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1.
David S. Bolden Tony V. Harries Douglas P. Newton 《Educational Studies in Mathematics》2010,73(2):143-157
Teachers in the UK and elsewhere are now expected to foster creativity in young children (NACCCE, 1999; Ofsted, 2003; DfES, 2003; DfES/DCMS, 2006). Creativity, however, is more often associated with the arts than with mathematics. The aim of the study was to explore
and document pre-service (in the UK, pre-service teachers are referred to as ‘trainee’ teachers) primary teachers’ conceptions
of creativity in mathematics teaching in the UK. A questionnaire probed their conceptions early in their course, and these
were supplemented with data from semi-structured interviews. Analysis of the responses indicated that pre-service teachers’
conceptions were narrow, predominantly associated with the use of resources and technology and bound up with the idea of ‘teaching
creatively’ rather than ‘teaching for creativity’. Conceptions became less narrow as pre-service teachers were preparing to
enter schools as newly qualified, but they still had difficulty in identifying ways of encouraging and assessing creativity
in the classroom. This difficulty suggests that conceptions of creativity need to be addressed and developed directly during
pre-service education if teachers are to meet the expectations of government as set out in the above documents. 相似文献
2.
Adam Scrupski 《Academic Questions》1999,12(3):36-49
Summary A movement among universities noted for research and for rigorous scholarship that would have insured a significantly improved
education for prospective teachers was transformed in a short time, about ten years, into another agency of centrally inspired
“school refrom,”
The Holmes Group’s initial program called for prospective teachers to undergo five years of general education and teacher
education, devoting the undergraduate years largely to arts and sciences. It also called for a closer collaboration between
teacher educators and arts and science faculty in order to prepare preservice teachers to teach more rigorous pedagogically
organized subject matter. Included in the early Holmes agenda was the concept of a professional development school as a public
school site for pedagogical application, under the direction of veteran teacher cadres. However, as a consequence of an increasingly
liberal academic ideology, informing a persistent criticism of Holmes’s original proposals as elitist and insufficiently activist,
the Holmes group came in a short time to underplay its call for a five-year program, to back off from a closer collaboration
between teacher educators and arts and sciences faculty, and to transform its concept of an affiliated public school from
a site for pre-service pedagogical classroom practice into an exemplary school-to-be.
Some hope may remain: the Holmes staff recently distributed the “Conference Proceedings” of the January 1998 annual convention
held in Orlando. On page 42 of those proceedings, Arthur Wise, the peripatetic head of NCATE (National Council for Accreditation
of Teacher Education—now a Holmes “partner” at the national level) found Holmes neglectful of an appropriate concern for arts
and sciences education for prospective teachers. Wise was a “ranconteur” in Orlando; as such he was expected to provide a
“reflective response” to the conference. He said, apologetically, I might offer my one sound of criticism ... I just worry
when I see that ... we may be paying too much attention to the external aspects of school and maybe not enough to the guts
of the matter which is, after all, content and how to teach it. 相似文献
3.
Joyce Millman 《Children‘s Literature in Education》2005,36(4):381-393
Faith Ringgold, best known for Tar Beach, her 1991 Caldecott award winning picturebook, has been addressing social issues
in her art since the early 1960s. The purchase of her Tar Beach story quilt by the Guggenheim Museum demonstrates the acceptance
of her fabric art by the fine arts community. An examination of the connections between Ringgold’s fabric art and picturebooks,
including connections between themes, characters, narrative style and her use of visual elements, points to the conclusion
that her quilts and picturebooks are related in their use of literary and fine art elements. Using Ringgold’s work as an example,
this article supports the view that picturebooks should be considered a fine art form.
Joyce Millman is an art teacher in the Philadelphia public schools and teaches in the Art Education Department at Moore College
of Art and Design. As a teacher and former Philadelphia Writing Project Scholar, she continues to explore art and literacy. 相似文献
4.
