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1.
The Supporting Effective Teaching (SET) project consists of studies that examine the relationship between elementary general education teachers' beliefs about disability and ability and their roles in inclusive classrooms, and how these are related to teaching practices. Teaching effectiveness is operationally defined as multiple dimensions of teaching practices observed in inclusive classrooms. This paper examines previously reported and newly completed studies that investigate the characteristics of teachers in inclusive classroom settings, what they believe about their roles and responsibilities and about their students' learning, and how their beliefs relate to their teaching effectiveness with students both with and without disabilities.  相似文献   

2.
The Partnership between higher education (HE) tutors and teacher mentors in schools has the student teacher at its centre and the common focus is the development of the student teacher's classroom competence. We argue, in this paper, that the relationship between tutor and mentor should go beyond the student teacher and his or her competence; it needs to be rooted in a view of the subject and what the subject can offer young people. Thus, there is another way of defining mentoring partnership which brings together the HE tutor and the school mentor and which has the subject at its centre.

This paper has been jointly written by a tutor and a mentor. It focuses on one subject area — the Arts — and offers a view of the subject that has been developed over time by the tutor and the mentor, working through discussion of ideas and reflection on shared practice. It concludes with an example of the way that mentor, tutor and student teacher can work effectively together on learning — but on the basis of a shared understanding of the potential of their subject.  相似文献   

3.
Abstract

This paper investigates what it may mean to re-imagine learning through aesthetic experience with reference to John Dewey’s Art as Experience (1934). The discussion asks what learning might look like when aesthetic experience takes centre stage in the learning process. It investigates what Dewey meant by art as experience and aesthetic experience. Working with Dewey as a philosopher of reconstruction of experience, the discussion examines responses to poetic writings and communication in learning situations. In seeking to discover what poetic writing (as art) does within the experience of a reader and writer it considers three specific learning situations. Firstly there is an examination of a five-year old child’s experience of shared communication through the story of Horton the Elephant. Secondly there is an account of the responses of an 11-year-old child to poetry in a 1950s classroom setting, and later reconstructions of those experiences by the child as adult. Thirdly, the paper extends to intensive writing with 12 to 13-year-old children. The focus is on the process of learning via acts of expression as aesthetic experiences. Through art as experience the child develops perceptions that recover a coherence and continuity of aesthetic experience in art as in everyday life.  相似文献   

4.

Assessment within higher education has traditionally been the sole responsibility of the tutor. This paper considers the authors' experience with the introduction of both selfassessment and peer-assessment into a literature module at a new UK university. This paper describes the practical aspects and examines the outcomes. Reflections on the process are given for both students and tutor. It is concluded that, with careful application, the use of self-and peer assessment can yield positive educational benefits that more than justify any additional efforts required of students or tutor.  相似文献   

5.
Recent discussions about learning and teaching have been strongly influenced by phenomenographic theories which focus on students' experience of learning. This theoretical orientation underestimates the importance of the tutor/student relationship. Habermas's theory of communicative action provides a model of student-tutor interaction which holds out the prospect of an 'emancipatory' adult education. By comparing two courses, both aimed at HE staff and both using forms of negotiated assessment, this paper examines the possibility of approaching the Habermassian 'ideal speech situation'. The course participants' experience of negotiated assessment is evaluated against the declared philosophy of the tutors. Although many of the ideals of the tutors found confirmation in the experience of the participants, the paper explores the factors which influenced the greater success achieved by one of the courses in approaching the Habermassian ideal than the other.  相似文献   

6.
This paper examines trainees' perceptions of the impact, on secondary mathematics trainees, of collaborative school‐based work involving small groups of trainees, a university tutor and a class teacher. The findings suggest that trainees' become better able to plan and deliver a coherent yet diverse sequence of lessons, that their awareness of children's learning styles and misconceptions was raised and that preconceived notions about teaching and learning were challenged and mediated. A few trainees found the experience unhelpful and threatening. The role of the tutor was found to influence trainees' responses to the program and, to an extent, moderate the effects of variations in teacher involvement. Some implications are discussed.  相似文献   

