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1.

Using a case study this paper analyses in some detail the ways in which both a university based subject tutor's and student teacher's implicit theories manifest themselves in the heat of the conversational moment. It illustrates how easy it is for tutor and student to 'get across each other' or to pick up messages that may or may not be intentionally communicated, and to adopt a stance that is in the last analysis self-preservative rather than developmental. The tutors' art, and their responsibility, is to present their enquiries and comments in such a way that the chances of this 'closing down' are minimised; and to be adept at repairing the relationship when it does go wrong. In defensive mode, both participants in the case study are convinced of their own rightness, take their judgements about each other as literal truth, and are quite unable to reflect on their contributions to the situation. The paper ends with some suggestions for avoiding such an impasse in similar situations.  相似文献   

2.
Paul Bracey 《Education 3-13》2016,44(1):101-112
ABSTRACT

This study provides an evaluation of history subject leader's perceptions of a project called ‘Shaping the Future’, together with their attitudes towards Black History and diversity. It found that primary subject leaders were less likely to attach importance to these dimensions than their counterparts in secondary schools, whilst only a small minority of subject leaders made use of the project. Nevertheless, the findings provided insights into how some subject leaders used them as threads or within topics in their curriculum. The study argues that this provides a model for developing Black History as a means of understanding the past which is applicable to meeting the needs of all children.  相似文献   

3.

This article presents a case study of student teachers of secondary school physical education (PE) and their subject mentors in subject knowledge development. Grenfell's (1996) application of Bourdieu's notions of 'field' and 'habitus' in relation to initial teacher education (ITE) is applied to interview data to argue that student teachers show varying dispositions to develop subject knowledge at the field sites of university and school. Furthermore, such dispositions are suggested to be enacted by student teachers through the development and exchange of subject knowledge as 'capital'. Thus a dynamic for subject knowledge development, which is neither specific to field site or difference between field sites is conceptualised. The article concludes that student dispositions to learn, in context, should be considered to assist understanding about the development of PE student teachers' subject knowledge. It calls for a redefinition of nationally prescribed subject knowledge in relation to learning how to teach.  相似文献   

4.

Based on survey responses from 187 parents of students who attended the Saturday Enrichment Program (SEP) at the Center for Talent Development (CTD) of Northwestern University, this study showed that overall, parents perceived favorable effects of the program on their children's talent development, especially academic talent development. As a result of participation in the CTD program, parents perceived that their children gained scholastic skills or knowledge, were more motivated to learn and interested in the subject areas they studied, and gained academic competence. After the program parents had higher academic expectations for their children. Parents felt positively about instructional aspects of the program such as focusing on a single subject in depth and breadth, experiencing interdisciplinary perspectives across subject areas, and having experiential learning opportunities. They also perceived that the SEP classes provided their children with both challenge and enjoyment. Despite the perceived benefits of SEP, results also showed that the majority of parents were still reluctant to pursue additional further educational actions inside or outside of school for their children after completing the program. However, of those who contacted their children's local schools, almost half said that their children received more challenging work (e.g., accepted and/or placed into advanced enrichment programs or other gifted programs/groupings in school, recommended for gifted programs, given additional materials or work, or skipped grades) as a result.  相似文献   

5.

The welcome new attention paid to subject teaching should have bridged the old divide between pedagogical and disciplinary research. But this paper argues that the focus on subject, rather than disciplinary communities is part of the commodification of higher education; that what is needed to re-energise both teachers and students is an inclusive new model of disciplinary education based on an engaged community's processes and practices. Each discipline, it is proposed, will model differently its practices, knowledge creation and dissemination, its writing, its community. The model may change received ideas about the focus and central concerns of the discipline, and in modelling disciplinary learning will change teaching and assessment. The model will be discipline specific and, as such, will resist generic and imposed 'skills and outcomes' frameworks. Evolving out of practice, rather than an external agenda, it should link disciplinary and pedagogical research so that they are mutually informing and transforming.  相似文献   

6.

Recent developments in UK higher education are turning attention to the undergraduate curriculum. Drawing on Lyotard's concept of performativity, this paper explores broad patterns of curriculum change in five subject areas. The curriculum is understood as an educational project forming identities founded in three domains: knowledge, action and self. Curriculum models are proposed that identify these components and their relationships with each other. The evidence suggests that the weightings and levels of integration of these components vary between the sciences and technology subjects, the arts and humanities, and professional courses. Attempts to develop curriculum strategies should take account of the patterns of curriculum components as they vary between the subject areas.  相似文献   

7.
《Africa Education Review》2013,10(2):402-416
Abstract

This article reports on an empirical investigation in which quantitative and qualitative methods were utilised to determine the effect of the use of computers on Grade 11 Eritrean Mathematics learners' mastery of the quadratic function concept. MS Excel and RJS Graph software were used to teach this topic, which is usually regarded as difficult subject matter, to an experimental group. The results of this study indicated that the use of computers had a positive impact on learners' achievement, problem-solving skills, exploration of mathematical ideas, motivation, attitude, and classroom interactions. In particular, computer use reduced the tedium of creating tables and drawing graphs and enabled learners to analyse functions and their graphs more easily, represent functions in different ways and solve real life problems using these programmes. Moreover, learners were more motivated to explore the nature and properties of functions and their graphs both on their own or in a group, make conjectures, and verify their findings. Taking into consideration the limitations in schooling in developing countries, the utilisation of computer technology can contribute to the advancement of Mathematics learning, which is a very important issue.  相似文献   

8.