Jane A. Van Galen 《The Urban Review》2010,42(4):253-270
This paper explores the possibilities of working with White, working-class teacher education students to explore the “complex
social trajectory” (Reay in Women’s Stud Int Forum 20(2):225–233, 1997a, p. 19) of class border crossing as they progress through college. Through analysis of a course that I have developed, Education and the American Dream, I explore political and pedagogical issues in teaching the thousands of teacher education students who are the first in
their families to attend college about social class. Arguing that faculty in teacher education too often disregard the significance
of deep class differences between themselves and many of their students, I propose that teacher education include coursework
in which upwardly-mobile students (a) draw upon their distinctive perspectives as class border-crossers to elucidate their
“complex social positioning as a complicated amalgam of current privilege interlaced with historic disadvantage” (Reay in
Women’s Stud Int Forum 20(2):225–233, 1997a, p. 25) and (b) complicate what Adair and Dahlberg (Pedagogy 1:173–175, 2001, p. 174) have termed a cultural “impulse to frame class mobility as a narrative of moral progress”. Such coursework, I suggest,
has implications for the development of teacher leaders in stratified schools. The paper draws upon the literatures on social
class and educational attainment, on the construction of classed identities in spite of silence about class in public and
academic discourse, and on pedagogies for teaching across class differences. 相似文献
5.
Angela Eckhoff 《Early Childhood Education Journal》2008,35(5):463-472
The visual arts can be an important and rich domain of learning for young children. In PreK education, The Task Force on Children’s
Learning and the Arts: Birth to Age Eight (Young children and the arts: Making creative connections, Washington, DC: Arts Education Partnership, 1998) recommends that art experiences for young children include activities
designed to introduce children to works of art that are high quality and developmentally appropriate in both content and presentation.
This paper documents the teaching strategies utilized by a master art teacher at the Denver Art Museum to engage preschool-age
students in art viewing experiences which were part of a museum-based art program. This research provides support for integrating
rich, meaningful art viewing experiences as a regular part of young children’s arts experiences while offering early childhood
educators teaching strategies for early art viewing experiences.
相似文献
| Angela EckhoffEmail: |
6.
Research points to particular problems in the experiences of White teachers teaching students of color (Cochran-Smith et al.,
2004). Despite good intentions, teaching students of diverse backgrounds and experiences can be challenging for teachers who are
unfamiliar with their students’ backgrounds and communities. The purpose of this paper is to describe the development of notions
about “good urban teaching” for three women in a preservice teacher preparation program. Reporting on two years of data, we
show how the three women negotiated their beliefs and identities in light of program demands and classroom realities. The
lack of synchronicity within the women’s experiences highlights that the traditional (white, female, middle class) students
in preservice teacher education programs are not homogeneous. The significance of this difference is highlighted through the
concept of heterogeneity. We define heterogeneity as the differences that exist among traditional students in preservice teacher
preparation programs. Our research suggests that heterogeneity is complicit in the progress or lack of progress of preservice
teachers developing professional identities.
This paper was originally presented at the Annual Meeting of the American Education Research Association April 7–11, 2006 San Francisco, CA
An erratum to this article can be found at 相似文献
7.
Dawn Del Carlo Holly Hinkhouse Leah Isbell 《Journal of Science Education and Technology》2010,19(1):58-68
This paper outlines the connection between qualitative research methods in education and teacher reflective practices as they
relate to Valli’s (Reflective teacher education: cases and critiques. State University of New York Press, Albany, 1992; Peabody J Educ 72(1): 67–88, 1997) model of reflection. Using the authors’ own experiences in performing and guiding educational research, and existing research
in the field of teacher education pertaining to reflective practitioners, explicit connections are made between the two paradigms.
These connections illustrate the importance of integrating authentic research experiences into the teacher education curriculum
outside the context of methods courses, much like models established in the sciences. 相似文献
8.
Corrie Stone-Johnson 《Journal of Educational Change》2011,12(2):221-239
From 1998 to 2003, Andy Hargreaves and Ivor Goodson, along with colleagues Shawn Moore, Sonia James-Wilson, Dean Fink, and
Corrie Giles, undertook a large-scale study of eight secondary schools in Ontario, Canada, and New York in the United States
to investigate teachers’ perceptions and experiences of educational change over 30 years spanning from the 1970s through the
1990s (Hargreaves and Goodson in Edu Admn Quart 42(1):3–41, 2006). The Change Over Time? study not only provided a unique glimpse into how schools and teachers experience educational change but also demonstrated
that most of what educators and scholars previously considered when looking at educational change neglected its political,
historical, and longitudinal aspects. Hargreaves and Goodson highlighted five change forces that shape educational change:
waves of reform, changing student demographics, teacher generations, leadership succession, and school interrelations. This
article, based on work conducted in Massachusetts from 2007 to 2009 (Stone-Johnson in Enduring reform: The impact of mandated
change on middle career teachers. Boston College, Chestnut Hill, 2009; Teachers’ career trajectories and work lives. Springer, Dordrecht, 2009), elaborates upon two of these aspects, waves of reform and teacher generations, highlighting the response of the current
generation of teachers in mid-career to the most recent wave of reform. 相似文献
9.
