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1.
Ruth Dann 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):33-37
This paper focuses on the Primary PGCE at Keele University, which is now in its third year of a new course structure, fulfilling the requirements of the DFE circular 14/93. As the school‐based partnership has developed, teacher‐mentors have gained new understanding of both their role in teacher training and their relationship with Higher Education Institutions (HEIs). This paper seeks to outline how the process of mentoring has developed teachers’ skills in a way which has promoted their understanding of, and interest in, school‐based research. Four key issues are explored in probing the link between mentoring and school‐based research: the difference between theory and practice; links between teacher‐mentors and HEI tutors, the process of reflective practice; teachers as knowledge constructors. These are examined in relation to the process of mentoring and to the way in which each contributes to developing mentors’ participation and interest in school‐based research. 相似文献
2.
This paper investigates the motivational power of children to change teachers' beliefs about teaching. Weekly and summary reflections written by 18 preservice teachers served as data sources. Preservice teachers were learning from the children what they expect their teachers to know, to do, and to be, and in consequence of the face‐to‐face encounters with children, teachers were likely to establish and change their beliefs about children and how to teach. Teacher educators may encourage this learning by asking preservice teachers, during and after their work in classrooms, to respond to the questions: ‘As I related to the children, what did they require from me?’, and ‘How did I respond to these demands?’. The work of Emmanuel Levinas on the relationship in the face‐to‐face encounter between people provided an interpretive framework for evaluating responses to these questions. 相似文献
3.
《Journal of Education & Work》2012,25(3):54-74
Abstract Unemployment in Poland rose throughout 1990, 1991, 1992 and 1993 but the proportion of school‐leavers among the unemployed peaked in 1990. Unlike in most western market economies, the best‐ educated young people in Poland did not prove the least vulnerable to unemployment. This paper uses evidence from studies of young people in Gdansk, Katowice and Suwalki to argue that one reason why young people from professional and vocational secondary schools have not borne a heavier share of Poland's unemployment since 1990 has been the flexibility and responsiveness of these schools to Poland's new labour market conditions. Since the reforms many of these schools have contracted drastically. Some have closed. But others have thrived The latter have often benefited from favourable local labour market conditions, but their success has usually been at least equally due to their own resourcefulness in introducing new courses which teach skills that are in demand, and securing various kinds of sponsorship from employers. Three reasons are offered to explain the responsiveness of education in Poland to the changing labour market conditions: general support for ‘the reforms’, the schools’ experience of making informal deals with employers under communism, and the post‐communist authorities’ willingness to force unsuccessful schools to close and to see teachers made redundant. 相似文献
4.
Andy Convery 《Cambridge Journal of Education》1998,28(2):197-205
A teacher‐researcher questions whether Schon's Reflective Practitioner is an appropriate text for ensuring change in teaching practices. It is argued that teachers’ perspectives prompt a particular interpretation of ‘reflection‐in‐action’ that justifies individualistic, immediate and limited change strategies. Schon's rhetorical appeals can be interpreted as offering tacit approval for the existing craft culture; for the inhibiting effects of this craft culture to be effectively challenged, individual teachers need the supportive insights which collaboration can provide. 相似文献
5.
As supervisors of preschool teachers, childcare center directors are well‐situated to mentor their staff to pursue higher education. Telephone interviews with 78 directors examined their role as mentors in encouraging preschool teachers to take college classes. Educational mentoring was shown to be distinct from career mentoring. Logistic regressions showed that the director’s educational mentoring of teachers and teachers’ aides was associated with greater college attendance, whereas career mentoring was related to less attendance. Furthermore, the director’s confidence staff members’ ability to complete an Associate’s degree promoted college enrollment. Finally, some directors appeared to be transformational leaders who created an education‐friendly climate for their entire staffs. These findings suggest that the workplace is an under‐researched, critical context for work‐to‐school mentoring. 相似文献
6.
Robert H. Anderson 《Review of Education, Pedagogy & Cultural Studies》2013,35(3):257-261
My abhorrence of neoliberalism helps to explain my legitimate anger when I speak of the injustices to which the ragpickers among humanity are condemned. It also explains my total lack of interest in any pretension of impartiality, I am not impartial, or objective … [this] does not prevent me from holding always a rigorously ethical position. (Freire, 1998, p. 22) 相似文献
7.
