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1.

A student led Iraq war protest in a Fresh Start school provides a case study for examining the relationship between political literacy and institutional change. Pragmatic and creative management of the protest encourages a democratic problem-solving process, which contributes to mutual respect and sustained trust between pupils, and staff and pupils. There is evidence to suggest that this democratic experience within the school has the potential to bring a democratic problem solving ethos into the classroom, where learning may increasingly become characterized by individuals achieving autonomy with and for each other.  相似文献   

2.

Constructive reflection is seen as an important ingredient in the professional development of teachers, in order to stimulate significant change in approaches to classroom practice and the general provision of science education in schools. This paper explores the use of pupils’ questions in provoking ‘critical incidents’ in the professional lives of teachers. It is suggested that pupils’ questions can be both indicative of their own conceptual change as well as being sophisticated prompts for teachers to examine their own thinking. Case studies of two teachers ‐‐ one primary and one secondary ‐‐ are used to illuminate how such critical incidents can lead to changes in teacher thinking, resulting then in changes in classroom practice in science. Suggestions are made for the use of pupils’ questions as critical incidents in the professional development of teachers.  相似文献   

3.
Abstract

In a context of increasing demand for quality and equity in education and a sharp focus on accountability, classroom teachers are also expected to support and improve learning outcomes for pupils in response to their individual needs. This paper explores three issues: how teachers understand assessment in relation to their students’ learning, the curriculum and their pedagogical choices; how teachers’ capacity to use assessment to improve students’ learning can be developed through career-long professional learning (CLPL); and how teachers’ learning can be implemented and sustained in schools, both locally and nationally. In considering these issues, recent thinking about learning and assessment and CLPL are considered alongside empirical evidence from the development and implementation of assessment processes and approaches to professional development in Scotland. The paper emphasises the importance of a dynamic framework of CLPL that recognises the individuality of teachers’ learning needs and the consequent need for tailored professional learning opportunities with different combinations of support and challenge at school, local and national levels.  相似文献   

4.
《学校用计算机》2013,30(3-4):83-94
ABSTRACT

This study examines how technology can support the development of emergent reading and writing skills in four- to five-year-old children. The research was conducted with PictoPal, an intervention which features a software package that uses images and text in three main activity areas: reading, writing, and authentic applications. This article reports on the effects of the PictoPal intervention on pupil literacy and communication skills. Two small-scale studies were conducted. Observation results from the first study showed that children are able to work independently with the program after a few instruction sessions. The second study showed a statistically significant learning effect of experimental versus control group scores after two months of using PictoPal in the classroom under the guidance of a parent volunteer. Further research is needed to arrive at a better understanding of these learning gains with a larger group of pupils.  相似文献   

5.
Abstract

Recent emphases on experiential classroom learning in the induction into expertise of student teachers may over‐estimate the learning support that class based practitioners offer students. Current understandings of teachers' thinking and planning suggest that expert practitioners may not be best placed to provide student teachers with frameworks for understanding what Shulman (1987) categorises as general pedagogical knowledge. Data from a sample of 11 UK infant school teacher mentors in the form of 5 hours of taped planning and evaluatory conversations with 20 students have been content analysed. Teacher‐talk related to explanations of how pupils learn forms the focus of the paper. Implications for mentor training and school‐university partnerships are drawn from the analysis of the data. Finally the need to confront the language difference that obtains between schools and universities in order to develop the theoretical base of teacher education is asserted.  相似文献   

6.
A student led Iraq war protest in a Fresh Start school provides a case study for examining the relationship between political literacy and institutional change. Pragmatic and creative management of the protest encourages a democratic problem-solving process, which contributes to mutual respect and sustained trust between pupils, and staff and pupils. There is evidence to suggest that this democratic experience within the school has the potential to bring a democratic problem solving ethos into the classroom, where learning may increasingly become characterized by individuals achieving autonomy with and for each other.  相似文献   

7.
ABSTRACT

Research in distance education has investigated student satisfaction and learning outcomes, comparing face-to-face with online delivery formats, and tested various technological tools, but has yet to consider alternative pedagogies. Liberatory pedagogy facilitates critical thinking, awareness, reflection and social action around constructs such as race, gender, and class. This paper uses Scholarly Personal Narrative to explore opportunities and challenges of implementing liberatory pedagogy within a virtual classroom. Themes include identity, body, mind, spirit, voice, authenticity, and self-actualization. Liberatory pedagogy emphasizes critical consciousness of oppression, aligns with professional values and ethics, encourages societal well-being, and would appear to enhance online social work education.  相似文献   