Anita Iaquinta 《Early Childhood Education Journal》2006,33(6):413-418
The purpose of this article was to illuminate for early childhood teacher practitioners how guided reading, as a research-based approach to reading instruction, could address the challenges of early reading instruction. The early years are the focus for the prevention of reading difficulties and research conducted over the past two decades has produced extensive results demonstrating that children who get off to a poor start in reading rarely catch up (Lentz, 1988; Neuman & Dickinson, 2001; Snow, Burns, & Griffin, 1998; Torgesen, 1998; Whitehurst & Lonigan, 2001). One particular research-based strategy, guided reading, is an important “best practice” associated with today’s balanced literacy instruction. The National Reading Panel (2000) argued that balanced approaches are preferable when teaching children to read, based on their review of scientific research-based reading instructional practices used by teachers in classrooms across the country. Additionally, guided reading practices as part of a balanced literacy program conforms to the recommendations on literacy as suggested in position statements by the International Reading Association/The National Association for the Education of Young Children (1998), and the National Council of Teachers of English (2002). 相似文献
10.
Lora B. Bailey 《Early Childhood Education Journal》2010,38(2):123-132
This 3 year longitudinal study reports the feasibility of an Improving Teacher Quality: No Child Left Behind project for impacting teachers’ content and pedagogical knowledge in mathematics in nine Title I elementary schools in the
southeastern United States. Data were collected for 3 years to determine the impact of standards and research-based teacher
training on these aspects of teacher quality. Content knowledge for the scope of this research study refers to the knowledge
that teachers have about subject matter. Teacher quality is directly related to teachers’ “highly qualified” status, as defined
by the No Child Left Behind mandate. According to this mandate, every classroom should have a teacher qualified to teach in
his subject area and be able to “raise the percentage of students who are proficient in reading and math, and in narrowing
the test-score gap between advantaged and disadvantaged students.” Participants were six second grade and seven third grade
teachers of mathematics from nine schools within one failing school district. The implementation of standards-based methods
in the nine Title I Schools increased teacher quality in elementary school mathematics. In fact, qualitative and quantitative
data revealed significant gains in teachers’ mathematics content and pedagogical knowledge at both grade levels. 相似文献
11.
12.
This longitudinal case study describes the factors that affect an experienced teacher’s attempt to shift her pedagogical practices
in order to implement embedded elements of argument into her science classroom. Research data was accumulated over 2 years
through video recordings of science classes. The Reformed Teacher Observation Protocol (RTOP) is an instrument designed to
quantify changes in classroom environments as related to reform as defined by the National Research Council (National science education standards. Washington, DC: National Academy Press, 1996b) and the National Research Council (Fulfilling the promise: Biology education in the nation’s schools, Washington, DC: National Academy Press, 1990) and was used to analyze videotaped science lessons. Analysis of the data shows
that there was a significant shift in the areas of teacher questioning, and student voice. Several levels of subsequent analysis
were completed related to teacher questioning and student voice. The data suggests a relationship between these areas and
the implementation of scientific argument. Results indicate that the teacher moved from a traditional, teacher-centered, didactic
teaching style to instructional practices that allowed the focus and direction of the lesson to be affected by student voice.
This was accomplished by a change in teacher questioning that included a shift from factual recall to more divergent questioning
patterns allowing for increased student voice. As student voice increased, students began to investigate ideas, make statements
or claims and to support these claims with strong evidence. Finally, students were observed refuting claims in the form of
rebuttals. This study informs professional development related to experienced teachers in that it highlights pedagogical issues
involved in implementing embedded elements of argument in the elementary classroom. 相似文献
13.
The relationship between cognitive style and trainee teacher conceptions of differentiation was studied to develop appropriate
scaffolding of their learning. 149 trainee teachers enrolled on 1 year postgraduate initial teacher education (ITE) programmes
at two UK universities completed the Cognitive Style Index (Allinson and Hayes, Journal of Management Studies, 33(1):119–135,
1996; Hodgkinson and Sadler-Smith, Journal of Occupational and Organisational Psychology, 76(2):243–268, 2003) and a questionnaire exploring their understanding of differentiation, conceptions of learning and learning preferences.