Previous research has documented a need for the development of a sex education programme in Turkish schools in terms of adolescence readiness and the presence of misconceptions regarding critical aspects of sexual issues. Currently no school‐based sex education is available for Turkish adolescents. This paper presents the development of a contemporary sex education programme for 12‐year‐old to 14‐year‐old adolescents, entitled ‘The Human Development Program for 12–14 Year Old Adolescents’. A five‐step programme development model was used including reviewing internationally recognised sex education programmes for this age group. Sexuality Information and Education Council of United States guidelines were chosen as an educational framework, and Turkish cultural values were integrated into the curriculum. The sex curriculum consists of an eight‐session interactive programme in which parental permission and involvement is required. Five units are presented: human development, relationships, sexual behaviour, sexual health, and society/culture. The programme and a related knowledge assessment tool were reviewed by a group of Turkish professionals and the validity of the educational content was received. The programme was piloted with a group of Turkish adolescents with positive results. Future recommendations include school counsellors implementing this sex educational programme into Turkish schools. 相似文献
8.
David Collins 《Educational Media International》2013,50(2):76-80
Abstract It can be argued that media studies has already defined itself too narrowly in terms of the communications media and that it takes too little account of the impact of new technologies on the lives and activities of young people. Here David Collins, a Research Fellow of the University of Sheffield, who is investigating the uses of information technology in relation to special educational needs, considers the potential of microcomputers in the context of music teaching. 相似文献
9.
Abstract A total of 152 5‐6‐year‐old schoolchildren worked alone or in groups, cooperatively within groups or competing against another group, over 4 weeks. New measures allowed us to consider their preferences for collective or individualistic styles. Three factors: individualism/collectivism, sociability and altruism were identified. The first two were found to be stable over time; the third changed and was related to whether the children worked co‐operatively or competitively. Differences were found in collectivism/individualism. Girls (particularly older girls) preferred working co‐operatively significantly more than boys at Time 1; however, this decreased over time for girls, whilst boys became less individualistic over time. Younger children scored significantly less than older children on a sociability factor, but this increased significantly over time compared to the older children‐‐artificially in the group co‐operative condition. Findings are discussed in light of curriculum and pedagogy of primary schools and social psychological research with children. 相似文献
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Barbara Read Becky Francis Christine Skelton 《British Journal of Sociology of Education》2011,32(2):169-183
This paper draws on data from a research project investigating gendered identities and interactions of high‐achieving students in Year Eight in England (12–13 years old), particularly in relation to students’ ‘popularity’ amongst their peers. As part of this study 71 students were interviewed from nine different schools in urban, rural and small town locations. From an analysis of participants’ conceptions of the characteristics of ‘popular’ and ‘unpopular’ students, this paper looks in depth at notions of in/authenticity and how it is perceived and judged in relation to the self and others. In particular, the paper focuses on the genderedness of such discourses of in/authenticity as constructed by these students, and relates such concerns to theorizations of ‘impossible’ femininity. 相似文献
13.
This two‐year, mixed methods study with surveys, observations, and interviews, documented student technology use and skill before and after the implementation of a new one‐to‐one tablet computing program at a private middle school in the United States. After one year with tablets, several differences in students' technology use and skill were documented, including: higher satisfaction with school technology, greater frequency of technology use in specific subjects such as math and science, greater frequency of certain classroom activities such as two‐way communicating, and greater technology skills on competencies such as editing collaborative wikis. New modes of student collaboration were evident after implementing the tablet program, including sharing notes and co‐editing wikis. Differences were inconsistent across grade levels and subjects, suggesting teachers are adopting the tablet innovation differentially. In general, technology use increased most in math, science, and social studies classrooms, with smaller increases in language arts and foreign language classrooms. Différences d'usages et de compétences technologiques rapportées par les élèves après la mise en place de programmes informatiques individualisés La présente étude fondée sur un mélange de méthodes a duré deux années avec des enquêtes, des observations et des entretiens; elle a relevé les usages et les compétences des élèves avant et après la mise en place d'un nouveau programme d'informatique individualisée avec des ordinateurs “tablet” dans une école secondaire privée, aux Etats Unis. Après une année d'usage des “tablets”, on a noté chez les élèves plusieurs différences d'utilisation et