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Christine Edwards-Groves Peter Grootenboer Ian Hardy Karin Rönnerman 《School Leadership & Management》2019,39(3-4):315-333
ABSTRACTEducational researchers have invested much in isolating the specific ‘drivers’ that influence school change and teacher professional development. In this vein, this article draws attention to necessarily situated understandings of practice development through research into the nature of ‘middle leading’ for site based education development in one primary school district in regional Australia. Drawing on practice theory, the analysis reveals how developing and sustaining change in schools is contingent on middle leaders’ insider knowledge, shared responsibility and capacity to sustain and ‘drive’ teachers’ learning. The article argues more situated understandings of middle leading practices are essential for sustainable educational reform. 相似文献
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Providing contingent or adaptive support (i.e., scaffolding) is effective. Yet it is unclear how it promotes students’ learning. In this mixed-methods study, we investigated to what extent the effect of contingent support for students’ learning is mediated by the extent to which students take up teachers’ support in subsequent small-group work. We define contingent support as support that contains adapted levels of teacher control or regulation based on the learner’s level of understanding. To explore the research question, we analyzed all interactions from 35 lessons of 7 secondary social studies teachers and 7 small groups of students. Logistic multilevel mediation analyses showed that the likelihood of students formulating accurate answers during small-group work was higher when students applied the teacher’s support in subsequent small-group work (as opposed to ignoring that support). However, the contingency of a teacher’s support did not affect students’ uptake or the accuracy of their answers. Additional qualitative analyses showed that students’ uptake of contingent support was sometimes hampered by untimely fading of the support. Moreover, we found that contingent support that was then gradually faded was the most effective in fostering students’ uptake of a teacher’s support. 相似文献
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《Quest (Human Kinetics)》2012,64(4):398-415
ABSTRACTPhysical education teacher education programs have a responsibility to prepare preservice teachers in the technical aspects of teaching while also preparing them for the sociopolitical realities of teaching a marginalized subject. There is also a need for inservice teachers to engage in continuing professional development related to socialization and school sociopolitics to build upon lessons learned during initial teacher education. In the United States, one such professional development opportunity is reflected in master’s degree programs. These programs are typically guided by the National Association for Sport and Physical Education advanced standards for physical education teacher education. However, these standards do not currently have any reference to socialization or sociopolitical learning. The purpose of this article is to propose that an additional standard focusing on sociopolitical skills and teacher socialization be added to the National Association for Sport and Physical Education advanced standards for U.S.-based post-licensure master’s degree programs. 相似文献
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Grazia Valentina Mameli Consuelo Molinari Luisa 《European Journal of Psychology of Education - EJPE》2021,36(4):1117-1134
In this study, we adopted a person-oriented approach to (a) identify latent profiles of adolescents characterized by unique patterns of perceived teacher autonomy support and student agency, (b) investigate whether perceived interpersonal justice can predict profile membership and (c) compare different profiles in relation to personal responsibility. Participants were 545 Italian secondary school students (55% boys, 94% born in Italy, Mage = 14.24, SDage = .53). Five adolescents’ profiles emerged: disengaged (24%), average students (34%) and committed (28%), with low, mean and high scores, respectively, in both teacher autonomy support and agency; resistant (5%), with low scores in teacher autonomy support and high scores in agency; compliant (9%), with high scores in teacher autonomy support and low scores in agency. Perceptions of interpersonal justice significantly predicted profile membership in the comparison of almost all profiles. Several significant differences in responsibility among profiles also emerged. Implications of the findings for practices and policies are discussed.
相似文献8.
