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1.
Gilah C. Leder 《Educational Studies in Mathematics》1987,18(3):255-271
This study is concerned with possible differences in interaction patterns between teachers and certain groups of students: high and low achievers, and boys and girls. Detailed and comprehensive records of all verbal teacher-student interactions, both public and private, were obtained through videotaping a grade 6 class in three different settings: mathematics, language and science. While there was much consistency in the way the teacher monitored in this study interacted with the different groups, some important differences occurred in the quality and quantity of his interactions with students perceived as best and weakest, and with boys and girls in mathematics classes. 相似文献
2.
There are considerable differences among mathematics teachers with regard to the quatlity of their way of developing mathematical knowledge in the classroom. Such differences are analysed. To develop mathematical meaning requires both a consistent presentation of the mathematical symbols and of the referential meaning of these symbols with respect to the given task. On the basis of this conception we assume that the quality of teaching will differ according to how teachers cope with the relation between these two sides of meaning. From a sample of 26 teachers, an expert teacher and a non-expert teacher were selected by means of classroom observation with scales of instructional quality variables. For each of these two teachers, two lessons introducing probability (sixth grade) are analysed. For this purpose, teacher and student contributions are coded. For the expert teacher, graphic visualizations of the development of mathematical concepts across time show soft transitions between the different aspects of mathematical meaning. These transitions are made possible by a consistent explication of the relation between formal symbols and the given mathematical task. In the case of the other teacher, explication of the relationship between the object side and the symbol side of mathematical meaning is much rarer, and there are sudden switches from one aspect of meaning to another. Further differences concern the handling of student contributions.We gratefully acknowledge the help of Wolfgang Barz, Regina Dietrich and Claudia Krüger with recording, transcribing or coding lessons. For their comments on draft versions of the paper the authors thank Deborah Ball, Jere Brophy, Willibald Dörfler, Alexander Gruza and two anonymous reviewers. 相似文献
3.
Recent developments in higher education are likely to lead to increased evaluation of teaching and courses and, in particular, increased use of student evaluation of teaching and courses by questionnaire. Most studies of the validity of such evaluations have been conducted in terms of the relationship between traditional measures of how much students learn and their ratings of teaching and courses. But there have been few if any studies of the relationship between students' rating of teaching and the quality of student learning, or in how the students approached their learning.For the evaluation of teaching and courses by questionnaire to be valid we would expect that (1) those students reporting that they adopted deeper approaches to study would rate the teaching and the course more highly than those adopting more surface strategies and, more importantly, (2) those teachers and courses which received higher mean ratings would also have, on average, students adopting deeper strategies.In the paper we report the results for eleven courses in two institutions. The results, in general, support the validity of student ratings, and suggest that courses and teaching in which students have adopted deeper strategies to learning also have higher student ratings.An earlier version of this paper was presented at the 1989 Annual Conference of the Higher Education Research and Development Society of Australia. 相似文献
4.
We studied a group of fourth grade students identified by their classroom teachers as having above average ability in mathematics who were participating in pull-out enrichment sessions. We sought to test, using observational and microgenetic methods, hypotheses regarding students' measurement strategies that have been generated post hoc by other research teams. These above-average mathematics students did not show initial difficulties with turn commands previously reported in mixed populations. They created strategies to accurately determine the correct direction of turn and to estimate the amount of turn. They did follow a similar developmental order as students in previous work: They synthesized and integrated two schemes, turn as body movement and turn as number. Analyses extending this work revealed a process of psychological curtailment in which students gradually replace full rotations of their bodies with smaller rotations of an arm, hand, or finger.This revised version was published online in September 2005 with corrections to the Cover Date. 相似文献
5.
