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Ingólfur Ásgeir Jóhannesson Valgerður S. Bjarnadóttir 《Critical Studies in Education》2016,57(1):70-83
Dropout from upper secondary education in Iceland is higher than in the neighboring countries, but varied options to re-enter school have also been on offer. This article focuses on how students, who had returned to a selected upper secondary school after having quit in one or more other schools, benefited from an innovative pedagogical approach used in the school. The article draws upon interviews, in which the interviewees expressed their pleasure with the school, reporting three main assets of its pedagogy: firstly, a supportive school ethos and student–teacher relationships expressed by the ways in which teachers worked, and also in teachers’ views towards students; secondly, an online learning platform, used by all teachers, which the students could use to structure their studies; and thirdly, the use of formative assessment and no final end-of-term examinations. This pedagogy comprises a whole school approach, and the article concludes that such a school culture and practice enables teenagers and young adults to exercise their right to re-enter academic upper secondary education, which prepares for college, rather than directing them to an industry vocational or practical study program they take little or no interest in. 相似文献
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This article, based upon the field of comparative didactics, seeks to contribute to the identification of generic and specific features in the teaching and learning process. More particularly, its aim was to examine, through the study of two different school subjects: biology and English as a second language, how passive didactic differentiation can develop and account for the gap in progress growing between more-able and less-able students. For our analysis, we adopt a didactic viewpoint basing our study on what is going on in the class when the teacher and her students interact and use notions borrowed from the Joint Action Theory in Didactics. At the end of the article, we mainly argue that more teacher training focused on ‘objects of learning’ and ‘knowledge-in-use’ is necessary if we want teachers to be able to produce didactic milieus adapted to students with mixed abilities and, more generally, if we want to increase epistemic access. 相似文献
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ABSTRACTResearch in learning progressions (LPs) has been essential towards building understanding of how students’ ideas change over time. There has been little work, however, into how ideas between separate but related constructs within a multi-faceted LP relate. The purpose of this paper is to elaborate on the idea of progression webs to model connections within and between related constructs simultaneously, and to explain and demonstrate the efficacy of path analysis towards validating a hypothesised progression web for understanding of modern genetics. Specifically, we evaluate strength of evidence for a progression web based upon multiple related constructs within a multi-faceted LP describing undergraduate biology students’ understanding of genetics. We then utilise the progression web to generalise theory around how undergraduate students understand relationships between related genetics concepts, and how they use simpler concepts to scaffold those which are more complex. 相似文献
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Julia D. Plummer Christopher Palma Alice Flarend KeriAnn Rubin Yann Shiou Ong Brandon Botzer 《International Journal of Science Education》2013,35(9):1381-1401
This study describes the process of defining a hypothetical learning progression (LP) for astronomy around the big idea of Solar System formation. At the most sophisticated level, students can explain how the formation process led to the current Solar System by considering how the planets formed from the collapse of a rotating cloud of gas and dust. Development of this LP was conducted in 2 phases. First, we interviewed middle school, high school, and college students (N?=?44), asking them to describe properties of the current Solar System and to explain how the Solar System was formed. Second, we interviewed 6th-grade students (N?=?24) before and after a 15-week astronomy curriculum designed around the big idea. Our analysis provides evidence for potential levels of sophistication within the hypothetical LP, while also revealing common alternative conceptions or areas of limited understanding that could form barriers to progress if not addressed by instruction. For example, many students' understanding of Solar System phenomena was limited by either alternative ideas about gravity or limited application of momentum in their explanations. Few students approached a scientific-level explanation, but their responses revealed possible stepping stones that could be built upon with appropriate instruction. 相似文献
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Karin Gunnarsson 《Educational Action Research》2013,21(5):666-681
This article takes as its point of departure an action research project conducted in an upper secondary school in Sweden. The project had a practitioner research approach and was carried out with students in one class. In this article, I elaborate on the tensions that appeared during the project concerning collaboration and action. This is done by revisiting the project with a theoretical approach of sociomaterialism. Revisiting entails critically and creatively exploring how to comprehend collaboration and action differently. It raises question about who or what are involved in the collaborations and what are to be considered ‘good’ actions. Within the elaboration, collaboration and action become intertwined phenomena that are always working together. Furthermore, it proposes how the notion of intervention embraces the distributed and collective disposition of both collaboration and action. By addressing the notions of collaboration and action with a sociomaterial approach changing a teaching practice becomes a relational experiment without preset goals. The potential for change becomes within speculative interventions that affords various encounters and relations. 相似文献