A stratified sample of these trainees was also interviewed to assess their understanding and prior knowledge of differentiation
and learning styles and how they would plan for these in the classroom. Responses were coded using content analysis procedures.
Cognitive style was found to impact on trainees’ conceptions of differentiation; for example, trainees demonstrating higher
levels of analysis and intuition had a more developed understanding of differentiation than other cognitive styles. In relation
to the findings, the use of a constructivist pedagogical tool: a Personal Learning Styles Pedagogy (Evans and Waring, Zhang
& Sternberg (Eds.), Perspectives on the nature of intellectual styles, 2009) is presented to inform the reconceptualisation of ITE programmes. In so doing, the use of this tool addresses key issues
raised in recent international policy debates concerning the necessary development of ITE for twenty-first century learner
needs. 相似文献
14.
This paper presents the results of a study of interviews (N = 17) conducted with members of a community of practice (CP) comprised of school principals, vice principals, and department
heads responsible for teacher supervision in their respective schools. This CP met once a month over the course of 2 years
to work on adapting the New Brunswick Department of Education’s Francophone Teacher Evaluation Program. Using Wenger’s (Communities of practice: Learning, meaning and identity. Cambridge University Press, New York, 1998) CP theoretical framework centered on four main concepts, namely meaning, practice, community, and identity, our study reveals
that participants acquired knowledge by sharing their teacher supervision experiences. The participants learned new knowledge
from others, enriched their supervision practices, and also gained indispensable practical skills with regard to the supervisory
process. Furthermore, their fruitful discussions resulted in the creation of friendships and a sense of collegiality as they
became agents for change. 相似文献
15.
Phil Cormack 《The Australian Educational Researcher》2011,38(2):133-148
This paper examines the report of the Inquiry into the Teaching of Literacy (Department of Education, Science & Training (DEST) 2005) and explores the claims it makes about reading pedagogy and the centrality of particular “methods” or “approaches” to teaching
backed by “scientific” evidence. Discourse analysis of the report shows that its logics allow only certain kinds of evidence
to count in policy, and that it reduces difficult social and political issues to questions of technique. This allows the report
to recommend an approach whereby qualitative insights and practitioners’ experience can be bypassed through valorising methods
developed and verified by scientific researchers. The report’s claims are considered genealogically in the light of historical
cases from the early nineteenth century, where educational reformers struggled with the issue of how to educate the children
of the poor. In one, the monitorial system promoted by Lancaster in England, there was a focus on reading which made teachers
or monitors artefacts of a standardised method. By way of contrast, in Scotland, a classroom approach developed by Stow (1854) made the teacher central to the process, as someone who sensitively interpreted and extended students’ experiences with
texts. Stow’s approach would form the model for the modern classroom in compulsory state schooling, while the monitorial system
would eventually be abandoned as ineffective. The historical cases demonstrate the dangers of approaches to policy that fail
to account for the complex interplay between teacher, student and text in the reading lesson. 相似文献
16.
Angela Eckhoff 《The International Journal of Art & Design Education》2011,30(2):256-265
Partnerships between informal learning environments and schools have been cited as an innovative, effective way for museums, galleries and schools to work together to enrich classroom curricula, support student success, and facilitate the utilisation of available community museum and cultural resources. This article reports on findings from a multi‐year, exploratory arts outreach programme for 31 elementary and secondary visual art educators from a rural school district in the American South. The outreach programme was conceived in partnership with faculty from the neighbouring university's art department, school of education and university art gallery. Utilising a partnership framework, the travelling exhibit was developed through a collaborative research relationship with the participating visual art educators. Findings from this programme indicate that travelling exhibits can be an effective mode of programme delivery for informal learning environments while also supporting the content needs for classroom arts educators if the programme stresses transformative partnerships across all invested parties. 相似文献
17.