Henderien Steenbeek Louise Jansen Paul van Geert 《Learning and individual differences》2012,22(1):64-75
This study aims at examining problematic learning trajectories of students with emotional behavioral disorders (EBD) by means of a longitudinal and time serial (micro genetic) study of individual instruction sessions during arithmetic lessons. Micro genetic analysis techniques were applied on the variable “responsiveness” in the scaffolding dynamics, which was chosen as an indicator variable for the quality of the instruction. In a representative EBD student–teacher pair, an iterative process of stability and change of five dynamically related scaffolding variables and one arithmetic variable was demonstrated, which indicated the existence of three phases over a period of two school years. In the short term dynamics of scaffolding, an asymmetric engagement level of teacher and student was found, which was dominated by the teacher's initiatives. Overall, the data point to a suboptimal coupling in this student–teacher pair. An applied conclusion of our study is that educational recommendations should be aimed at transforming existing, self-sustaining transactional patterns between the teacher and the student in real-time instruction sessions during arithmetic lessons. 相似文献
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Metacognition and self-regulation are important for developing effective learning in the classroom and beyond, but novice learners often lack effective metacognitive and self-regulatory skills. However, researchers have demonstrated that metacognitive processes can be developed through practice and appropriate scaffolding. Betty’s Brain, an open-ended computer-based learning environment, helps students practice their cognitive skills and develop related metacognitive strategies as they learn science topics. In this paper, we analyze students’ activity sequences in a study that compared different categories of adaptive scaffolding in Betty’s Brain. The analysis techniques for measuring students’ cognitive and metacognitive processes extend our previous work on using sequence mining methods to discover students’ frequently-used behavior patterns by (i) developing a systematic approach for interpreting derived behavior patterns using a cognitive/metacognitive task model and (ii) analyzing the evolution of students’ frequent behavior patterns over time. Our results show that it is possible to identify students’ learning behaviors and analyze their evolution as they work in the Betty’s Brain environment. Further, the results illustrate that changes in student behavior were generally consistent with the scaffolding provided, suggesting that these metacognitive strategies can be taught to middle school students in computer-based learning environments. 相似文献
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Chris Hurst 《Educational research; a review for teachers and all concerned with progress in education》2017,59(1):107-123
Background: Teacher knowledge continues to be a topic of debate in Australasia and in other parts of the world. There have been many attempts by mathematics educators and researchers to define the knowledge needed by teachers to teach mathematics effectively. A plethora of terms, such as mathematical content knowledge, pedagogical content knowledge, horizon content knowledge and specialised content knowledge, have been used to describe aspects of such knowledge.Purpose: This paper proposes a model for teacher knowledge in mathematics that embraces and develops aspects of earlier models. It focuses on the notions of contingent knowledge and the connectedness of ‘big ideas’ of mathematics to enact what is described as ‘powerful teaching’. It involves the teacher’s ability to set up and provoke contingent moments to extend children’s mathematical horizons. The model proposed here considers the various cognitive and affective components and domains that teachers may require to enact ‘powerful teaching’. The intention is to validate the proposed model empirically during a future stage of research.Sources of evidence: Contingency is described in Rowland’s Knowledge Quartet as the ability to respond to children’s questions, misconceptions and actions and to be able to deviate from a teaching plan as needed. The notion of ‘horizon content knowledge’ (Ball et al.) is a key aspect of the proposed model and has provoked a discussion in this article about students’ mathematical horizons and what these might comprise. Together with a deep mathematical content knowledge and a sensibility for students and their mathematical horizons, these ideas form the foundations of the proposed model.Main argument: It follows that a deeper level of knowledge might enable a teacher to respond better and to plan and anticipate contingent moments. By taking this further and considering teacher knowledge as ‘dynamic’, this paper suggests that instead of responding to contingent events, ‘powerful teaching’ is about provoking contingent events. This necessarily requires a broad, connected content knowledge based on ‘big mathematical ideas’, a sound knowledge of pedagogies and an understanding of common misconceptions in order to be able to engineer contingent moments.Conclusions: In order to place genuine problem-solving at the heart of learning, this paper argues for the idea of planning for contingent events, provoking them and ‘setting them up’. The proposed model attempts to represent that process. It is anticipated that the new model will become the framework for an empirical research project, as it undergoes a validation process involving a sample of primary teachers. 相似文献