8.
ABSTRACT

This essay explores the place of debating, talk and group work in the Secondary English classroom. It discusses the ways in which pupils in one student teacher’s year 7 class thrive in the dialogic classroom against the backdrop of curricular and attitudinal change. It considers the importance of talk and debate amongst the ‘communities of practice’ in schools and universities in empowering teachers to challenge and navigate policies, theories and practices. In exploring the role of play, student experiences and different forms of talk, this essay highlights their vital importance in relation to teaching and learning in English and in the formation of English teachers.  相似文献   

9.
Abstract

Our particular flavor of inquiry-based learning (IBL) uses mathematical discourse, conversations, and discussions to empower students to deepen their mathematical thinking, building on strengths of students in the humanities. We present an organized catalog of powerful questions, discussion prompts, and talk moves that can help faculty facilitate a classroom focused on mathematical discourse. The paper brings this discourse alive through classroom vignettes and explores various teacher moves and their impacts. The mathematical theme of the classroom investigations, Maypole dance patterns, stems from the learning guide “Discovering the Art of Mathematics: Dance.” Both authors are part of the NSF-funded project “Discovering the Art of Mathematics,” which provides IBL materials for mathematics for liberal arts courses, see www.artofmathematics.org.  相似文献   

10.
《学校用计算机》2013,30(3-4):197-211
Summary

This case study examines a new teacher's beliefs and perceptions about how and why technology can and should be used to support student learning. A middle school science teacher reflected upon her preparation for and applications of technology in her classroom. Data were generated through e-mail exchanges over the course of several months. Qualitative analysis identified themes including a nontechnology focus, expectations, rationale, impact, and beliefs and learned lessons. Findings suggest that for this teacher persistence was critical to learning in absence of pre-service or in-service learning opportunities in the effective application of technology to support learning. It is recommended that technology-oriented staff development incorporate theory, guidelines, models, and illustrations for effective and meaningful applications.  相似文献   

11.
This case study research is informed by Vygotsky's view that talk is essential to organise our thoughts and extend our thinking and that, as Barnes suggested, the teacher needs to use the social situation effectively in the classroom to promote talk for learning. This article focuses on pedagogy and teachers' understandings of how talk works in the classroom, as I sought to illuminate teachers' intuitions and insights and their views of what they find challenging in organising classroom talk. Three case studies of ‘critical moments’ in a lesson suggest that teacher knowledge about talk is located in concrete practices. The three teachers viewed a recorded lesson and chose a moment they defined as ‘critical’ because the moment helped them to learn something about the way they use talk in the classroom. They then discussed this moment with me. These collaborative but critically evaluative processes are particularly useful for exploring and probing teachers' knowledge about talk for learning, an area of pedagogy that has proved so resistant to change over quite a long period. These three teachers suggest that such talk is becoming more marginal under the impact of performativity and the new cultural restorationist English curriculum.  相似文献   

12.
Abstract

This paper proposes an alternate model of Vygotsky's zone of proximal development. It is argued that conceptions of the «zone» emphasizing the transfer of skills from adult to child are too narrow, theoretically misleading, and of limited instructional utility. The concept is then examined in relation to Vygotsky's broader theoretical and practical concerns. Examples taken from a recent classroom observational study are provided to illustrate how the concept of the zone can facilitate a critical assessment of children and of the social system created for the children to learn. The focus is on the appropriation and mastery of mediational means, such as writing, assessed not only or necessarily through independent performance after guided practice, but by the ability of children to participate in qualitatively new collaborative activities. The role of the adult isn't to provide structured cues to facilitate performance, but through exploratory talk and other social mediations assist children in taking control of their own learning. The concern is not only with creating individual zones of proximal development, but collective, interrelated zones as part of a teaching system.  相似文献   

13.
Abstract

This article is concerned with theoretical issues of pedagogy and how they relate to the use of information and communications technology (ICT) in teaching. The article reviews the context of recent developments in ICT pedagogy. It also draws upon thinking about pedagogy which derives from learning theories. These provide a theoretical framework for research by the authors into the Smart Schoolinitiative in Malaysian schools. This initiative is attempting to change the pedagogy of Malaysian schools in a radical way. This involves the use of ICT alongside other innovations and a refocusing of the learning agenda for school-aged pupils. Some early impressions of the initiative are presented  相似文献   

14.