The purpose of this study was to examine the status of the humanities curriculum in the nation's community and junior colleges. Data on course offerings and enrollments in humanities’ courses (e.g., foreign languages, history, literature, philosophy) were obtained in spring 1975 and spring 1977 from a representative national sample of 178 two‐year colleges. Among the findings reported were: (1) during the same time period that two‐year colleges experienced a modest enrollment increase (7.4%), enrollments in 7 of the 12 humanities areas studied actually decreased; and (2) the humanities courses offered at most two‐year colleges were extremely limited both within and across subject areas. Recommendations on how humanities departments can increase their course enrollments are offered.  相似文献   

9.
Abstract

This article is drawn from my research work, where I have interviewed students on a combined women's studies course through the 3 years of their degrees. I worked with 14 students in total, mainly non‐traditional entrants. The women combined their women's studies programmes with a range of other subjects (including literature, law, sociology, health studies, psychology and more), so giving me good comparisons between a range of academic subjects. My research has indicated that although it is not always recognised as academic study, the women have found the use of personal experience both challenging and exciting in developing the tools needed for theoretical and critical analytical approaches. I will conclude by suggesting that to take account of gender issues, as well as considering other marginalised groups, subject areas need to develop approaches to learning and teaching which encourage the use of personal experience in enabling students to engage in theoretical and analytical approaches in their study.  相似文献   

10.

Pupils' perceptions of their experience of school science have rarely been investigated. The aim of the research reported in this paper, therefore, was to document the range of views that pupils held about the school science curriculum, the aspects they found either interesting and/or valuable, and their views about its future content. As such, the research aimed to articulate their views as a contribution to the debate about the future form and function of the school science curriculum. The method adopted to elicit their views was to use focus groups-a methodology that has not been extensively used in the science education research. Reported here are the findings from 20 focus groups conducted with 144 16-year-old pupils in London, Leeds and Birmingham, split both by gender and whether the pupils intended to continue, or not, with the study of science post-16. The findings of this research offer a window into pupils' perspective of school science revealing both their discontents and satisfaction with the existing curriculum. On the negative side, many pupils perceived school science to be a subject dominated by content with too much repetition and too little challenge. From a more positive perspective, pupils saw the study of science as important and were engaged by topics where they could perceive an immediate relevance, practical work, material that was challenging and high-quality teaching. The implications of these findings and the insights they provide for curriculum policy and school science curricula are discussed.  相似文献   

11.
ABSTRACT

Context-based learning (CBL), promoting students' scientific text comprehension, and fostering metacognitive skills, plays an important role in science education. Our study involves CBL through comprehension and analysis of adapted scientific articles. We developed a module which integrates metacognitive prompts for guiding students to monitor their understanding and improve their scientific text comprehension. We investigated the effect of these metacognitive prompts on scientific text comprehension as part of CBL in chemistry. About 670 high school chemistry students were randomly divided into three groups exposed to high- and low-intensity CBL. One of the high-intensity groups was also exposed to metacognitive prompts. Research tools included pre- and post-questionnaires aimed at measuring students' conceptual chemistry understanding and metacognitive knowledge in the context of reading strategies, before and after exposure to the CBL. Chemistry understanding was reflected by students' ability to identify the main subject of the adapted article and by explaining concepts both textually and visually. We found that high-intensity CBL combined with metacognitive prompts improved students' chemistry understanding of the adapted scientific articles and the ability to regulate their learning. Our study establishes that reading context-based adapted scientific articles advances students' conceptual chemistry understanding. These gains are strongly amplified by domain-specific metacognitive prompts.  相似文献   

12.

Increased marketing of postgraduate programmes by 'Western' universities demands academic communication among scholars from divergent cultural backgrounds, though each may bring distinctive learning traditions and values. At the University of Adelaide an Integrated Bridging Programme (IBP) offers international postgraduates the opportunity to develop languages and skills for successful acculturation. Evaluations of this programme reveal that both postgraduates and their supervising staff often assume unquestioningly that only the newly-recruited foreign postgraduates need to change their academic goals and practices, especially in relation to critical thinking and to studying in a different postgraduate research culture. This paper argues that in this commercial educational context, the challenge to learn is on both sides. Valid 'transcultural' education requires that the values of Western academic tradition be critiqued through the perceptions and experiences of international scholars. The role of bridging programmes like the IBP can be central to this process.  相似文献   

13.

