共查询到20条相似文献，搜索用时 46 毫秒
1.
Nicole Ann Todd 《Support for Learning》2012,27(4):177-183
The original concept of a subculture of learning support in secondary schools developed from a study of ‘Support Teachers, Learning Difficulties’ in New South Wales, Australia. The study examined the influence of school culture on the service delivery model used by these support teachers in three case studies, one of which is reported in this article. Both research and policy recommend consultation and co‐teaching with a minimum of withdrawal of students with learning difficulties for intensive instruction. To employ the recommended service delivery model it was found that support teachers need to be immersed in a subculture of learning support within the school, which involves interacting with others who share similar values and beliefs about the education of students with learning difficulties. If such a subculture does not exist the support teacher must play a major role in its development. The use of the recommended service delivery model will enhance the education provided for students with learning difficulties. 相似文献
2.
Two-way immersion schools provide a promising model for service delivery to students who are English language learners. With
the goals of bilingualism, academic excellence, and cross cultural appreciation, these schools are designed to build bridges
across linguistically heterogeneous student bodies. Yet while empirical evidence demonstrates that the two-way immersion model
can be effective in these regards, we know little about how such schools address other dimensions of diversity, including
race, ethnicity, class, and disability. This study contributes to filling this gap by critically analyzing these dimensions
in the areas of recruitment and retention in two two-way immersion schools. 相似文献
3.
Amanda R. Morales 《Teaching Education》2018,29(4):357-369
ABSTRACTThis study provides an account of seven Latina teachers’ select educational, professional, and personal experiences over the past 10 years as they completed a grow-your-own-teacher program, became licensed teachers, and established themselves in Latinx minority–majority public schools within their rural, mid-western community. More specifically, as a Latina researcher and participant observer, I sought to better understand the culturally and linguistically diverse (CLD) Latina teachers’ process-oriented engagement and conscientization over time. Far from being ‘ready-made’ conscientized teachers, in this work I discuss the ways CLD Latina teachers’ multiple and developing identities as bilingual learners, mothers, racialized minorities in schools, and educated professionals serve as both burdens and gifts in their engagement and processes of conscientization for teaching CLD students. Through the use of critical literatures, and life and professional story methodologies informed by Chicana feminist epistemologies, I sought to privilege Latina teachers’ narratives as well as uncover the mechanisms and experiences that proved most impactful for their development and sustainment within white normative educational spaces. Findings illustrate an emergence of racialized, identitarian resources among Latinas and implicate a nuanced, culturally contextualized, pedagogical approach to pre-/in-service CLD teacher professional development that engages participants in reflective storying, critical inquiry, and restorative community building. 相似文献
4.
Quality of instructional delivery is an important determinant of the extent to which the teaching process has an impact on learning achievement. The literature identifies many contributors of learning achievement including teacher, curricula, teaching, student, home and school environments. On an ‘education production function’ approach, achievement may be modelled as an outcome determined by school and classroom based inputs. The processes of achievement determination are typically assumed, in the absence of detailed information about actual classroom practices. In Kenya, primary schools continue to report differentials in performance on standardized tests even when policy implementers distribute teachers normally to these schools. Such differences in academic performance have been reported even among schools within the same neighbourhood. Schools from the same neighbourhood draw students with similar backgrounds and expose them to teachers who have gone through the same training. This paper hypothesizes that teaching style plays a key role in explaining the differences in academic performance among students between primary schools. Using data from 72 math lessons that were filmed in 72 primary schools in Kenya, the authors demonstrate the extent to which teaching practice explains differences in performance among students and schools. While controlling for individual and school based factors, the paper uses mixed methods to analyse the linkages between teaching practices and learning achievement. The main research finding and policy implication is that students learning achievement can be improved through quality teaching, even when other conditions such as class size are not conducive. 相似文献
5.
