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1.
The global educational landscape continues to change in response to three forces: a new paradigm of curriculum approaches that has shifted from teaching to learning; public demand for evidence of this learning; and decentralization of public schools (Sahlberg in Journal of Educational Change, 12(2):173–185, 2011). These changes have had what many researchers identify as a negative effect on the work of teachers (Cochran-Smith and Lytle in Harvard Educational Review, 76(4):668–697, 2006; Griffin and Scharmann in Journal of Elementary Science Education, 20(3):35–48, 2008; Hargreaves and Shirley in Phi Delta Kappan, 90(2):135–143, 2008; Hill in Educational Evaluation and Policy Analysis, 29(2):95–114, 2007; Jennings and Rentner in Phi Delta Kappan, 88(2):110–113, 2006; McNeil in Contradictions of school reform: Educational costs of standardized testing. Routledge, New York, 2000). One effect is alienation, which may take many forms including disengagement from work, isolation and neglect (Brooks et al. in Educ Policy 22(1):45–62, 2008; Macdonald and Shirley in The mindful teacher. Teachers College Press, New York, 2009; Zielinski and Hoy in Educ Adm Q 19(2):27–45, 1983). In this article, I use data gathered from interviews with teachers and school counselors in a suburban district outside a Rust Belt city to demonstrate that the reach of alienated teaching in the accountability context extends beyond teachers’ own work to impact the entire school community. In particular, I show that alienated teaching further isolates school counselors and teachers, whose work has long been organizationally separate, from collaborative professional relationships and ultimately prevents students from receiving the types of support services they need for postsecondary success.  相似文献   

2.
Editorial     
Secondary-tertiary transition issues are explored from the perspective of ways of doing mathematics that are constituted in the implicit aspects of teachers’ action. Theories of culture (Hall, 1959) and ethnomethodology (Garfinkel, 1967) provide us with a basis for describing and explicating the ways of doing mathematics specific to each teaching level, according to the “accounts” provided by the teachers involved in this research project. To borrow from Hall (1959), the “informal” mode of mathematical culture specific to each teaching level plays a key role in attempts to better grasp transition issues.  相似文献   

3.
Learning outcomes are now mandated in higher education courses across Europe. However, their impact on teaching and student learning is both uncertain and an issue for debate. In this paper, we explore (1) what is meant by learning outcomes in diverse contexts and (2) whether policy and practice governing learning outcomes accord with developments in learning theories, especially regarding sociocultural approaches that have drawn significant interest since the 1990s (Engeström 1987; Lave and Wenger 1991). Shepard’s (Educational Researcher, 29(7), 4–14, 2000) publication is particularly salient to our examination due to her identification of an emerging paradigm to assist in the understanding of the relationships among teaching, learning and assessment. Employing recent work on conceptualisations of learning outcomes and a four-quadrant taxonomy (Prøitz in Educational Assessment, Evaluation and Accountability, 22(2), 119–137, 2010, 2014), we discuss relevant learning theory approaches. This article is a conceptual investigation exploring the grounds for the assumption that learning can be predefined in terms of (expected) outcomes. Specifically, we discuss this assumption from the perspective of recent developments in learning theories. We argue that introducing learning outcomes predominantly for policy and management purposes may actually weaken the learning outcomes’ potential to direct teaching and learning and to improve the quality of both.  相似文献   