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新课程理念下一种可操作的课堂活动模式--"四环节"活动模式简介 总被引：2，自引：1，他引：2
中学数学“四环节”课堂活动模式是指:创设问题情境——学生自主探究——辨析与研讨——反思与评价.恰当的问题情境有以下特点.符合学生的认知现实,研究的问题是关键性和本质性的,具有一定的建构性;自主探究是指教师应尽可能地让学生独立思考;辨析与研讨是自主探究的继续,是集体探讨;引导学生进行反思与评价,应从学生在学习中独到的见解 、学习中的思维障碍、新知识本身的结构3个方面入手. 相似文献
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Vaughan Prain Peter Cox Craig Deed Jeffrey Dorman Debra Edwards Cathleen Farrelly Mary Keeffe Valerie Lovejoy Lucy Mow Peter Sellings Bruce Waldrip Zali Yager 《British Educational Research Journal》2013,39(4):654-676
Personalised learning is now broadly endorsed as a key strategy to improve student curricular engagement and academic attainment, but there is also strong critique of this construct. We review claims made for this approach, as well as concerns about its conceptual coherence and effects on different learner cohorts. Drawing on literature around differentiation of the curriculum, self‐regulated learning, and ‘relational agency’ we propose a framework for conceptualising and enacting this construct. We then report on an attempt to introduce personalised learning as one strategy, among several, to improve student academic performance and wellbeing in four low SES regional secondary schools in Australia. We report on a survey of 2407 students’ perceptions of the extent to which their school provided a personalised learning environment, and a case study of a programme within one school that aimed to apply a personalised approach to the mathematics curriculum. We found that while there were ongoing challenges in this approach, there was also evidence of success in the mathematics case. 相似文献
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Anni-Sofia Heikkilä Essi Vuopala Teemu Leinonen 《Technology, Pedagogy and Education》2017,26(4):471-483
Design in educational contexts is a relatively new topic. The basic idea of design and design-driven education is that students and teachers participate together in the planning, implementation and evaluation of learning projects. However, how design-driven education should be carried out in practice is yet to be established. Therefore, the aim of this study is to gain insights into how such practice could be implemented. Through a qualitative study, the authors examined primary and secondary school teachers’ (N = 5) conceptions on various aspects of design in educational contexts. The results indicate that design-driven education emphasises the need for collaboration between students and teachers, and the teachers’ active roles as facilitators for learning. Furthermore, in order for such design-driven practices to be successful, the learning process requires students to be self-regulative learners. The use of technology was also experienced as a natural part of design-driven education. The results present the participating teachers’ understanding of how design-driven education in school contexts could be organised. 相似文献
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Elina Lahelma 《Educational Research and Evaluation》2013,19(2):119-139
The first school day of four groups of school students starting secondary school is described and analyzed. The article is based on ethnographic research conducted in two secondary schools in Finland by a group of six researchers. Initial encounters between students and the school and its teachers are discussed. The focus is on how the construction, negotiation and learning of the ‘profession’ of being a pupil in a secondary school begins. 相似文献
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Ugo Besson 《International Journal of Science Education》2013,35(14):1683-1714
This article describes a research study concerning students' conceptions and reasonings about fluids and pressure in static situations. After a preliminary survey involving interviews and observations in class, some written questions were answered by various groups, totalling 428 Italian and French pupils in upper secondary school, 458 first‐year university students in Belgium and 58 teachers‐in‐training. After briefly illustrating some results from previous research on this topic, the article introduces the guidelines and objectives of the current research, describes and discusses its results, highlighting some categories of the more diffuse conceptions and tendencies of reasoning, and supplies a few suggestions for teaching. It is shown, among other things, that the notion of hydrostatic pressure is strongly connected to the idea of weight and associated with all the ambiguities that usually go with the latter. Moreover, a critical point appears to be the difficulty in connecting local actions and global effects, the need for systemic reasonings that are capable of producing the mechanism with which to establish a situation of equilibrium. 相似文献
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Apprenticeships are required for many trades and can take different forms. In Sweden, one form can be viewed as a pathway where students complete a three-year-long vocational education in upper secondary school followed by a post-secondary apprenticeship in a particular trade. Another takes the form of vocational training within the framework of upper secondary school through an apprenticeship. This study analyses how a more clearly defined apprenticeship curriculum can provide sufficient knowledge to identify and understand learning outcomes in apprenticeships. A theoretical framework of an apprenticeship curriculum is used in the analytical work. The findings show that educational goals are often overlooked during apprenticeships, and thus a deliberative education is overridden by deliberative learning that stems from and is closely connected to the individual’s own perception of what to learn. By constituting an apprenticeship curriculum, this article contributes to an enhanced understanding of how to analyse vocational learning, and thus adds important elements to the research field. 相似文献