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ABSTRACTThe overall aim of this study is to explore how individual children with long-term school difficulties follow unique ‘trajectories of participation’ in special educational needs settings, sometimes in unexpected ways, and how this contributes to alternative forms of identification and processes of learning. The data draws on long-term video-ethnographic work, tracing trajectories of participation during the course of a school year for an individual girl with an ADHD diagnosis who is a newcomer to a special support school in Sweden. We use a multi-layered theoretical and methodological framework to learning, identities and participation as situated practices to explore how the focal girl, through her everyday participation in classroom contexts structured to amplify the student’s capabilities, gradually moves from an ‘unwilling student’ to an ‘agentive learner’. Through a multimodal interactional analysis, we demonstrate how the focal girl’s actions and the teacher’s scaffolding responses are interactionally organised, and the emotional and relational dimensions in the creation of participation frameworks for learning. It is argued that the student’s agency and emerging emotional engagement in school-based learning are intimately linked to the pursuit of building long-term learning relationships based on mutual trust. 相似文献
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AbstractThis article describes reflections of two mathematicians and a mathematics teacher educator who collaborated on the development and implementation of courses (probability and statistics connections, number concept connections, and middle school mathematics methods) for middle school mathematics preservice teachers. The instructors of the courses, two in mathematics and one in mathematics education, worked together to more explicitly link course materials, assignments, and the pedagogical approaches. Collectively, the courses were designed to address the five components of preservice teachers’ mathematical knowledge for teaching (PT-MKT), and to model effective teaching practices. Using their collective experiences co-planning and implementing these course adjustments were made in the subsequent year. The instructors were pleased by their implementation and student outcomes in all three courses.We describe how each component of the PT-MKT framework was approached in these courses and discuss challenges experienced by the instructors, who were part of a larger effort to develop and implement a middle school teacher preparation program. The information shared is based on data collected as part of a program evaluation effort, and is bolstered by the instructors’ recollection of events. Overall, the instructors enhanced the curricula and their instructional practices and found that the attention placed on developing PT-MKT support the mathematical development of middle school mathematics preservice teachers. 相似文献
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孟丽君 《佳木斯教育学院学报》2012,(7):249-251
在日常的教育教学过程中,我们不难发现绝大多数学生在家庭和学校有着两种截然不同的表现:其一是在学校,绝大多数的学生能听从教师的教导,而在家中,却往往不听家长的话,家长叫干这,他偏干那,喜欢与长辈们顶撞作对;在学校,学生与老师、同学相处融洽,文明而优雅,但在家中却经常出现目无尊长、无理取闹的现象;在学校,他们主动将学习用品借给别人,在家中却常常独占一切,从不借人,过着"小霸王"、"小皇帝"一般的生活。另外就是与上述情况恰恰相反,他们可能由于某些原因,在老师的眼里是问题学生,在同学眼里是坏学生,总之这些为数不少的"失宠儿"身上,也同样存在着严重的家校双面现象……同一个学生,在学校和在家里截然不同的表现,这种情况在农村中学(尤其是农村独生子女中)可以说比比皆是。这一现象不能不引起我们的重视。我通过对八年级孩子家校双面现象的表现形式及其成因的调查研究,寻求解决问题的思路和方法,为孩子们的身心成长创设更健康有效的环境氛围。 相似文献
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农村职业教育是我国当前职业教育发展的重点,但农村职业教育的主体——农村职业学校还面临着这样那样的困难,严重制约着服务三农作用的发挥。通过对X职业学校的实地调研,探索农村职业学校存在的问题,并针对这些问题提出促进农村职业学校发展的相应策略。 相似文献
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ABSTRACTThe current study focused on scaffolding programmes, including cognitive and meta-cognitive components, for science problem solving in a computerised learning environment to identify their unique effects on aspects of student motivation. Using expectancy-value theory as a conceptual framework, the current study focused on two motivational aspects: intrinsic value and perceived cost. Four scaffolding components were identified (structural, reflective, subject matter and enrichment) and used in different configurations to construct four scaffolding programmes ranging from low support (Enrichment) to partial support (Operative and Strategic) to full support (Integrated). The participants were seventh-grade students (N?=?458) sampled from 15 different classes in 3 middle schools. The classes were randomly assigned to the five treatment groups (four ‘scaffolding programmes’ and one control). The intervention was conducted over approximately 6 months as part of the regular class curriculum. The first phase of the study was based on self-report surveys distributed twice to all participants, and the second phase was based on observations of a sub-sample (N?=?145). The findings indicated that the integrated group demonstrated the most adaptive patterns of motivation. Specifically, the integrated group was the only group that showed no decline in intrinsic value or increases in perceived cost. Both the strategic and integrated groups had higher levels of observed willingness to invest effort and reports of intentional learning when using the scaffolding software. The common feature of these groups is the reflection component, which implies that reflection and its combination with subject matter have positive effects on motivation. 相似文献
