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1.
Long‐term teacher effects on pupils' learning gains   总被引：1，自引：1，他引：0  
Many studies have demonstrated that a teacher has a substantial impact on how much pupils learn. However, research on the long‐term effects of teachers is scarce, and the results obtained so far are inconsistent. Some studies have concluded that teacher effects are relatively permanent, while others claim that they fade away more or less rapidly over time. The present study was conducted at the elementary‐school level in France. Multilevel random crossed models were used to assess teacher effects over a period of two school years. The assessments showed that the pupils' test scores in French and mathematics after two years were linked to the second‐year teachers but not to the first‐year ones. These results suggest that teacher effects on pupils' learning gains wear off quickly over time. In other words, ‘immediate’ teacher effects on learning do seem to exist, but not long‐term ones. The merits of multilevel random crossed models in this research field are presented, and the potential limitations of the results obtained are discussed.  相似文献   

2.
This study by Lio Moscardini of the University of Strathclyde shows how a group of 24 children in three Scottish primary schools for pupils with moderate learning difficulties responded to word problems following their teachers' introduction to the principles of Cognitively Guided Instruction (CGI). CGI is a professional development programme in mathematics instruction based on constructivist principles developed at the University of Wisconsin‐Madison. The study found that the sample group of pupils were able to develop their understanding of mathematical concepts through actively engaging in word problems without prior explicit instruction and with minimal teacher adjustments. The pupils' conceptual understandings demonstrated by their solution strategies within CGI activities were generally not consistent with classroom records of assessment. The results were encouraging in illustrating the capacity of the sample group of pupils with moderate learning difficulties to reveal their mathematical thinking and considers the importance of this insight for instructional decision making.  相似文献   

3.
The focus is on the metacognitive awareness of ten high-achieving high school pupils in mathematics in Denmark and England and their understanding of their cognitive learning processes and strategies. Mainly unstructured focus group interviews investigate how they explain that they learn a mathematical concept that is new to them. I develop the ‘CULTIS model for analysis’ (Consciousness, Unconsciousness, Language, Tacit, Individual, Social), which consists of six themes in which various psychological theories of learning are expressed. The model uses the theories of Ernest, von Glasersfeld, Hadamard, Krutetskii, Mason, Piaget, Polya, Sfard, Skemp, and Vygotsky. The model is used to sort the pupils' explanations and it also functions as a tool with which to compare the pupils' explanations with the various theories. I conclude that the pupils can talk about their learning in their own words and each pupil refers to elements that the researcher associates with different theories. Half the pupils furthermore explain that how they are used to learning, or being taught, influences how they later on are able to learn. I also discuss metacognition and whether this can be an aid to enhance learning.  相似文献   

4.
This study investigates the factors that affect the self‐esteem of learners with dyslexia. It provides a brief overview of some of the key literature in this area and then describes a small‐scale study conducted in two mainstream secondary schools in the north of England. Data were collected using semi‐structured interviews with secondary‐aged pupils who had received an official diagnosis of dyslexia. Nine pupils volunteered to be interviewed. The study considers the impact of factors such as comparisons made against other students and the impact of teachers, peers and family on pupils' self‐esteem. The results of the study indicate that these factors contribute significantly to self‐esteem for pupils with dyslexia. However, the study found that the most significant factor that contributed to students' self‐esteem was a positive diagnosis of ‘dyslexia’ and ownership of the label. The study concludes that an early diagnosis of dyslexia is essential for creating a positive self‐image and recommends that further research is necessary into the significance of the diagnosis for these learners.  相似文献   

5.
If the purpose of an educational system is to guide pupils towards achieving independence, then certain conditions about the design and conduct of that system must be met. In this paper, those conditions are formulated from a socio‐cultural perspective on learning and development. This paper examines the extent to which those conditions were fulfilled by teachers judged ‘good’ by their pupils and by school management in a case‐study in two Montessori secondary schools. Because discourse is assumed to play a central role when pupils work on assignments with the teacher assisting them, dialogues occurring in various teaching‐learning situations were analysed. The types of language genre used by the teachers and pupils were found to be important characteristics of the ongoing dialogues. The main results were that ‘good’ teachers excel in the adoption of a personal approach to pupils, but they work much more intuitively than systematically or deliberately to stimulate pupils' development of higher mental functions.  相似文献   

6.
This article is about the ways in which young people who have disengaged from learning in school can find a way back through leadership activities in art. It is based on a project which was funded by a small grant from the Wallenberg Foundation. The project explored the potential of an approach to developing positive leadership qualities in pupils who were not consistently committed to the school's learning purposes. This account describes and comments upon two pupils' guided attempts at peer teaching in art and its subsequent effect upon their selfesteem and attitude towards school. It was found that pupils who taught art to other pupils had an increased sense of self‐worth and were more positively affected towards learning. However, broader issues, such as the negative nature of some school systems and their role in de‐motivating pupils were highlighted.  相似文献   