de savoir‐faire comme par exemple: un niveau de satisfaction plus élevé par rapport à la technologie de l'établissement, une plus grande fréquence dans l'usage de la technologie pour des matières spécifiques telles que les maths et les sciences, une plus grande fréquence dans certaines activités de classe telles que la communication à double sens, et un plus grand savoir‐faire technologique pour des compétences telles que la mise en forme de wikis collaboratifs. De nouveaux modes de collaboration entre élèves sont apparus clairement après la mise en place du programme “tablet” y compris le partage de notes et la co‐édition de wikis. Il n'y avait pas de cohérence dans les différences d'une classe et d'une matière à l'autre ce qui permet de penser que les enseignants adoptent l'innovation des “tablets” de façon différenciée. En général, l'usage de la technologie a le plus augmenté dans les classes de maths, de sciences et de sciences sociales, l'augmentation étant moins forte dans les classes de lettres et de langues étrangères. Von Schülern berichtete Unterschiede in ihrer Technikanwendung nach Einführung von ?One‐to‐One Computing“ Diese zwei‐jährige, mit verschiedenen Methoden arbeitende Untersuchung, mit Umfragen, Beobachtungen und Interviews, dokumentiert den Technologieeinsatz und die Kompetenz von Studenten vor und nach dem Einsatz eines neuen One‐to‐One Tablett‐Computer Programms an einer privaten Mittelschule der Vereinigten Staaten. Nach einem Jahr Nutzung der Tablettrechner wurden einige Unterschiede beim Technologiegebrauch und den Fertigkeiten bei den Studenten festgestellt, einschließlich einem höheren Zufriedenheitsgrad mit der Schultechnologie, öfterer Technologieverwendung in besonderen Fächern wie Mathematik und Naturwissenschaften, höherer Nutzung von Unterrichtsaktivitäten wie wechselseitiger Kommunikation und verbesserten Fertigkeiten und Kompetenzen in der Technologienutzung, z.B. bei der gemeinsamen Bearbeitung von Wikies. Neue Formen der studentischen Zusammenarbeit wurden erkennbar, nachdem das Tablett‐Programm eingerichtet worden war. Einige Differenzen blieben – abhängig von der Anspruchshöhe und den Testpersonen – widersprüchlich, was auch auf die unterschiedliche Nutzung der Programme durch die Lehrer zurückzuführen sein kann. Im Allgemeinen wuchs die Technikverwendung am meisten in Mathematik, den Naturwissenschaften und den soziologisch orientierten Fächern, weniger den Sprach‐ und Fremdsprachenbereichen. Diferencias de uso y competencias en tecnologías relatas por los alumnos después de la introducción de la informática individualizada. Este estudio de dos años y de métodos mixtos con encuestas, observaciones y entrevistas ha apuntado el uso y las destrezas de los alumnos en relación con la tecnología antes y después de la introducción de un nuevo programa “Tablet” de informática individualizada en un colegio secundario privado de los Estados Unidos. Después de un año con los “Tablets”, se notó varias diferencias en los usos y destrezas de los alumnos en relación con la tecnología, incluyendo: más sarisfacción con la tecnología de la escuela, un uso más frecuente de la tecnología en asignaturas como matemáticas y ciencias, una frecuencia más alta de ciertas actividades de aula como la comunicación bilateral y más destrezas tecnológicas en competencias como la edición de wikis colaborativos. Nuevas formas de colaboración estudiantil aparecierón claramente después de la introducción, del programa “Tablet”, entre ellas el reparto de apuntes y la co‐edición de wikis. Las diferencias entre niveles y asignaturas resultaron inconsistentes lo que conduce a pensar que los profesores están adoptando la inovación del “Tablet” de varias maneras. En general el incremento del uso de la tecnología fue más fuerte en las aulas de matemáticas, ciencias y ciencias sociales con incrementos más bajos en aulas de Humanidades y lenguas extranjeras. 相似文献
14.
Pekka Risku 《Scandinavian Journal of Educational Research》2013,57(2):137-159
Schon (1987) has criticized the normative curriculum of professional schools including technical colleges: at first basic science (mathematics, physics, etc.), then applied science, and finally technical skills of day‐to‐day practice. In Schön's opinion, the tradition of professional education is an obstacle to changing teaching methods from drill and practice to open‐learning environments. Solomon (1986) presents the different approaches which teachers take in computer‐based instruction in stages from drill and practice to open‐learning environments. This paper reports a six‐year case study, inspired by the work of Schön and Solomon, on the impact of, and the teachers’ role in, the use of computers and Mathcad in the mathematics instruction of technical colleges. The teaching experiment was started with 51 first‐year students during the academic year 1988‐1989 at the Technical Institute of Jyvaskyld. The class of mechanical engineering had 162 and the class of electrical engineering 206 lessons of mathematics during the first experimental year. Two senior lecturers of mathematics taught the classes. Before the experiment, computers had never been used in mathematics instruction at the institute. The various ways of using Mathcad were classified on the basis of the forms filled and files saved by the teachers, as well as on the notes made by the researcher. The teachers’ ways of using computers in our experiment during the years 1988‐1995 clearly showed the existence of stages. Some of the stages were the same for both teachers, but there were also some differences. Both teachers started by fitting an open computer‐based environment into the traditional instruction. 相似文献
15.