This study was designed to elicit the views and preferences of primary education students’ with general learning difficulties concerning different service delivery modes. The main areas to be investigated were: (a) their current educational provision, (b) alternative modes of provision and (c) the most appropriate provider (mainstream or special needs teacher) of educational support. The sample consisted of 95 students in grades 2–6 who voluntarily participated in the study. Interviews, including seven questions concerning students’ views on and preferences for different educational settings (regular classroom without additional support, resource room, in‐class support), were employed for gathering data. The findings clearly confirmed our hypotheses that: (a) students do hold preferences about where and by whom they should be taught, and (b) they do not unanimously prefer one service delivery mode over another. While the majority of the students preferred the resource room over the regular class, it is significant, at the same time, that almost one‐third of the participants preferred the regular classroom. Students’ preference for educational setting (regular classroom or resource room) was significantly influenced by their view of which setting provides more academic benefits. Regarding their preference for the most appropriate provider of support, the great majority preferred receiving help from the special education teacher. Given that in‐class support is not practised in Greek schools and none of the participants had any experience of systematic in‐class support provided by a special teacher, it was surprising to establish that almost one‐half of the students preferred to receive the additional support within the regular class. Students’ preference for a service delivery mode (pull‐out or in‐class support) was significantly influenced by: (a) their preference of educational setting (regular classroom or resource room), and (b) their views of which setting provided greater academic benefit. 相似文献
6.
T. Mikael Winberg Jenny M. Hellgren Torulf Palm 《European Journal of Psychology of Education - EJPE》2014,29(4):673-691
The study aims to assess the relative importance of a large number of variables for predicting students’ positive-activating emotions during mathematics learning. Participants were 668 first-year upper secondary school students from 33 schools of different sizes and locations. Two questionnaires were distributed, one assessing students’ perceptions and beliefs about their learning situation in mathematics in general, and the other assessing the characteristics of a particular mathematics lesson and the students’ emotional experiences during this lesson. Single-construct and multivariate models for predicting students’ emotions were computed. The results show that the multivariate models were the most efficient, predicting as much as 59 % of the variance in students’ emotional experiences. The two most important constructs were students’ type of motivation and perceived degree of learning, which together predicted 48 % of the students’ emotions. Single-construct models predicted, at most, 36 %. The relative and absolute predictive ability of different motivational constructs are reported. The relationships between constructs and their implications for teaching are discussed. 相似文献
7.
以词汇学习策略理论为基础,通过对贵州省黔东南苗族侗族自治州6所民族高级中学525名高中苗族学生英语词汇学习策略使用情况进行问卷和深度访谈调查.结果显示,在问卷中所涉及的4类策略中,认知策略的使用频率最高,而翻译策略的使用频率最低;在78项单个策略的使用上,认知策略中的“查词典”策略使用频率最高,而社会/情感策略中的“交际策略”使用频率最低;学生词汇学习策略的使用在男女性别和文理专业上没有明显差别;同时,苗族高中生也有与他们本民族语言和文化紧密相关的一些词汇学习策略. 相似文献
8.
Hundreds of thousands of children are confronted with traumatic experiences each year in the United States. As trauma‐informed care begins to take hold in schools, school mental health providers (e.g., school psychologists, counselors, and social workers) desire concrete service‐delivery options for students affected by trauma. This article provides examples from the literature via a narrative review of assessment, intervention, and practitioner support options related to childhood trauma. Specific attention is paid to framing concrete school‐based trauma service‐delivery options within a multitiered systems of support model to align with existing school practices. Given the large amount of literature on this topic, this article aims to reduce the barriers practitioners face when looking to implement trauma services in their schools by organizing example practices from the literature in a commonly used service‐delivery framework. 相似文献
9.