A Comparison of Student Achievement and Satisfaction in an Online Versus a Traditional Face-to-Face Statistics Class 总被引：2，自引：0，他引：2
Jessica J. Summers Alexander Waigandt Tiffany A. Whittaker 《Innovative Higher Education》2005,29(3):233-250
In this study we examined differences between online distance education and traditional classroom learning for an introductory undergraduate statistics course. Two outcome dimensions were measured: students final grades and student satisfaction with the course. Using independent samples t-tests, results indicated that there was no significant difference in grades between the online and traditional classroom contexts. However, students enrolled in the online course were significantly less satisfied with the course than the traditional classroom students on several dimensions. This finding is inconsistent with the no significant difference phenomenon, described in Russells (1999) annotated bibliography, which supports minimal outcome differences between online courses and face-to-face courses.Jessica J. Summers and Tiffany A. Whittaker are Assistant Professors, and Alexander Waigandt is an Associate Professor in the Department of Educational, School, and Counseling Psychology at the University of Missouri–Columbia. Dr. Summers holds a Ph.D. in Educational Psychology from the University of Texas at Austin. Her research interests include the study of social contexts of motivation, academic classroom community, and cooperative learning. Dr. Waigandt holds a Ph.D. in Community and School Health from the University of Oregon. His primary research interest is in demographic analysis. Dr. Whittaker holds a Ph.D. from the University of Texas at Austin. Her research interests include model selection methods in structural equation modeling and multiple regression, interpretation of score reports in computer-based testing, and the effects of missing data on the recovery of item and person parameters in the item response theory framework. 相似文献
6.
Participation, Knowledge and Beliefs: A Community Perspective on Mathematics Learning 总被引：1，自引：0，他引：1
Jo Boaler 《Educational Studies in Mathematics》1999,40(3):259-281
In this paper I illustrate the use of a particular situated method of interpretation in my analysis of the data from 3-year case studies of two schools. The constraints and affordances provided by different environments are shown to be key analytical tools in understanding the ways in which students develop and make use of knowledge. Various classroom incidents are analysed, demonstrating that the particular constraints and affordances of formalised mathematics classrooms, to which students become attuned, contribute to the development of learning identities that are peculiar to the school mathematics classroom and of limited use to students in the real world. An understanding of the mathematics classroom as a particular community of practice is central to this analysis.This revised version was published online in September 2005 with corrections to the Cover Date. 相似文献
7.
Andrew A. McConney Mark D. Schalock H. Del Schalock 《Journal of Personnel Evaluation in Education》1998,11(4):343-363
The authors suggest that the gap between common evaluation practice in teacher preparation and the consensus reform goal of high levels of student learning for all students is an impediment to reinventing teacher preparation, professional development, and the professionalization of teaching. In the context of Oregons six-year-old educational transition to a standards-based design for schools and schooling, prospective teachers in Oregon have, since 1989, been required to design, develop, and implement teacher work samples as credible evidence of their effectiveness in fostering student learning as a condition for recommendation for an initial teaching license. This article describes teacher work sample methodology and evidence for its reliability and validity in evaluating the performance of prospective teachers. In short, this article describes a methodology that responds to one critical part of the National Commission on Teaching and Americas Futures challenge to reinvent teacher education and improve student learning. 相似文献
8.
We examined the beliefs about science teaching and learning held by elementary preservice teachers in a science methods course, comparing students who had experienced an inquiry-based physics course with those who had not. Students who had taken the physics course prior to the methods semester were better equipped to recognize and learn from inquiry and better able to apply an inquiry approach to their lesson planning. Students who were concurrently enrolled in the physics course began to revise their incoming beliefs about what it means for students to be active learners in science. The students with no experience in the inquiry-based physics course maintained their limited view that science teaching should be fun, with the teacher as teller and fun-maker. 相似文献
9.
Many universities, recognizing the student as the main consumer of college instruction, have begun to seek his views regarding the quality of teaching. In this study the Israeli student's concept of a good teacher has been investigated. A sample of second year university students were asked to select the three most important characteristics of a good teacher from a list of fifteen.It was shown that students attached primary importance to method of instruction. Of secondary importance was the teacher's ability to spark intellectual growth. Research talents, personality, and academic status were of relatively little concern. Social science, life science, law and medical students all concurred in emphasizing the importance of the teacher's ability to communicate ideas, whereas humanities students stressed his ability to stimulate thinking.It appears that undergraduate students rate teachers by their ability to transmit knowledge rather than according to the university's criteria of research and publication.The concepts good teacher and effective instruction are used interchangeably in this article, although they are not identical. 相似文献
10.