4.
According to numerous studies (Barrouillet & Camos 2002; Brousseau 1988; Chevallard 1988; Riley et al. 1984; Schubauer-Leoni & Ntamakiliro, Revue Des Sciences de L’éducation, 20(1): 87–113, 1994; Vergnaud 1982; Xin, The Journal of Educational Research, 100(6):347–360, 2007), a combination of many factors, including curriculum, didactic contract and task design, can potentially lead to students experiencing difficulties in developing of a full understanding of addition and subtraction and their relationship in problem solving. Few studies (Conne, Recheche En Didactique Des Mathématiques, 5, 269–332, 1985; DeBlois, Éducation et Francophonie, 25(1), 102–120, 1997; Giroux & Ste-Marie, European Jornal of Psychology of Education, 16(2), 141–161, 2001) describe the misinterpretations of problems as a factor related to learning difficulties. We have studied how and why elementary school students misinterpret the mathematical structure of a simple additive word problem and what kind of possible (hidden) misinterpretation may occur. We analysed possible mechanisms of misinterpretations in word problem solving, discussing various examples of correct and incorrect solutions resulting from the misinterpretation of a problem. We gave the elementary school students a word problem, which could potentially be misinterpreted, and observed their solving strategies. Our results show how the particular form of mathematical misinterpretation—structure substitution—may help students obtain a correct answer and thereby hinder the development of their mathematical reasoning. We further discuss different ways of addressing this phenomenon in teaching practice.  相似文献   

5.
This article addresses the issue of transition from secondary to post-secondary education through collaborative research with teachers from both levels. It takes into account implicit elements in this transition. Research on the transition in mathematics education tends to focus more on the tertiary level, studying difficulties encountered by students or comparing curricula, tasks, and textbooks highlighting disruptions or cultural shifts. However, according to Hall (1959), and Artigue (2004) in a mathematical context, it is the implicit “ways of doing” that lead to the greatest cultural differences. In this article, attention is paid to the particular ways in which teachers’ ways of doing mathematics impact the transition. Ethnomethodology (Garfinkel, 1967) and its central concept of ethnomethods are used as the theoretical framework to conceptualize these ways of doing mathematics. A breaching situation presented to a group of secondary- and tertiary-level teachers engaged in collaborative research (Desgagné et al., 2001) brings to light familiar ways of doing mathematics. Our analysis focuses specifically on a comparison of the ways of doing mathematics related to functions at each level.  相似文献   

6.
The most important benefits of international comparisons are the indications that make hidden national characteristics visible and shed new light on the system in each country. From a comparative perspective, this article explores what Swedish and Norwegian preschool teachers emphasise as important to preschool student teachers about preschool as an arena for children’s language learning. The theoretical framework of the study is based on ecological system theories (Bronfenbrenner in The ecology of human development, Harvard University Press, Cambridge, 1979; Bronfenbrenner in Dev Psychology 22(6):723–742, 1986) and socio-cultural theories concerning language learning (Vygotsky in Thought and language, MIT Press, Cambridge, 1986). The data are produced through interviews with 69 Swedish and 35 Norwegian preschool teachers. The analyses focused on what the preschool teachers stated to be the most important elements to work with concerning children’s language learning, how and why they worked like this, and what rationales may have led to their pedagogy. The two countries seem quite alike in terms of the values embedded in early childhood education and political ideas concerning a rich childhood based on play and democratic ideals. By comparing the two countries, the results reveal differences that can lead to a deeper knowledge of cultural concepts that are often taken for granted, such as pedagogical approaches, and how these create different conditions for children’s preschool language learning.  相似文献   

7.
Different theories of learning have been used in vocational education studies and Piaget is a common source of reference. Our intent is to present a specific and original way in which the Piagetian theory of schèmes has been developed since the 1990s in studies called “vocational didactics”. Developed in French-speaking countries and mostly unknown to an international audience, this approach offers a specific use of Jean Piaget’s theory of learning, which has been applied to adult learning and vocational education. We will first develop the theoretical foundation of the theory of schèmes as developed by Vergnaud (1989, Recherches en didactique des mathématiques, 10(2–3), 133–170, 1990, 1996, 2001) and others after Piaget (1947). Then, we will present the methodological perspective of this approach. We will finally present significant research results to illustrate outcomes and practical implications for vocational training.  相似文献   