Chemical bonding is one of the key and basic concepts in chemistry. The learning of many of the concepts taught in chemistry, in both secondary schools as well as in the colleges, is dependent upon understanding fundamental ideas related to chemical bonding. Nevertheless, the concept is perceived by teachers, as well as by learners, as difficult, with teaching commonly leading to students developing misconceptions. Many of these misconceptions result from over‐simplified models used in text books, by the use of traditional pedagogy that presents a rather limited and sometimes incorrect picture of the issues related to chemical bonding and by assessments of students' achievement that influence the way the topic is taught. In addition, there are discrepancies between scientists regarding key definitions in the topic and the most appropriate models to teach it. In particular, teaching models that are intended to have transitional epistemological value in introducing abstract ideas are often instead understood by students as accounts of ontological reality. In this review paper we provide science educators, curricula developers and pre‐service and in‐service professional development providers an up‐to‐date picture regarding research and developments in teaching about chemical bonding. We review the external and internal variables that might lead to misconceptions and the problematic issue of using limited teaching/learning models. Finally, we review the approaches to teaching the concept that might overcome some of these misconceptions. 相似文献
10.
Thomas Tobin 《Clearing house (Menasha, Wis.)》2013,86(6):230-234
Secondary schools use a variety of methods to assess students’ learning. In particular, writing assignments are not only among the most widely utilized type of evaluation but also are one of the most important for future success in post-secondary school environments. The present analysis utilizes the McCallie School Caldwell Writing Center as a case study in high school writing center design and practice. Particularly, this article discusses how writing centers can play a vital role in assisting students, faculty, and schools to better prepare pupils for college and vocational success. 相似文献
11.
Ricky S. Gutierrez Debra Reeves-Gutierrez Ronald Helms 《Journal of Criminal Justice Education》2013,24(3):356-380
Service learning courses provide meaningful community service for students in order to assist them with the integration of theory and practice. A partnership with local high schools allows students in a large criminal justice program on the west coast to serve as mentors for students who are referred to the program by school counselors and/or social workers. Data on student performance are used to assess whether the exposure to service learning improves matriculation. All criminal justice students who participated in the program were included in this analysis. The impact of this pedagogy is highlighted by using a randomized sample of criminal justice students who have not participated in this particular course. Findings from this program assessment indicate that race and gender are not strong predictors of graduation. Students with high GPAs and those taking service learning courses are more likely than their low GPA and no service learning course counterparts to obtain a degree. 相似文献
12.
Erin L. Robinson 《Journal of Teaching in Social Work》2013,33(5):536-550
Immersion learning is one form of experiential education and has great utility in social work education. However, there is limited research on student learning outcomes from immersion learning courses in social work education. This ethnographic research describes an immersion learning course offered to BSW students (N = 9) and the learning outcomes gained. This semester-long course focused on macrolevel practice with people experiencing poverty, homelessness, and the sexual exploitation of women. As part of this course, students went on a weeklong immersion trip, where they visited a dozen human service organizations and interacted with people experiencing poverty and homelessness. Qualitative analysis produced three findings. First, students reported that these interactions helped them realize their biases and impacted their understanding of poverty. Second, students reported enhanced social work practice skills, such as cultural competency, self-awareness, and interpersonal expertise. They also gained a better appreciation for macrolevel practice. Third, students reported a better understanding of how to deploy classroom knowledge in practice and how to apply what they learned back in the classroom. These findings have implications for undergraduate social work education and how immersion learning programs can be a tool for enriching both knowledge and practice skills. 相似文献
13.
Carolyn A. Denton Sharon Vaughn Jack M. Fletcher 《Learning disabilities research & practice》2003,18(3):201-211
Multiple consensus reports have provided converging evidence regarding effective instruction for students who have difficulty learning to read. Evidence‐based instruction in general education classrooms must be in place in order to implement response‐to‐intervention models. Despite the well‐developed knowledge base supporting the value of interventions that have been demonstrated to have positive outcomes, these interventions are not widely employed in typical classroom instruction, and models of service delivery for students with reading and learning disabilities implemented in schools are often ineffective. Recent research has demonstrated that this need not be the case, but there are many obstacles to change. Large‐scale implementation of effective educational practices for struggling readers depends on a research agenda that directly addresses questions related to scaling and sustaining educational innovations. We suggest that reform depends on collaboration among researchers, educational practitioners, teacher educators, and policymakers, with the common goal of improving outcomes for students who might otherwise experience reading failure. 相似文献
14.