In chemical education, many secondary school students experience difficulties in understanding three mutual related meanings of topics, that is, the macroscopic meaning, the microscopic meaning, and the symbolic meaning. As a consequence, student teachers should be prepared carefully to learn how to teach this difficult issue. This article presents a naturalistic case study of the development of eight student teachers pedagogical content knowledge (PCK) of the multiple meanings of chemistry topics. The student teachers (all M.Sc.) participated in a teacher education program of which the initial phase focused on learning from teaching instead of learning of teaching. They were asked individually to choose and teach a chemistry curriculum topic with a focus on the macro-micro-symbolic issue. Research data were obtained by interviewing the student teachers individually before and after the lessons. The outcomes indicated a development of student teachers knowledge of teaching difficulties, for instance, too fast and mainly implicit reasoning between macro- and micro-meaning, and a dominant orientation towards the micro-meaning of topics. A development of knowledge of students difficulties was also indicated, for instance, difficulties in understanding the macro- and micro-meaning of reaction equations. Implications for the follow-up phases of the program are presented. 相似文献
11.
Previous research has indicated that there is a strong relationship between the approaches to studying adopted by individual students and their qualitative perceptions of the context in which learning takes place. This study identified students who were considered to be academically at risk and involved them in an intervention programme whose aim was to produce a qualitative change in perceptions of certain key elements of the learning context.The intervention programme consisted of five forty-five minute sessions in which the focus was on three elements of the learning context, namely, the teacher/student relationship, perceptions of textbooks and notes, and the nature and role of tests and examinations.Subsequent interviews indicated that most of the participating students had experienced a qualitative improvement in their perceptions of these contextual elements and that they perceived an attendant improvement in the quality of their learning. Quantitative analysis of the relative class positions before and after the intervention suggests that these changes were accompanied by improved performance. The implications of these findings for teaching practice in higher education are discussed. 相似文献
12.
13.
J. H. F. Meyer 《Higher Education》1995,29(2):201-215
This study explores the existence of structural gender differences in the learning behaviour of first-year students on entry to university, based on responses to an extended form of the Approaches to Studying Inventory. The focus is on underlying dimensions of variation, that distinguish between the manner in which male and female students recalled and reported on their most recent experience of studying Science in their final secondary school year. Such differences as emerge are only partially interperatble in terms of classic deep or strategic structures. It is argued that gender-sensitive sources of variation, as manifested, are worth of further investigation and are of potential strategic value to university departments insofar as they are able to locate difficulties that students bring with them early in their undergraduate studies. 相似文献
14.
Two studies on monitoring and assisting students at risk are presented against a contemporary perspective in higher education: that of monitoring and developing the quality of student learning. A basis for risk categorisation at an individual level is outlined, and the effects of an intervention aimed at students at risk are evaluated in two contrasting settings. At risk in the present study represents, in conceptual terms, a relatively extreme set of learning behaviours.The first study approximates an ideal set of circumstances in which an individual-level intervention for students conceptually at risk is described. The second study reflects the uncompromising reality of a large first-year service course, in which a reduced form of the same intervention was pragmatically attempted. In both interventions the emphasis was on assisting students to engage manifestations of their own self-reported, contextualised study behaviour. This was the starting point of a developmental and reflective programme in which students were not taught study skills, but were rather assisted to develop deeper contextual perceptions, metalearning awareness, and internal locus.The targeted students in these studies, and the basic nature of the intervention employed, differ considerably from those used in other intervention studies. The first study produced positive results, while the second study did not. An overall conclusion is that, while interventions of the type described can assist students to develop their learning potential, they can only do so in carefully managed circumstances that are sensitive to individual students' learning problems and the discipline-specific context in which these occur. 相似文献
15.