7.
This paper discusses the results of a study of the role of the computer in scaffolding pupils' interaction and its effects on the disabled (D) pupils' participation and inclusion in the context of socio‐cultural theories and the ideals of inclusive education. The study investigated the interactions of pairs of D and non‐disabled (ND) pupils working together on computer‐based tasks, in mainstream primary schools in Cyprus. Twenty dyads of pupils (each comprising a D child and an ND peer) were observed and videotaped while working together at the computer. Data analyses were based on the collaborative nature of events for the non‐verbal interaction and the functional–structural approaches for verbal interaction. Through application of video analyses, seven central aspects of interaction were identified: helping behaviours, motivation, self‐confidence, peer‐acceptance, affection, positive and negative socio‐emotional status, and the input of the computer. Results of the study showed that the computer was a mediational scaffolding agent of the other six areas of the participants' interaction as it: (1) was an important interactional agent in initiating and terminating a conversation, (2) facilitated interaction and participation, as an intellectual and physical tool, (3) promoted different styles of interaction (not always positive ones) through the various input and output devices, by differentiating participation. Hence, the computer emerged as the third party in the collaborative activity which provided various opportunities and motivations for interaction.  相似文献   

8.
The vast international literature on the effects of different types of ability grouping on self‐concept and pupils' attitudes towards school has focused on pupils from single year groups. This article aimed to explore year group differences in pupils' self‐concept and attitudes towards school as influenced by ability grouping. The study was cross‐sectional in design and measured attitudes towards school and mathematics, general and school self‐concept and preferences for different kinds of grouping in 234 pupils from years 7 through 10 attending a mixed comprehensive school. The findings indicated that mathematics self‐concept was consistently lower than school and general self‐concept; all aspects of self‐concept increased up to Year 9 and then declined in Year 10, pupils in the higher sets tended to have higher self‐concepts; pupil preferences for setting were greater in the higher year groups, as was the extent to which the top set was perceived to be the best. A substantial proportion of pupils wanted to move set, usually to a higher set. Set placement itself did not appear to have a consistent effect on attitudes towards mathematics. This seemed to be mediated by the quality of teaching.  相似文献   

9.
Julia Sutherland 《Literacy》2006,40(2):106-114
One hundred and eighty British secondary school pupils aged 11–12 and their six trainee teachers in five schools participated in an action research project, designed to improve the quality of children's group talk in English lessons, particularly their engagement in higher‐order thinking through ‘exploratory’ talk. The programme, supported by the Teacher Training Agency (TTA), now Training and Development Agency, was devised by a team of mentors and an Initial Teacher Educator from Sussex University. It aimed to develop the trainees' skills both in planning challenging tasks for, and sustaining effective group talk, using ‘ground rules’ and varied teacher discourse strategies. The data include qualitative comparative analysis of discourse audiotaped before and after the intervention, taken from 66 pupils. Findings indicate a clear improvement in the quality of talk, in terms of pupils' collaborative engagement in higher‐order thinking. Further evidence from observations and interviews with all participants suggests confirmation of the programme's effectiveness in improving trainees' and pupils' skills in, and understanding of how to use group talk to reason.  相似文献   

10.
Lower secondary school teachers from six different schools in one Norwegian municipality reported on the prevalence of problems among pupils entering lower secondary school and types of problems among pupils in Grades 8–10. Teachers report that the transition from Elementary to Lower secondary school is problematic for approximately 30% of the pupils. About 70% of the teachers report that 25% or more of pupils transitioning to Grade 8 lack academic experiences and skills and have problems following directions. There is also a tendency for teachers who report higher values on professional (un)certainty about pupils' learning and on two efficacy variables included in the study, to be more favourably inclined towards inclusion of children who are perceived as having learning or behaviour problems. Additionally, teachers who report higher values on efficacy scales tend to report lower values on problems among pupils, and teachers who are less favourable towards inclusion report higher numbers of pupils having problems. The results are discussed in relation to schools as workplaces and professional development for pre‐service and in‐service teachers.  相似文献   