8.
This empirically driven paper is about workplace learning with specific focus on the ‘work’ of consuming practices. By consuming we refer to the eating, and the drinking, and (at times) to the smoking that workers, in most organisations, do on a daily basis. Indeed, it is the quotidian nature of consuming, coupled with its absence from workplace learning research that make them noteworthy practices to explore. In using the term practice we draw on the recent tranche of practice based theorisations: notably Schatzki (1996, Organization Studies, 26(3), 465-484, 2005, Organization Studies, 27(12), 1863-1873, 2006) and Gherardi (Human Relations, 54(1), 131-139, 2001, 2006, Learning Organization, 16(5), 352-359, 2009). The paper frames consuming practices as ‘dispersed’ (general) practices and, illustrated through empirical data from multiple projects, we progressively outline how these contribute to the learning of ‘integrative’ (specialized work) practices. Our overall aim is to (re)position consuming practices from prosaic, to having much relevance for research on workplace learning.  相似文献   

9.
This paper analyzes how and why ten Black and Latina/o youth attending an urban public high school engage culturally relevant peer interactions (Knight and Marciano in College ready: preparing Black and Latina/o youth for higher education—a culturally relevant approach. Teachers College Press, New York, 2013) in preparing for, applying to, and/or enrolling in college. The study reconsiders culturally relevant pedagogy (Ladson-Billings in The dreamkeepers: successful teachers of African American children. Jossey-Bass, San Francisco, 1994) as an analytic tool for exploring youth’s culturally relevant peer interactions as supportive of their college-going processes (Tierney and Colyar in Preparing for college: nine elements of effective outreach. SUNY Press, Albany, 2005) and new media literacy practices (Ito et al. in Living and learning with new media: summary of findings from the Digital Youth Project. The MacArthur Foundation, Chicago, 2008. http://www.macfound.org/media/article_pdfs/DML_ETHNOG_WHITEPAPER.PDF). Research findings include: new understandings of the reciprocal nature of youth’s culturally relevant peer interactions; and new enactments of youth’s college-going new media literacy practices. Recommendations for educational policy, practice, and research supportive of students’ college readiness and access are discussed.  相似文献   

10.
In this paper, we argue that to prepare pre-service teachers for doing complex work of teaching like leading classroom mathematics discussions requires an implementation of different pedagogies of teacher education in deliberate ways. In supporting our argument, we use two frameworks: one curricular and one pedagogical. The curricular framework is based on the work of Hammerness et al. (Preparing teachers for a changing world. What teachers should learn and be able to do. San Francisco, Jossey-Bass Educational Series, pp 358–388, 2005) outlining four main goals of teacher learning: a vision of practice, knowledge of students and content, dispositions for using this knowledge, and a repertoire of practices and tools. The pedagogical framework is based on the work of Grossman et al. (Teach Teach Theory Pract 15(2):273–289, 2009a; Teach Coll Record 111(9):2055–2100, 2009b) outlining three pedagogies of practice: representations, decompositions, and approximations of practice. We use the curricular framework to examine the opportunities for teacher learning that were afforded by these three different pedagogies of practice in a unit on leading classroom mathematics discussion in a secondary mathematics methods course. We use evidence from our analysis to show how the coordination of those pedagogies of practice is better than any one of them in addressing important goals for teacher learning about classroom discussions.  相似文献   

11.
Higher education has seen increasing educational mobility as students finance themselves or get financial support from their families to study abroad (Shields Comp Educ Rev 57(4):609–636, 2013; Verbik and Lazanowski in World education news and reviews. http://www.wes.org/educators/pdf/StudentMobility.pdf, 2007). Another significant source of support, particularly for students in developing countries, is that from international aid scholarships. This research presents the reported experiences of 15 Tongan postgraduate scholars who successfully completed overseas postgraduate studies. The study focuses on the perceptions of qualifications and of scholars, as well as knowledge utilisation and knowledge resituation in and beyond the workplace. Knowledge utilisation, sometimes referred to as knowledge management, is how others support returnees’ to share and make use of their knowledge; while knowledge resituation is a personal and individual process in which knowledge gained in one context is tuned to and made use of in a new context (Eraut in Expertise development: the transition between school and work. Open Universiteit, Heerlen, pp 52–73, 2004a, Pedagogy and practice. Culture and identities. Sage, London, 2008; Franken 2012). Given the challenges the scholars faced, we advocate for a more explicit recognition of what knowledge and skills returning scholars bring home, and a more proactive and strategic use of these by their workplaces in particular.  相似文献   