H. J. P. Nuy 《Higher Education》1991,22(3):267-274
Instructional systems differ in the amount of structure they impose on the educational environment in which learning activities take place, e.g., mastery learning implies highly structured learning, whereas problem-based learning (PBL) claims its effectiveness just because of its freedom in learning. Yet there seems to be a lot of structure in the educational system in which PBL is embedded. In this study dimensions of structure were explored in a curriculum based on PBL. Factor analysis on student judgments unfolded three forms of structure concerning different aspects of the educational environment: content, organization, and social setting.When looking for interactions between structure and student characteristics, e.g., in research on the effectiveness of PBL, it could be important to take this distinction in structure dimensions into account. In general, ATI-research suggests interaction effects for structure. The study that is presented here explored interactions between study orientation and students' appreciation of the three structure dimensions, revealing a rather consistent pattern of differences in appreciation tendencies influenced by the orientation of the student: meaning, dependence, minimalistic, or strategic. 相似文献
16.
Sunny S.U. Lee Barry J. Fraser Darrell L. Fisher 《International Journal of Science and Mathematics Education》2003,1(1):67-85
This paper provides a preliminary picture of teacher–student interaction in Korean senior high schools. In order to do this, the Questionnaire on Teacher Interaction (QTI) was translated into Korean and administered to 439 students (99 science-independent stream students, 195 science-oriented stream students and 145 humanities stream students). Based on the results from this survey, interviews with some students and teachers were also carried out and three science classrooms were also observed. It was found that the teacher–student interactions in Korean senior high school science classrooms reflect the general image of the youth-elder relationship in society as well as the senior high school's unique nature – portraying a scene of directing teachers and obeying students. It was also found that students experience unique interactions in their science classrooms with their particular teachers. It was considered that this difference comes from the overlapping of a teacher's personal characteristics with the nature of a stream (e.g., curriculum, expectation towards the students in that stream). This article reports part of a larger study conducted with Korean senior high school students and teachers. The aim of the main study was to investigate three different aspects of the high school science classroom environments in Korea, namely, the degree of implementation of constructivism, the pattern of teacher–student interactions, and the learning environment in laboratory classes. Based on the realisation that teacher–student interactions have not been systematically dealt with especially at the senior high school level in Korea, this article pays particularly attention to this aspect. The intention was also to provide useful insights for improving the current situation in senior high school science classrooms in Korea. 相似文献
17.
This study describes a collaborative study involving a teacher and university researcher using learning environment research to transform a middle school science learning environment. Habermas' idea of knowledge constitutive interests (technical, practical, and emancipatory) is used as a perspective to make sense of the learning environment. Student perceptions of science and the nature of science were explored. Classroom observations and student interviews were the primary data sources. Students perceived science as primarily a set of facts to be learned and did not view it as an inquiry method or a social process. Despite the characterization of the course by the teacher and students as hands-on and experimental, technical interests were prevalent. Through negotiation, a plan of action was outlined for recreating the learning environment to make it more practical and emancipatory, as well as more consistent with contemporary perspectives on the nature of science. 相似文献
18.
summary This article presents a case study class response to Mildred Taylors now classic and widely read novel, Roll of Thunder Hear My Cry. Through data collected during one school year, the ways urban, adolescent students use their contemporary lenses to interpret the literary theme of confronting, overcoming and challenging racism are discussed. The participants responses are organized into four reader response categories that explicate the complex and interactive interpretations developed by the children while reading the novel. In addition to providing insights about the participants textual understanding, pedagogical findings indicate that the book can also be used to explore the nature of racism while creating a safe space to confront and more deeply understand racisms impact on the past as well as the students current reality. 相似文献
19.