11.
Researchers have developed indices to identify persons whose test results ‘misfit’ and are considered statistically ‘aberrant’ or ‘unexpected’ and whose measures are consequently potentially invalid, drawing the test’s validity into question. This study draws on interviews of pupils and their teachers, using a sample of 31 10‐year‐olds who were flagged as most ‘aberrant’ in a standardised mathematics test. The children’s and their teachers’ explanations were analysed and attributed: (i) to item‐, person‐ (self/other) and classroom‐levels; and ii) according to causal dimensions. Children’s and teachers’ explanations were mostly in agreement in relation to unexpected negative results and they included references to previously well‐cited sources of construct‐irrelevant variance (e.g. ineffective test‐taking strategies, careless mistakes) as well as construct‐relevant variance (e.g. misconceptions, weaknesses in particular topics). Findings of this exploratory study are discussed from a test validity and attribution theory perspective: we conclude that this approach offers grounds for multi‐level explanations of person misfit and that this qualitative research approach to unexpected responses is worthy of more attention.  相似文献   

12.
Abstract

The goal of the present study was to examine teaching styles with information and communications technology (ICT); in Italian schools and in particular to explore whether there is a relationship between personal theories of teaching and learning, levels of competence in ICT, and how ICT is integrated into classroom activities. Teachers with high and low levels of competence in ICT were interviewed in order to examine their beliefs, perceptions, and experiences related to teaching with and without the computer. They were asked to reflect both on themselves as teachers and on their pupils. The results of this preliminary study appeared to indicate that both personal theories of teaching and the level of competence with ICT play a major role in how teachers implement ICT and in their perception of their own and their pupils' motivation  相似文献   

13.
Social cohesion in school is reflected in social discrimination processes and the complementary social roles of teachers, pupils, other staff and pupils' relatives. School social cohesion varies in level from high, characterised by prosocial interactions, to low, characterised by antisocial or violent interactions. Antisocial behaviour is usually embedded in specific interaction patterns between different social actors and is based on specific motives or stereotypes that elicit or justify this behaviour. Comprehensive study of these patterns is enabled by information and communication technology (ICT). The aim of this study is to use ICT to investigate social interaction patterns between personal and school characteristics of secondary school teachers and their curricular and disciplinary characteristics and experience of violence, including the motives they perceive when they are the victim, perpetrator or witness of six types of violence, differentiated according to the complementary roles of pupils, other teachers, other school staff and pupils' relatives. Three questionnaires were developed and used in a nationwide Internet‐based survey in Dutch secondary schools. This school safety monitor was completed in 2006 by 5148 teachers, 80,770 pupils, 1749 educational support staff and 629 school managers. Data were checked for reliability, scale homogeneity and representativeness. Pearson correlation analysis was used to examine the social interaction patterns in teachers' data. The results reveal violence‐specific social behaviour and social‐mirroring processes between teachers and pupils in particular. Furthermore, teachers who are younger, female or working in low‐attainment educational settings apply more curricular differentiation and collaborate more with pupils on disciplinary matters than their respective counterparts. Teachers who work in low‐attainment schools, who work in cities, who are homosexual/lesbian or who do not feel most at home in The Netherlands experience more violent behaviour as a victim or witness than their respective counterparts. In particular, teachers attribute the following motives to violence: physical appearance, behaviour, level of school achievement, a handicap, being religious, gender, sexual preference and ways of dealing with non‐conforming behaviour or punishments. Compared to teachers, pupils gave a broad array of motives for every type of violence. The conclusion is that Internet‐based data‐collection procedures provide a more comprehensive and systematic picture of social discrimination and violence motive patterns in schools than has hitherto been customary.  相似文献   

14.
In this study the effect of teacher behaviours and classroom organisation on pupils' progress in mathematics was studied in years 1, 3 and 5 of primary schools in the UK participating in a mathematics intervention programme. Data on a total of 78 teachers and 2,128 pupils was collected. Teacher behaviours were measured using a classroom observation instrument developed for the project, and pupils were tested in March and July of 1998 using a curriculum-appropriate Numeracy test developed by the National Foundation for Educational Research. Background data on pupils was also collected at both testing occasions. Using multilevel modelling techniques it was found that teacher behaviours were able to explain between 60% and 100% of pupils' progress on the Numeracy tests. Amount of time spent teaching the whole class was not related directly to pupils' progress, but structural equation models were tested in which time spent teaching the whole class was found to be related to effective teaching behaviours and thus indirectly to pupil progress. The implications of the study for British educational policies and for educational research more generally are discussed.  相似文献   

15.
Effective Classroom Organisation in Primary Schools: Mathematics   总被引：1，自引：0，他引：1  
One of the greatest problems in teaching mathematics arises from the diversity of pupils' attainments. For decades, this has been managed by primary class teachers in England by adopting an approach of within-class grouping or differentiation according to attainment-level. During the last two years, however, government initiatives have increased the focus on a whole-class approach to teaching mathematics. This has led to an increase in the number of schools adopting a policy of grouping between parallel classes, or 'setting' by attainment within classes in order to contain the range of attainment in each teaching group and to make whole-class teaching a realistic possibility. Earlier research studies have outlined the benefits of grouping by attainment for subsequent learning in mathematics, especially for higher-attaining pupils; the results this article uses challenge the findings of earlier studies. Newly available data from a large-scale primary mathematics project are examined which indicate that the attainments of pupils taught in mixed-ability classes are at least equal to those of pupils in schools set by attainment.  相似文献   