Eija Pakarinen Noona Kiuru Marja-Kristiina Lerkkanen Anna-Maija Poikkeus Martti Siekkinen Jari-Erik Nurmi 《European Journal of Psychology of Education - EJPE》2010,25(3):281-300
This study examined the extent to which observed teaching practices and self-reported teacher stress predict children’s learning
motivation and phonological awareness in kindergarten. The pre-reading skills of 1,268 children were measured at the beginning
of their kindergarten year. Their learning motivation and phonological awareness were assessed in the following spring. Questionnaires
measuring teacher stress were filled out by 137 kindergarten teachers. A pair of trained observers used the Classroom Assessment
Scoring System (Pianta et al. 2008) to observe 49 kindergarten teachers from the whole sample on their emotional support, classroom organization, and instructional
support. The results of multilevel modeling showed that low teacher stress and high classroom organization predicted high
learning motivation in children and that the children’s learning motivation contributed to their level of phonological awareness.
Moreover, children’s learning motivation mediated the association between teacher stress and children’s phonological awareness.
The results emphasize the importance of teachers’ pedagogical well-being and classroom organizational quality for children’s
learning motivation. 相似文献
18.
Tricia A. Seifert Kathleen M. Goodman Nathan Lindsay James D. Jorgensen Gregory C. Wolniak Ernest T. Pascarella Charles Blaich 《Research in higher education》2008,49(2):107-125
Despite scholars’ praise of liberal arts education as a model form, very little research has examined the actual impact of
liberal arts education on learning outcomes. The elaborate rhetoric and anecdotal support, long used to advance liberal arts
education as the premier type of education with value for all, is no longer sufficient. The practices and conditions that
lead to outcomes of a liberally educated student remain an empirical black box. Guided by the work of Pascarella et al. [2005, Liberal arts colleges and liberal arts education: New evidence on impacts. ASHE Higher Education Report, 31(3)], this study examined the extent to which an institutional ethos, that values student–student
and student–faculty interaction within a supportive environment characterized by high expectations for developing the intellectual
arts, manifests in the lived experiences of students and predicts the development of outcomes theoretically associated with
the liberal arts. Specifically, we investigated the construct and predictive validity of the liberal arts experience scale
relative to liberal arts outcomes. Using data from the first phase of the Wabash National Study of Liberal Arts Education,
net of student background characteristics and institution attended, we found liberal arts experiences had a positive effect
on four of six liberal arts outcomes, including intercultural effectiveness, inclination to inquire and lifelong learning,
well-being, and leadership.
相似文献
| Tricia A. SeifertEmail: |
19.
Inge M. Bryderup Anne Larson Marlene Quisgaard Trentel 《Education and Information Technologies》2009,14(4):365-379
For years, increased use of ICT in education and training has been part of the Danish education policy, and the number of
computers in schools and the actual use of ICT have grown. At the same time, school leaders’ and teachers’ pedagogical paradigm
in primary and lower secondary schools seems to be changing from a lifelong learning paradigm (focussed on student-centred,
active, and autonomous leaning) to a more traditional paradigm (focussed on curriculum-centred teaching and instructions).
The aim of this paper is to describe this development in relation to the way ICT is used as well as to changes in educational
policy. Beck and Beck-Gerrnsheim (2002) theory about ‘institutionalized individualization’ as characteristic of the reflexive society serves as a theoretical framework
for better understanding the observed changes. 相似文献
20.
Silvia Cristina Bettez Jean Rockford Aguilar-Valdez Heidi B. Carlone Jewell E. Cooper 《Cultural Studies of Science Education》2011,6(4):941-950
This article is a response to Randy Yerrick and Joseph Johnson’s article “Negotiating White Science in Rural Black America:
A Case for Navigating the Landscape of Teacher Knowledge Domains”. They write about research conducted by Yerrick in which
videos of his teaching practice as a White educator in a predominately Black rural classroom were examined. Their analysis
is framed through Shulman’s (1986) work on “domains of teacher knowledge” and Ladson-Billings’ (1999) critical race theory (CRT). Although we appreciate a framework that attends to issues of power, such as CRT, we see a heavier
emphasis on Shulman’s work in their analysis. We argue that a culturally relevant pedagogy (CRP) framework has the potential
to provide a more nuanced analysis of what occurred in Yerrick’s classroom from a critical lens. Thus we examine Yerrick and
Johnson’s work through the five main CRP components (as defined by Brown-Jeffy and Cooper 2011) and ultimately argue that science educators who want to promote equity in their classrooms should engage in continuous critical
reflexivity, aid students in claiming voice, and encourage students to become not only producers of scientific knowledge but
also users and critics of such knowledge. 相似文献