie Burke 《British Educational Research Journal》2019,45(5):961-978
Home education, or home schooling, is a rapidly growing global educational phenomenon. Given the emphasis that educators, policy makers and researchers have placed upon the arts as an important element in a holistic education, the ways in which the growing home education community are facilitating arts learning warrants consideration. Facilitating quality arts learning has been found to be extremely challenging, especially for generalist classroom teachers who may not possess background learning across the range of arts subjects represented in most arts curricula. Revelations from this study on Australian home educating parents identifies a similar dilemma with the facilitation of arts learning in home contexts, and a significant proportion of the home educating participants acknowledged little to no educational or artistic training. In this project, an online survey was conducted to develop insights into the ways Australian home educators (n = 193) approach arts education, the challenges associated with facilitating arts learning and the strategies they employ in light of these challenges. The research highlights that, while home education is pedagogically unique and distinct from traditional classroom education, the challenges participants expressed regarding teaching in the arts aligned closely with those expressed by classroom teachers in wider research; however, the uniqueness of home education contexts means that support structures for classroom teachers are less helpful for home educators. Implications arising from the research are thus beneficial in understanding the nature of support that might be tailored for arts learning in home education. 相似文献
16.
从人本主义的视角出发,素质教育应具有平等性、系统性、个体性、先天性、发展性、基础性和开放性等特征。基于人本主义原则设定多元化教学目标和创设多样化教学手段,能将素质教育贯穿在"备学生"、英语课堂教学设计和教学手段创新等具体环节当中。基于人本主义原则创设高中英语课堂环境并把握课堂导入模式创新、素质教育课堂活动创设和开放式作业设计等关键环节,将有助于素质教育落到实处,使素质教育贯穿于"教与学"的全过程之中。 相似文献
17.
The limited implementation of evidence-based classroom practices and ways to provide effective professional development to address this challenge remain enduring concerns in education. Despite these concerns, there exists a well-established research literature on evidence-based practices for effective classroom management and instructional practices. One identified area of need is research investigating the extent that different classroom practices are more or less important across school and grade levels. The current study examined results from 612 general education teachers across school levels (323 primary, 208 intermediate, 81 secondary) who completed an on-line self-assessment of their use of evidence-based classroom practices. Statistical analysis found significant differences in teachers’ self-reported use of several evidence-based classroom practices across school levels (primary, intermediate, secondary). Implications are presented for using teacher self-assessment to inform professional development in schools. 相似文献
18.
现代教育技术伴随着网络技术的发展推动了现代学校教育内容、教育方法、教育手段及教育过程的改革与发展。在网络环境中,虚拟社区技术、视频点播系统、网络多媒体教室的广泛应用,使师生关系正在发生深刻变革,“和谐师生关系”作为网络社会中师生关系发展的终极目标和根本出发点,师生社会关系、师生教学关系和师生心理关系都在传统师生关系基础上发生了深刻变化,和谐师生关系促进策略是内化尊重教育理念、营建和谐教育文化、体验和谐网络课堂、寻求师生共同发展、坚持过程评价。 相似文献
19.
Ksenia Solheim Sigrun K. Ertesvåg Grete Dalhaug Berg 《Journal of Educational Change》2018,19(4):511-538
Teachers are the most important agents in shaping education for students and to bring change and innovation in educational practices. There is a lack of knowledge about how teachers learn and transfer their knowledge into practice in the classrooms. Teacher educators have repeatedly argued that classroom management is a critical pedagogical skill that teachers must master in order to maximize classroom interaction. This study aims to contribute to the understanding of how lower secondary school teachers learn and improve classroom interaction in the context of an educational intervention. Three aspects of classroom interaction are addressed: emotional support, classroom organization and instructional support. The sample contained 81 teachers from 14 Norwegian lower secondary schools reporting, through digital logs, on learning experiences with respect to classroom interaction. Moreover, they reported on the types of learning activities they undertook. Findings indicated that teachers’ improvement in classroom interaction was, to a large extent, dependent on their own, or their colleagues’ strong knowledge of classroom interaction. The results of the study add to our understanding of teachers’ knowledge and skills within classroom interaction and how teachers can improve their knowledge, e.g., through reflection on situations in the classroom. Still, the authors suggest a stronger emphasis on the integration of research based knowledge and teacher learning strategies to support teachers to reach their full teaching potential. 相似文献
20.
Recent decades have witnessed dramatically improved survival rates for infants born prematurely, especially those born very
and extremely preterm. Follow-up studies concerned with long-term neurodevelopmental outcomes for children born preterm indicate
that these children are at high risk for a range of cognitive, learning, neuromotor, and behavioral difficulties. However,
to date, most of the existing literature has tended to focus on the medical and developmental impact of preterm birth, with
little consideration given to the educational implications. Addressing this research gap is important since cognitive and
educational difficulties represent the most commonly occurring cluster of adverse outcomes affecting children born very or
extremely preterm, with up to two thirds likely to require educational assistance during their school years. The goal of this
review is to provide an overview of existing research findings relating to the educational needs of school-age preterm children.
Methodological issues that need to be addressed in future outcome research relating to the developmental and educational needs
of very preterm children are also highlighted. Finally, implications of existing findings for educational psychologists, counselors,
teachers, and teacher educators are discussed in terms of the roles of society, education systems, schools, and teachers. 相似文献