16.
The aim of the present study was to address how to effectively predict mathematics learning disability (MLD). Specifically, we addressed whether cognitive data obtained during kindergarten can effectively predict which children will have MLD in third grade, whether an abbreviated test battery could be as effective as a standard psychoeducational assessment at predicting MLD, and whether the abbreviated battery corresponded to the literature on MLD characteristics. Participants were 226 children who enrolled in a 4‐year prospective longitudinal study during kindergarten. We administered measures of mathematics achievement, formal and informal mathematics ability, visual‐spatial reasoning, and rapid automatized naming and examined which test scores and test items from kindergarten best predicted MLD at grades 2 and 3. Statistical models using standardized scores from the entire test battery correctly classified ～80–83 percent of the participants as having, or not having, MLD. Regression models using scores from only individual test items were less predictive than models containing the standard scores, except for models using a specific subset of test items that dealt with reading numerals, number constancy, magnitude judgments of one‐digit numbers, or mental addition of one‐digit numbers. These models were as accurate in predicting MLD as was the model including the entire set of standard scores from the battery of tests examined. Our findings indicate that it is possible to effectively predict which kindergartners are at risk for MLD, and thus the findings have implications for early screening of MLD.  相似文献   

17.
This paper examines how secondary teachers of the core subjects of English, mathematics, and science have begun to integrate information and communication technology (ICT) into mainstream classroom practice in English schools. It draws on an analysis of 18 focus‐group interviews with subject departments in these fields. Evident commitment to incorporating ICT was tempered by a cautious, critical approach, and by the influence of external constraints. Teacher accounts emphasized both the use of ICT to enhance and extend existing classroom practice, and change in terms of emerging forms of activity which complemented or modified practice. A gradual process of pedagogical evolution was apparent; teachers were developing and trialling new strategies specifically for mediating ICT‐supported learning. In particular, these overcame the potentially obstructive role of some forms of ICT by focusing pupils’ attention onto underlying learning objectives.  相似文献   

18.
The purpose of the current study was to replicate and extend research on academic assignment preference by presenting high school students with control assignments containing eight 2‐digit × 2‐digit + 2‐digit × 2‐digit mathematics reading problems, experimental assignments that contained eight equivalent 2‐digit × 2‐digit + 2‐digit × 2‐digit problems, and three additional interspersed 4‐digit + 4‐digit mathematics reading problems. After spending 10 minutes and 40 seconds working on each assignment, significantly more high school students ranked the experimental assignments as being less difficult. When given a choice between the two assignments for homework, significantly more students chose a new experimental assignment. No differences were found on accuracy levels across assignments. Although the experimental assignments contained more problems, the students preferred the experimental over the control assignments. Discussion focuses on future research designed to investigate the applied implications of the interspersal technique within educational settings. © 1999 John Wiley & Sons, Inc.  相似文献   

19.
This article reports findings from a qualitative case study whose main focus was on how four 10–11‐year‐old dyslexic pupils coped with the demands of classroom reading during their final two years (Years 5–6) at a primary school in the north of England. Data were also collected on more general issues associated with the pupils' experiences of small‐group withdrawal tuition, and it is this evidence that is drawn on here. Although there were some benefits in terms of improved self‐esteem and overall confidence levels, problems with the sessions were revealed. The work on basic literacy skills lacked challenge as it was not well matched to learning needs and disaffection was created due to missing class lessons. Because of their literacy difficulties these dyslexic pupils were inevitably marginalised within the classroom community of learners, and I argue that attending withdrawal sessions added to their exclusionary experience of school.  相似文献   

20.
This article demonstrates how evidence related to performance in computer mediated communication (CMC) can be used as a vehicle for researching pupils' thinking about using and learning a foreign language. The analysis is based on a qualitative study of pupils from two contrasting schools who had taken part in a multinational CMC project involving learners of French and English as a foreign language. The analysis focuses on the pupils' explanations and intuitions about their decisions with regard to two areas of their interaction in particular: code‐switching and pronominal address. The findings suggest that the English learners of French had an implicit set of communicative priorities in which interpersonal objectives tended to dominate over ideational objectives. Evidence from the study indicates the need for further research‐informed educational development in two areas: a reappraisal of the framework for foreign language teaching in England on the basis of greater emphasis on second language (L2) use within the framework; and more developed theoretical understanding of pupil cognition in relation to foreign language learning.  相似文献   

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