《Australian Journal of Learning Difficulties》2013,18(2):9-14
Abstract Triple‐X Syndrome is a little‐known condition that is found in approximately one‐in‐a‐thousand girls. The effects are not readily observable and are variable, particularly in the area of academic achievement. However, passivity and delayed expressive language skills are generally noted as characteristics of the syndrome and are very likely to have implications for the child's learning. The extremely passive nature of the child may mean that explicit and direct teaching is required if learning is to keep pace with peers. This paper presents a single case study involving a seventeen‐year‐old girl with Triple‐X. It describes and explains a ’later’ intervention program based on sight recognition of common words, use of controlled text, short‐term auditory memory training, and development of semantic skills and working memory. The program proved successful in improving reading, short‐term memory, and spoken language skills. 相似文献
16.
Claire Hayes 《Irish Educational Studies》2013,32(1):97-106
Understanding Children, Vol. I, State, Education And Economy; Vol. II, Changing Experiences And Family Forms Anne Cleary, Maire Nic Ghiolla Phadraig and Suzanne Quin (eds) Oaktree Press, 2001. No price. 相似文献
17.
《Journal of Further & Higher Education》2012,36(3):219-228
This study examined performance of Master’s‐level students in an online course in Cognition, Learning and Assessment and compared it with the performance of students in a face‐to‐face classroom setting of the same course (N = 70). Data were collected from six sections of the course over a two‐year period. The same professor taught all sections. Identical final exams plus two common assignments were used to determine whether there were differences in performance. An analysis of covariance, with graduate record exam scores as the covariate, was applied using each of the dependent variables. Students in the face‐to‐face class scored significantly higher on two out of the three measures. 相似文献
18.
The Acquisition of Science‐related Attitudes and its Relationship to Pre‐student Teaching Experience
Folajimi Akindehin 《Research in Science & Technological Education》2013,31(2):157-166
It is desirable that secondary school science teachers should, in addition to acquiring factual knowledge in the content area of science, also develop favourable science‐related attitudes. The present science teacher education programmes provided in Teachers’ Colleges in Nigeria make provisions for the acquisition of factual knowledge in science. However, it is assumed that positive science‐related attitudes would be incidentally acquired as secondary product of cognitive outcomes. This paper is a report of a study in which an instructional package‐‐the Introductory Science Teacher Education (ISTE)‐‐was designed to promote in pre‐service science teachers the acquisition of favourable science‐related attitudes. A trial administration of the ISTE was carried out in the study. Then the effect of the ISTE on students exposed to it was determined in terms of acquisition of science‐related attitudes and competence in lesson preparation. The results obtained confirmed that the ISTE could produce better science‐related attitudes than the traditional science teacher education programme. The superiority of the effect of the ISTE on lesson preparation competence of pre‐service science teachers was also established in the study. Thus, a case is made for the need for such a package as the ISTE in science teacher education programmes. 相似文献
19.
John Kenny 《International Journal of Science Education》2013,35(10):1267-1288
This paper reports on the effectiveness of a professional partnership approach to preparing pre‐service primary teachers to teach science. The study involved final year BEd pre‐service primary teachers at the University of Tasmania, each working in the class of a volunteer colleague teacher. The programme provided an authentic science teaching experience in which pre‐service teachers were supported to plan and teach a sequence of work in a chosen science topic and reflect upon the experience. Many reported an initial lack of confidence in science and no experience with teaching it during their normal practice teaching. During 2007 and 2008, teachers from 17 schools in Northern Tasmania volunteered to work with the pre‐service teachers in their classrooms for one lesson a week over a six‐week period. The findings indicated that this approach was an effective way to build the confidence of pre‐service teachers and may also have benefits for practising teachers. 相似文献
20.
Karen Guldberg 《International Journal of Lifelong Education》2013,32(1):35-49
This paper analyses how adult learners on a professional development course learn and develop through online dialogue. The research uses Wenger’s community of practice framework, and assesses whether the concept of ‘legitimate peripheral participation’ is useful in relation to this specific case study in which the students are practitioners and parents of individuals with autistic spectrum disorders (ASD). The study focuses on peer‐to‐peer learning and analyses a sample of asynchronous online discussions from three separate online tutorial groups. The first part of the study combines quantitative analysis of distribution patterns, with qualitative discourse analysis that measures central concepts associated with communities of practice. The second part of the study addresses whether the concept of ‘legitimate peripheral participation’ is useful in this context. The contribution of one key individual in each group is analysed in order to provide a narrative about how that person communicates with the others, shares values and repertoires with them and gradually becomes a central member of the community. The data supports the notion that these forms of interaction and approaches to learning can favour the construction of knowledge and help to develop reflective skills and a sense of ‘togetherness’ in the group through sharing stories with one another, developing identity through the discussions and through this enabling the development of community. The findings indicate that the learners are provided with opportunities to consider the strengths and weaknesses of ideas from multiple perspectives and that key students play a role in enabling other students to move from a position of legitimate peripheral participation to becoming full members of the community. 相似文献