12.
In this paper, we explore how Jacques Rancière’s (The ignorant schoolmaster: five lessons in intellectual emancipation. Stanford University Press, Stanford, 1991) notions of radical equality and dissensus reveal horizons for activism and sociopolitical engagement in science education theory, research, and practice. Drawing on Rochelle Gutiérrez’ (J Res Math Educ 44(1):37–68, 2013a. doi: 10.5951/jresematheduc.44.1.0037; J Urban Math Educ 6(2):7–19, b) “sociopolitical turn” for mathematics education, we identify how the field of science education can/is turning from more traditional notions of equity, achievement and access toward issues of systemic oppression, identity and power. Building on the conversation initiated by Lorraine Otoide who draws from French philosopher Jacques Rancière to experiment with a pedagogy of radical equality, we posit that a sociopolitical turn in science education is not only imminent, but necessary to meet twenty-first century crises.  相似文献   

13.
This study reports the development and evaluation of a Turkish-language version of three positive psychology assessments for use in clinical, education and research settings with Turkish-speaking individuals. A multistage translation of the Brief Resilience Scale (BRS; Smith et al. in International Journal of Behavioral Medicine, 15, 194–200, 2008), the General Mattering Scale (GMS; Marcus 1991) and the Short Grit Scale (GS; Duckworth & Quinn in Journal of Personality Assessment, 91, 166–174. doi:10.1080/00223890802634290, 2009) is detailed, as well as the procedure used to evaluate the internal structure of the translated assessments. The results yielded from data of 268 participants indicated factor structures ranging from acceptable to robust model fit for the BRS, GMS, and GS. Implications for counseling practice and future research are discussed.  相似文献   

14.
This study reports the evaluation of four positive psychology assessments for use in clinical, education, and research settings with individuals in Ghana, Africa. The analyses attempted to identify validity evidence for internal structure and relationships with related variables for the Satisfaction with Life Scale (SLS; Diener et al. Journal of Personality Assessment, 49, 71–75, 1985), General Mattering Scale (GMS; Marcus 1991), Short Grit Scale (GS; Duckworth and Quinn Journal of Personality Assessment, 9, 166–174, 2009), and Brief Resilience Scale (BRS; Smith et al. International Journal of Behavioral Medicine, 15, 194–200, 2008). The data yielded from 657 Ghanaian participants indicated factor structures ranging from a strong model fit (SLS and GMS) to an acceptable fit following modifications to factor structure (GS and BRS), while evidence based on relationships to related variables was convincing. Implications for use of these assessments and for future research are discussed.  相似文献   

15.
In their articles, Ajay Sharma (Cult Stud Sci Educ, doi: 10.1007/s11422-017-9835-z, 2017) and Noel Gough (Cult Stud Sci Educ, doi: 10.1007/s11422-017-9834-0, 2017) shed light on the impact neoliberalism has on the teaching of science and suggest ways to ensure that science education remains critical and socially equitable. In this paper, I illustrate how their proposals influenced my instructional choices during the fall of 2016 in a course entitled Epistemology and Education.  相似文献   

16.
To understand the complexities of education policy implementation, it is necessary to consider how artifacts associated with reform are imbued with ideas, meanings, and values. This empirical paper draws on neo-institutional theory to reveal how artifacts carried particular logics (D’Adderio in J Inst Econ 7(2):197–230, 2011; Feldman and Pentland in Adm Sci Q 48:94–118, 2003; Pentland & Feldman in Ind Corporate Change 14(5):793–815, 2005; in: Scott, Institutions and organizations, Sage Publications, Thousand Oaks, 2001). This paper argues that two types of artifacts, policy documents, and instructional materials, carried logics of reading instruction, thereby playing a role in the implementation of this reform. This paper draws on qualitative data collected over a 13-month period in order to advance our understanding of the relationship between institutional logics, policy, and practice. The findings from this paper have implications for district and school reform, as well as for policymakers and non-system actors.  相似文献   