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JERE BROPHY 《教育心理学家》2013,48(3):132-141
This article elaborates a presentation made upon reception of the E. L. Thorndike Career Achievement Award in Educational Psychology from Division 15 of the American Psychological Association. It considers how value aspects of motivation apply to efforts to develop students' appreciation for school learning. Currently, we have only limited knowledge about situations that afford opportunities for learning school content with appreciation of its value, how to exploit those affordances, or even their benefits to learners. We need to develop our theorizing about the benefits that students may derive from learning in school and determine what curriculum makers and teachers might do to foster students' appreciation for these benefits. Teaching for appreciation requires ensuring that what is taught is worth learning, explaining the value of this content and modeling its applications, and scaffolding learning by engaging students in activities that allow them to experience its valued affordances. 相似文献
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Jessica Mason Marcello Giovanelli 《Changing English: An International Journal of English Teaching》2017,24(3):318-329
This article examines the practice of studying texts in secondary school English lessons as a particular type of reading experience. Through a critical stylistic analysis of a popular edition of John Steinbeck’s Of Mice and Men, the article explores how reading the text is framed by educational editions, and how this might present the purpose of studying fiction to students. The article draws on two cognitive linguistic concepts – figure/ground configuration and narrative schemas – in order to explore how ‘discourse about a text’ can potentially influence how students read and engage with a text. Building on a previous article, the notion of pre-figuring is developed to offer an account of how a reader’s attention can be directed to particular elements of a text, thus privileging some interpretations and downplaying others. The article then reflects more widely on the perceived purposes of studying fiction with young people, exploring in particular the recent rise of support within the profession in England for Hirsch’s ‘cultural literacy’ model, which sees knowledge about texts as more valuable than authentic reading and personal response. 相似文献
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Kenneth Silseth Øystein Gilje 《Assessment in Education: Principles, Policy & Practice》2019,26(1):26-42
In this article, we examine how assessment is enacted and negotiated in a school project that involves multimodal composition. The case is a project on advertisement in which lower secondary students collaboratively composed multimodal commercials about various products and topics. The theoretical framework is based on sociocultural perspectives on learning and assessment, and video data of classroom interaction are subjected to detailed analysis. The findings document the consequences of decoupling production and assessment practices. The analysis show that written texts and multimodal texts have different statuses in the project because of how they are assessed and that this has consequences for students’ participation as learners. In addition, the analysis shows how students position themselves differently towards resources that are intended to help them in summative assessment situations. We discuss issues that teachers may reflect upon when planning and executing multimodal composition in schools. 相似文献
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This article uses ethnographic research from two Year 8 classes in two middle‐sized secondary schools about a kilometre apart in a Swedish west‐coast town to examine how new policies for personalised learning have developed in practice, in the performative cultures of modern schools in a commodity society. One school stands in a predominantly middle‐class area of privately owned ‘low‐rise’ houses. The other is in an area of ‘high‐rise’ rented accommodation, where the first language of many homes is not Swedish. The differences are important. According to the article, personalised learning mobilises material and social resources in these schools that support new forms of individualistic, selfish and private accumulations of education goods from public provision and a valorisation of self‐interest and private value as the common basis for educational culture. The article describes this cultural production in school and links it to processes of cultural and social reproduction. 相似文献
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Peter Holmes 《Teaching Statistics》2003,25(2):36-39
This article suggests how to move from the primary school notion of the average being ‘fair shares for all’ to the secondary school idea of the mean being a ‘balancing point’. 相似文献
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In this article, we report results of a survey of 1,397 teachers in 26 primary and 17 secondary schools in England as part of the Learning How to Learn project. We consider how school self-evaluation can be understood within an organisational learning frame. Factor analysis of teachers' responses helped us identify 4 dimensions of organisational learning approaches to school leadership and management. Comparisons were made between teachers' perceptions of school leadership and management practices and the values they placed on those practices. We discuss the usefulness of analysing values-practice gaps for furthering understanding of organisational learning approaches to school leadership and management. Analysis of gaps between teachers' values and practices reveals significant inconsistencies between perceptions of current practices and values across a broad spectrum of school leadership and management practices. Perceptions of practice were significantly behind the values that teachers place on each of the 4 dimensions of practice. 相似文献