Jane Leadbetter 《Educational Psychology in Practice》2000,16(4):449-460
This article describes research into models of service delivery for Educational Psychology Services in England and Wales. Questionnaires completed by Principal Educational Psychologists (PEPs) during 1998 reveal trends in the way we commonly engage with schools. In particular, aspects of practice associated with consultancy models of service delivery are explored and the extent to which they are employed is examined. Some links with other organisational artefacts, such as supervision and appraisal, are also discussed. The research provides an illuminative study of current service delivery practice and suggests some conclusions about the way we deliver services to schools, the cultures within EP Services and the frameworks we draw upon to inform our practice. 相似文献
15.
Stephanie G. Robertson Steven I. Pfeiffer Nicki Taylor 《Psychology in the schools》2011,48(8):786-799
Gifted students are among the most underserved population in American schools and are some of the most underperforming in the world, ranking last in Biology, Chemistry, Physics, Algebra, and Geometry among 13 other developed countries. To improve services for the gifted, possible gaps in training and service delivery must be identified. There is a lack of research addressing many of the practical aspects of the delivery of services to the gifted. There is also a lack of research examining how well school psychologists are prepared to provide services to gifted and talented students. We conducted a national survey of school psychologists to evaluate the amount of time school psychologists allocate for gifted assessment and consultation. We also collected information about graduate school and professional development on gifted topics, familiarity with prominent figures in the gifted field, and gifted assessment methods. © 2011 Wiley Periodicals, Inc. 相似文献
16.
The purpose of this qualitative multicase study was to explore the perceptions of individuals who could speak from both sides of the special education desk--as students and as teachers. The three participants for this study each received special education services for learning disabilities while in school and were currently teaching students with learning disabilities. Specifically the study focused on how participants' past experiences with receiving special education services influenced their current practice as special education teachers. Participants' views on service delivery models, the importance of teacher expectations, and the value of conceiving a learning disability as a tool rather than a deficit are discussed. 相似文献
17.
数字化校园信息平台的快速发展,在丰富现代化教育手段、提高学生学习兴趣的同时,也使当代大学生成为网络上最活跃的群体.校园网络安全问题亦日益突显,如何提高学生网络信息素养,增强学校网络文化安全,已成为迫切需要解决的问题.重点阐述了新媒体时代,大学生存在的网络安全问题并探讨了学校应该采取的相应对策. 相似文献
18.
Mark O'Brien Diana Burton Anne Campbell Anne Qualter Tünde Varga-Atkins 《Curriculum Journal》2013,24(4):397-411
This article seeks to explore the ‘fit’ of ‘the network’ as an organizational form being implemented in schools in England. It considers current trends within education policy, pedagogy and educational technology in the context of these new service delivery models and relates these to the current interest in learning networks. The article draws upon the experience of school networks as it has been discussed in evaluation research and literature surveys, to highlight the issues around their implementation. The purpose, typology and potential tensions of educational networks are reviewed, with a particular focus on the Networked Learning Communities (NLCs) pioneered by the National College for School Leadership (NCSL). Although, on the face of things, the position of the ‘school network’ as a structural model seems logical, there are significant tensions which suggest that the implementation and development of meaningful and high quality networks is far more challenging than the government may appreciate. 相似文献
19.
中国人从小学三年级就开始学习英语，直到大学，学习英语的时间不可谓不长，而最终大多数收效甚微。究其原因，英语教学理念的相对滞后不能不说是一个重要因素。研究现行英语教学法的利弊，找到适合我们自己的教学模式，树立全新的教学理念，这是每位英语教师义不容辞的责任。 相似文献
20.
This article presents lessons learned about successful professional development for promoting technology integration from eight exemplary schools. Through a qualitative investigation into school leaders’ and teachers’ intentional goals of improving student engagement and achievement, formal, informal, and individual opportunities are described from these schools. The data led to a deep understanding of the ways these schools implemented PD; in most schools purposeful reconfiguration of the entire curriculum was a corollary to the professional development. We found that the most effective models incorporated district wide, school based, formal and informal opportunities that accommodated preferences in both learning and delivery models. 相似文献