7.
This paper examines trainees' perceptions of the impact, on secondary mathematics trainees, of collaborative school‐based work involving small groups of trainees, a university tutor and a class teacher. The findings suggest that trainees' become better able to plan and deliver a coherent yet diverse sequence of lessons, that their awareness of children's learning styles and misconceptions was raised and that preconceived notions about teaching and learning were challenged and mediated. A few trainees found the experience unhelpful and threatening. The role of the tutor was found to influence trainees' responses to the program and, to an extent, moderate the effects of variations in teacher involvement. Some implications are discussed.  相似文献   

8.
All children are now entitled by law to receive a broad and balanced curriculum relevant to their individual needs. There are fears that the learning needs of children with emotional and behavioural difficulties, many of whom are seen as disruptive, may not be met unless the needs of theirteachers are also met through appropriate in-service support and training. The Elton Report recommends training in classroom management to reduce the problem of disruption. Gerda Hanko, in-service tutor, special educational needs, examines what kind of in-service provision in the management of pupils' behaviour may be considered appropriate to meet the needs of difficult-to-teach pupils.  相似文献   

9.
This paper examines the various ways in which students talk about their experience and perceptions of collaborative review and assessment as it occurs in e-learning environments. Collaborative review and assessment involves the student, their peers and tutor in thoughtful and critical examination of each student's course work. The process involves two stages: review and discussion of the student's work with a view to bringing different critical yet supportive perspectives to the work. This is followed by the use of two sets of criteria to make judgements on the student's work: one set provided by the student, the other by the tutor. The purpose of collaborative assessment is to foster a learning approach to assessment and to develop a shared power relationship with students. From analysis of face-to-face interviews, examination of e-learning discussions and student-completed questionnaires, a set of analytic categories was built describing the learners' experiences of collaborative e-assessment. These categories are: (1) the appropriateness of collaborative assessment; (2) collaborative assessment as a learning event; and (3) the focus for assessment. The paper focuses on analysing and discussing these categories of experience. The research shows that a positive social climate is necessary in developing and sustaining collaborative assessment and that this form of assessment helps students to reduce dependence on lecturers as the only or major source of judgement about the quality of learning. Students develop skill and know-how about self- and peer assessment and see themselves as competent in making judgements about their own and each other's work, which are surely good lifelong learning skills.  相似文献   

10.
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11.
This paper looks at the conceptual differences between video game learning and traditional classroom and laboratory learning. It explores the notion of virtual experience by comparing a commonly used high school laboratory protocol on DNA extraction with a similar experience provided by a biotechnology themed video game. When considered conceptually, the notion of virtual experience is not limited to those experiences generated by computer aided technology, as with a video game or computer simulation. The notion of virtuality can apply to many real world experiences as well. It is proposed that the medium of the learning experience, be it video game or classroom, is not an important distinction to consider; instead, we should seek to determine what kinds of meaningful experiences apply for both classrooms and video games.  相似文献   

12.
This article examines classroom practices that draw upon students' understandings of race and equity as they engage in critical literature inquiry to explore issues of power in our society. Our research team, comprising a fifth-grade classroom teacher, a doctoral candidate, and a university professor, analyzed students' written and digital projects to better understand what new skills, strategies, and meaning-making opportunities emerge when race is centralized in the curriculum. We documented the various ways students were able to voice their thoughts through multimodal learning in an elementary language arts classroom.  相似文献   

13.
Meaningful learning is based on more than what teachers transmit; it promotes the construction of knowledge out of learners' experience, feelings and exchanges with other learners. This educational view is based on the constructivist approach to learning and the co-operative learning approach. Researchers and practitioners in various countries and settings seek ways to incorporate these approaches to create meaningful learning in the multicultural classroom and in the co-operative learning classroom. This article presents some of the ideas, studies and methods that signal a major shift of emphasis in education from product to process.  相似文献   

14.
This article explores issues of identity as part‐time tutors engage in teaching in further and higher education. It is based on a phenomenographic research approach that examines variation in experience. Based on interviews with 16 creative practitioners who also teach, it draws on the narratives of identity resulting from the interview process. The five possible ways that the relationship between practice and teaching can be experienced can also be associated with five different experiences of identity. The research also draws on case studies more aligned with one category of experience than another, enabling aspects of identity work to be related to the worlds of practice and teaching and to individual histories of participation in these worlds. Factors that help to contribute to particular forms of identity are therefore discussed, as well as the impact that tutor identity can have on the students' learning experience.  相似文献   

15.