The topic of geometrical optics was chosen to diagnose the preconceptions of 44 trainee teachers in this subject area. The scores obtained from a pretest were examined with respect to several variables describing cognitive, academic and social factors. The results suggest that both students’ level of cognitive development and their pre‐knowledge should be taken into account in developing an integrating paradigm for science teaching. Cognitive style appears as a further variable to be considered in this.  相似文献   

14.

The death penalty remains a controversial issue. Since many practitioners and students base their opinions of capital punishment on their religious beliefs and/or the Bible, knowledge of the Bible's content on these issues is of value for teachers of criminal justice. People often cite specific verses of the Bible to justify a particular position on capital punishment, but these passages are freuqently acontextual, failing to consider the significance of the passages containing these verses or the Bible as an entire document. The purpose of this paper is a review of the Bible on the subject of the death penalty.  相似文献   

15.
Abstract

This article examines the social nature of teachers' conceptions by showing how teachers frame the “mismatch” of students' perceived abilities and the intended school curriculum through conversational category systems. This study compares the conversations of 2 groups of high school mathematics teachers addressing the Mismatch Problem when implementing equity-geared reforms. Although East High teachers challenged conceptions that were not aligned with a reform, South High teachers reworked a reform mandate to align with their existing conceptions. This research found that the teachers' conversational category systems modeled problems of practice; communicated assumptions about students, subject, and teaching; and were ultimately reflected in the curriculum. Because East High teachers supported greater numbers of students' success in advanced mathematics, this study considers the relation between teachers' understandings of student learning and the success of equity-geared math reforms. In addition, this study contributes to the understanding of how teacher conceptions of students are negotiated and reified in context, specifically through interactions with colleagues and experiences with school reform.  相似文献   

16.
Pro Bono Publico     
Abstract

The dynamics of classroom authority are not always simple. Students come to school to increase their knowledge, and teachers presumably know more about their subject than do their students, but learning is not exclusively a one-way downward flow of information. Teachers learn from students and students often learn best when teachers do not exert their authority, at least in the conventional sense. Instructors who provoke thinking encourage students to encounter their own moments of illumination. This article presents the idea that learning through active resistance makes the information that students discover more valuable to them. Examples from the author's own classroom experiences are provided.  相似文献   

17.

During the summer of 1998, 74 primary, secondary, nursery and special schools were identified by the Department for Education and Employment for their educational expertise in the areas of management or curriculum with the strategic aim that these institutions were to be 'held up as beacons of excellence' for other schools to emulate. It has been suggested that such schools will find themselves under pressure to maintain their perceived levels of educational excellence whilst, at the same time, attempting to assist others in their development (Ghouri, 1999). All 74 'Beacon Schools' were requested to complete a short, focused questionnaire and, based on analysis of this survey, this paper addresses the management implications of balancing the existing core function of educating pupils whilst developing support and training facilities for other educational professionals. Findings indicate that effective communication, both internally and externally, coupled with a clear sense of purpose and vision, have enabled Beacon Schools to fulfil both roles.  相似文献   

18.

In this article, Ruth Trinidad Galvan describes her ethnographic study with rural women and their communities in Central Mexico, as well as her affiliation with a grassroots popular education organization. The organizing mechanism of the small savings groups and the women's work and participation in them inspired a reconceptualization of ''pedagogy'' situated in the multiple subject positions and conditions of campesinas. The reconceptualization of ''pedagogy,'' thus stems from a womanist perspective as it is based on the socio-cultural and economic conditions affecting campesinas, and situated in a complex web of interpersonal relationships of the everyday. Trinidad Galvan, then, describes the organic pedagogical forms of spirituality, well-being and convivencia as interrelated modes of teaching and learning, knowledge creation and identity production. Her work with campesinas and exploration of womanist pedagogies further expand US knowledge of immigrant peoples' values and experiences, as well as the ways they live, learn and teach each other in the everyday.  相似文献   

19.
ABSTRACT

Teaching building science to community college students can be challenging given both the macro (houses change subject to varying seasons) and the micro (heat transfer, moisture movement) level of the topics taught. Simulations and games can provide a way of learning material that can otherwise be difficult for students to understand. In this paper, we look at a National Science Foundation funded project to develop innovative simulations and games to engage students in their learning process more fully.  相似文献   

20.

'Moonlight and Magnetism' was designed as a performance involving science, poetry and modern dance to communicate the concepts of electromagnetism. The intention is to demonstrate that electricity, electromagnetism and waves can be viewed and expressed in many different ways. The principles of induction can be explained by equations, words and in the performance by a series of dance movements. Whilst the performance itself is not for an undergraduate course, there may be useful ideas to stimulate colleagues into looking at lecturing on science and engineering topics in new ways. Engineers look at their subject from a technical perspective. Should we, as teachers, stimulate our students and broaden their viewpoint by introducing, at some point in lecture courses, entirely different viewpoints?  相似文献   

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