17.
In order to teach mathematics effectively, mathematics teachers need to have a sound mathematical knowledge, but what constitutes sound mathematical knowledge for teaching is subject to debate. This paper is an attempt to unpack what constitutes teacher knowledge of the concept of a function which is a unifying idea in the mathematics curriculum. The central components of the framework, which will be elaborated on in this paper, are: teachers’ subject matter knowledge, teachers’ pedagogical content knowledge, teachers’ technological pedagogical knowledge, technological content knowledge, and technological pedagogical content knowledge in relation to the concept of a function. The framework is informed by Shulman’s (Educational Researcher 15:4–14, 1986) Types of Teachers Knowledge Framework, Ball, Bass & Hill 29:14–17, 20–22, 43–46 (2005) Mathematical Knowledge for Teaching Framework, and Mishra & Koehler’s (Teachers College Record 108:1017–1054, 2006) Technological Pedagogical Content Knowledge (TPACK) framework.  相似文献   

18.
We will attempt a synthesis from various research perspectives that have analyzed the alterations that knowledge inevitably goes through while percolating into classroom activities. We will try to identify some of their causes and will illustrate them with examples in genetics. First, we will discuss some research on knowledge transformation when genetics knowledge is popularized (Staerklé and Clémence 2002), to show how knowledge is transformed in specific predictable manners as it moves from experts to general public. Then, we will draw from a large body of (French) research in didactic transposition (Chevallard 1991) in order to highlight what knowledge characteristically thrives or is lost as it percolates into school practice and learner’s knowledge. We will then draw from Huberman’s (Science Communication, 4(4), 478–510, 1983) analysis of knowledge use in schools the specificities of knowledge that teachers effectively use. All three perspectives reveal that cognitive and social environment are crucial determinants of what knowledge will be found in schools. An ecological metaphor explains how different cognitive environments from research into education favor knowledge adapted to specificities of this ecosystem. This transposition of knowledge is therefore not decay but inescapable and necessary. Ignoring this transposition has considerably reduced the effectiveness of many educational reforms. We will combine these three to propose an evolutionary perspective that could inform ways of expressing research into educational recommendations fed into the system to optimize the didactic transposition process.  相似文献   

19.
This study explored the lived experiences of two cohorts of counselors in training (CITs) who experienced mindfulness-based activities in a counseling theory and practice course. Utilizing Merriam’s Interpretive Qualitative Approach (Merriam 1988, 2002), the data suggested that students perceived the activities to have enhanced their experiences as students and development as counselors. Implications for improving counselor preparation are considered.  相似文献   

20.
This article examines the productivity of both individuals and institutions, indexed through an examination of five educational psychology journals (Cognition and Instruction, Contemporary Educational Psychology, Educational Psychologist, Educational Psychology Review, and Journal of Educational Psychology) from 2009 to 2014. These results are discussed relative to four previous studies (Hsieh et al. Contemporary Educational Psychology, 29, 333–343, 2004; Jones et al. Contemporary Educational Psychology, 35, 11–16, 2010; Smith et al. Contemporary Educational Psychology, 23, 173–181, 1998; Contemporary Educational Psychology, 28, 422–430, 2003). Vanderbilt University and Fred Paas replaced the University of Maryland and Richard E. Mayer as the top research institution and author, respectively. Sixteen of the top 19 researchers’ institutions were outside the USA, compared to only 10 of the top 32 during 2003–2008 and three of the top 20 during 1991–1996. Educational psychology research continues the trend of becoming more international.  相似文献   

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