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ABSTRACT Physical education teacher education (PETE) programs are encouraged to develop teachers capable of delivering technology integrated learning experiences. Technological pedagogical content knowledge provides a framework for integrating technology into teacher education programs. Occupational socialization theory describes an educator’s recruitment, training, and socialization in the teaching profession. The purpose of this article is to propose a conceptual framework for helping preservice physical educators develop technological pedagogical content knowledge that is grounded in occupational socialization theory. We specifically recommend a four-phase approach to help preservice teachers (a) build their knowledge and learn to value technology in physical education, (b) observe and explore through instructor modeling and integration, (c) experiment and collaborate with mentoring and scaffolding, and (d) discover through innovation and utilization. These suggestions acknowledge the sociopolitical aspects of learning to teach with technology and implications are discussed along with the need to help preservice teachers transfer technology integration into their professional careers. 相似文献
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Brian R. Belland 《Educational Psychology Review》2011,23(4):577-600
Problem solving is an important skill in the knowledge economy. Research indicates that the development of problem solving
skills works better in the context of instructional approaches centered on real-world problems. But students need scaffolding
to be successful in such instruction. In this paper I present a conceptual framework for understanding the effects of scaffolding.
First, I discuss the ultimate goal of scaffolding—the transfer of responsibility—and one way that scholars have conceptualized
promoting this outcome (fading). Next, I describe an alternative way to conceptualize transfer of responsibility through the
lens of distributed cognition and discuss how this lens informs how to promote transfer of responsibility. Then I propose
guidelines for the creation of problem solving scaffolds to support transfer of responsibility and discuss them in light of
the literature. 相似文献
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Alma Harris 《School Leadership & Management》2013,33(5):415-417
ABSTRACTThis study builds on research which contends that just as effective principals must lead across a broad purview of responsibilities in order to build successful schools, so too must middle leaders. Decentralisation of school management has resulted in an expansion of school principals’ responsibilities, contributing to a further distribution of leadership responsibility to middle leaders. This conception of middle leadership requires a shift in understanding of the nature of middle leaders’ work. There is vast potential for middle leaders to contribute to their schools beyond subject administration, yet the research base yields limited insight on such work and on how middle leaders can be supported to accomplish it. This research finds that middle leaders who expand their leadership responsibilities do so in contexts that utilise school mission, policy enactment and organisational design as platforms for enhanced middle leadership. 相似文献
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Learning to look through the eyes of our students: action research as a tool of inquiry 总被引：1，自引：1，他引：0
Abstract The story we are about to tell occurred when Gayle was a middle school science teacher and graduate student in Joanne's seminar on the study of teaching. Gayle was trying to make sense of her science students' indifference toward the environment, an attitude that concerned her as an environmentalist. She turned her inquiry into an action research project that sought to answer the question, ‘What are the assumptions that my middle school students have about their relationship with the environment?’ Joanne was mentoring Gayle in her action research study, and at the same time exploring Gayle's perspective as an action researcher. Now, several years later, we are both action researchers and teacher educators and understand that we have been looking through the eyes of our students in order to become scholars of our own teaching. 相似文献
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This inquiry research builds on the theory of presence in teaching (Rodgers and Raider-Roth 2006) adding nuanced understandings of how school contexts play into teachers’ abilities to support students’ learning. Findings are drawn from multiple interviews with five veteran middle school teachers, teachers’ written work, and field observations. Illustrating these findings is the compelling story of an exemplary teacher’s negotiations of her practice in response to the school’s relational environment. Our findings point to the teacher’s sense of isolation and vulnerability–indicators of the relational context in the school as a threat to undermining her presence. They also create a compelling argument for the importance of a healthy relational context to support teachers’ most powerful teaching, hence students’ learning. 相似文献