Informal learning experiences have risen to the forefront of science education as being beneficial to students' learning. However, it is not clear in what ways such experiences may be beneficial to students; nor how informal learning experiences may interface with classroom science instruction. This study aims to acquire a better understanding of these issues by investigating one aspect of science learning, scientific reasoning ability, with respect to the students' informal learning experiences and classroom science instruction. Specifically, the purpose of this study was to investigate possible differences in students' scientific reasoning abilities relative to their informal learning environments (impoverished, enriched), classroom teaching experiences (non-inquiry, inquiry) and the interaction of these variables. The results of two-way ANOVAs indicated that informal learning environments and classroom science teaching procedures showed significant main effects on students' scientific reasoning abilities. Students with enriched informal learning environments had significantly higher scientific reasoning abilities compared to those with impoverished informal learning environments. Likewise, students in inquirybased science classrooms showed higher scientific reasoning abilities compared to those in non-inquiry science classrooms. There were no significant interaction effects. These results indicate the need for increased emphases on both informal learning opportunities and inquiry-based instruction in science.  相似文献   

16.
What makes it possible for artists to stay with the anxieties and uncertainties of the creative process? This aspect of an artist's development is rarely theorised or addressed despite it being an essential aspect of creative practice. It is a capacity, similar to tacit knowing, that is gradually acquired and learnt, and cultivated over time as part of the process of practising art and being an artist. The role of tacit knowledge as a key aspect of fine art education is well documented and is a learning experience that artists are familiar with. However, what tends to get focused on in discussions about tacit knowing are the practical, usually physical and technical, aspects of learning from experience to the exclusion of a range of mental or psychological capacities that are also a fundamental part of the tacit knowing process and vital to the learning necessary to be an artist. These mental capacities, which include being able to tolerate high levels of excitability, periods of nothingness, chaos, uncertainty and not‐knowing, are also, I suggest, passed between tutor and student as a form of tacit knowledge. This article draws on the experience of one artist, both as a learner and as an emergent practising artist, in developing this ability. The role played by art tutors in supporting student artists to develop a capacity to stay with the anxieties of the creative process is also explored.  相似文献   

17.
This chapter examines the University of Oxford experience in school-university collaboration. After introducing the conceptual and contextual issues involved, it analyzes an example of collaboration in practice (a discussion by a university lecturer, an experienced schoolteacher, and a student teacher as they consider together the student teacher's learning about teaching). This analysis reveals similarities and differences in the role of the university lecturer (the curriculum tutor) and the schoolteacher (the mentor). Finally, in light of this Oxford experience, the chapter considers the implications of recent proposals for reform of initial teacher education in England and Wales.  相似文献   

18.
分析了语料库的辅助大学英语词汇教学的的必要性和可行性,认为本族语语料库和学习者语料库相结合,可以促进学习者词汇搭配、词义以及词汇语义韵等方面的学习,满足教师课堂词汇教学的需要,提高学习者的词汇能力,提高大学英语词汇教学和学习的效率。  相似文献   

19.
《Support for Learning》2005,20(3):123-128
The number of young people with a diagnosis of Autistic Spectrum Disorders (ASD) coming into mainstream foreign languages classes is increasing, and this is causing some concern to teachers. Based on her extensive professional experience, Vivienne Wire here considers the implications for teaching and learning of the‘triad of impairments' found in pupils with autism and discusses strategies for intervention. In addition, positive aspects of an autistic person's style of learning are suggested, which may help classroom relationships, pupil motivation and behavioural issues. It is hoped that the issues raised in this article will promote the importance to young people with autism of learning a foreign language and explain how issues of structure and organisation, which lie beyond the triad of impairments, are of equal significance in meeting the educational needs of children and young people with autism.  相似文献   

20.
This paper examines the problem of representing a research site in poststructuralist terms, suggesting that “data” often taken for granted cannot be read to represent “reality” or “truth.” The representation of classroom life produced for analysis is both multifaceted and contradictory. The researcher's positioning within the major discourses governing educational practice may have as much influence on what is seen in the classroom as does the researcher's physical positioning within material reality. Rather than being seen as an impediment to ongoing educational research for change, the findings presented offer a challenge to researchers to make explicit their underlying interests and agendas.  相似文献   

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