This article describes a one-year study of 120 fifth grade students whose teachers participated in a program entitled Project SMILE (Science and Mathematics Integrated with Literary Experiences). The purpose of the study was to determine the extent to which the classroom implementation of Project SMILE positively influenced the classroom environment and student attitudes toward reading, writing and mathematics. This was accomplished by, first, facilitating a series of professional development workshops with the teachers and, subsequently, asking these teachers to use the strategies with their students in their elementary school classrooms. The research represents one of the relatively few studies that have employed learning environment dimensions as criteria of effectiveness in the evaluation of educational innovations. Methodologically, our study supported previous research that successfully combined qualitative and quantitative methods of data collection. The learning environment and attitude scales exhibited satisfactory internal consistency reliability and discriminant validity and, additionally, the actual form of most learning environment scales was capable of differentiating between the perceptions of students in different classrooms. The implementation of SMILE was found to have a positive impact on the students of the teachers who participated in the inservice program in that students attitudes to mathematics and reading improved and there was congruence between students actual and preferred classroom environment on the scales of satisfaction and difficulty. As well, prior research was replicated in that students satisfaction was greater in classrooms with a more positive learning environment, especially in terms of student cohesiveness. Finally, qualitative data-gathering methods were used to construct a case study of the mathematics classes of a teacher who attended the SMILE professional development. This case study supported and illuminated the results from the questionnaire survey concerning the effectiveness of Project SMILE in terms of student attitudes and classroom environment. 相似文献
20.
Claude Diebolt 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1996,42(5):463-474
Résumé Le retournement de conjoncture du début des années 1970 s'est traduit par un renouveau des travaux relatifs aux cycles longs de type Kondratieff. Face à la fluctuation atypique de certaines variables (prix, production, etc ...), les acquis théoriques antérieurs semblaient avoir épuisé leur capacité explicative. Il devenait nécessaire d'énoncer et de vérifier des hypothèses nouvelles pour expliquer les traits originaux de la crise de structure qui se dessinait. Les résultats des travaux développés au sein du groupe de recherche en Histoire Quantitative et Théories du Long Terme de l'Université de Montpellier I répondent à cette nécessité. Ils introduisent une relation entre les dépenses engagées pour le développement des hommes (salaires, éducation, santé etc ...) et celles consacrées à la croissance matérielle.
The downturn in the economic situation in the early 1970s gave rise to new work on long-term Kondratieff cycles. Given the atypical fluctuation in some variables (prices, production, etc.), previous theories appeared to have exhausted their ability to explain events. To explain the original features of the structural crisis that was developing, it has become necessary to put forward and test new hypotheses. The results of work carried out by the research group on Quantitative History and Long-Term Theories at the University of Montpellier I meet this requirement. They introduce a relationship between expenditure on human development (wages, education, health, etc.) and that devoted to material growth.
Zusammenfassung Die Verschlechterung der wirtschaftlichen Situation in den frühen 70ern gab der Arbeit an langfristigen Kontratieff — Zyklen Aufschwung. In Anbetracht der atypischen Fluktuation einiger Variablen (Preise, Produktion, usw.) schienen vorangegangene Theorien die Ereignisse nicht mehr erklären zu können. Um die Ursachen der sich entwickelnden strukturellen Krise erklären zu können wurde es notwendig, neue Hypothesen aufzustellen und auszuprobieren. Die Ergebnisse der von der Forschungsgruppe über Quantitative Geschichte und Langzeittheorien an der Universität von Montpellier I durchgeführten Studien erfüllen diese Anforderungen. Sie stellen Ausgaben für die menschliche Entwicklung (Lohn, Bildung, Gesundheit usw.) und Ausgaben für materielles Wachstum in Relation.
Resumen La degradación de la situación económica a comienzos de los a~nos setenta ha originado un nuevo trabajo sobre ciclos Kondratieff de largo plazo. Dada la fluctuación atípica de algunas variables (precios, producción, etc.), las teorías previas aparentemente habían agotado su capacidad de explicar los hechos. A efectos de explicar las características originales de la crisis estructural que se estaba desarrollando, surgió la necesidad de adelantar y comprobar nuevas hipótesis. Los resultados del trabajo realizado por el grupo de investigación de Historia Cuantitativa y Teorías de Largo Plazo de la Universidad de Montpellier I satisfacen estos requisitos. Ellos introducen una relación entre los gastos y esfuerzos destinados al desarrollo humano (salarios, educación, sanidad, etc.) y aquellos dedicados al crecimiento material.
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