Since the 1988 Education Reform Act, issues of curriculum differentiation, varied learning styles and teaching approaches relevant to the needs of individual pupils have maintained high priority on the education agenda. This article discusses the effects on pupils’ learning of using Howard Gardner’s theory of multiple intelligences. It is based on explorations carried out in a project ‘using multiple intelligences in the classroom’, initiated by co-ordinators Brenda Hopper, Val Chamberlain and Barbara Jack in the School of Education at Edge Hill College of Higher Education. The project aimed to focus equally on teachers’ individual professional development, and the learning experiences and development of the pupils involved, and was carried out with teachers in local primary and secondary schools, across a wide range of subjects.  相似文献   

15.
The constructivist smart classroom learning environment is quickly emerging as an alternative classroom model that integrates active learning with advanced technology to improve learners’ socialization and achievement. This research examines pre-service teachers’ (n?=?462) preferences toward this learning environment, as well as the predictive association between connectedness and other critical learning environment features. All pre-service teachers had at least one semester of actual experience as participants learning in this environment. The data was collected through a questionnaire, and a series of linear regressions were conducted to examine the hypothesized relationships. Connectedness was positive and significantly associated with all smart classroom features examined: inquiry learning, student negotiation, reflective thinking, functional design, multiple sources, usefulness, and ease of use. Pre-service teachers who preferred constructivist smart classroom learning environments tended to be those in their first year of post-secondary education, as well as those with higher levels of technology self-efficacy. Gender was not observed to significantly influence preferences. The findings show connectedness to be a central and critical feature that can be used to cultivate more appropriate environments from the participants’ perspective.  相似文献   

16.
Abstract

Discussion of the nature of critical thinking and the ways in which it can be enhanced has increased in recent years among social work educators, and yet little is known about the impact of MSW education on the critical thinking of students. This paper examines the nature of critical thinking, presents an adult cognitive developmental model, the Reflective Judgment Model (King &; Kitchener, 1994), which holds promise for enlarging social work's understanding of critical thinking and examines approaches to teaching which enhance critical thinking. The Reflective Judgment Model focuses on the development of assumptions about knowledge and the process of knowing as development occurs through adulthood. Specific implications for creating classroom and field learning environments are detailed, including characteristics of effective teachers and of effective assignments.  相似文献   

17.
Abstract

A model that hypothesized relationships between high school students' conceptions of learning, their percpetions of the classroom environment, and their approaches to learning was tested using structural equation modeling. Results suggested that important associations exist between conceptions of learning and approaches to learning. Students who reported qualitative and experiential conceptions were likely to use deep approaches to learning, whereas students who had quantitative conceptions of learning tended to use surface approaches. The implications of these findings for teachers and the way they function in the classroom environment are discussed.  相似文献   

18.
Classroom activities were observed and audiotaped in four schools for pupils with moderate learning difficulties. Teacher talk which encouraged reflection by pupils was identified and categorised. Characteristic teacher styles emerged which differed mainly in the extent to which they encouraged pupils to reflect, by justification, explanation and metacognition, for example. Teacher styles in classroom interaction were related to their views on the nature and source of their pupils’ learning difficulties and on the role of cognitive challenge in helping their school achievement.  相似文献   

19.
ABSTRACT

Collaborative learning is a key approach to the development of teaching and learing activities. Project-based learning (PBL) is an approach that encourages the acquisition of skills by the students promoting collaboration among them, since it requires them to solve activities for the development of a specific product. There are various experiences of using this methodology, most of them applied in primary and secondary education, and the few that refer to higher education are carried out in classroom settings. This work presents a case study based on a specific course designed for the acquisition of the digital competence that combines collaborative online learning with PBL and the results obtained from its implementation are explained. The collected data show the success of its application and validates the design presented, highlighting the key elements for fostering collaboration among students.  相似文献   

20.
英语深度学习是对英语课堂教学的一个新探索,是提高英语课堂教学质量、实现英语课堂教学目标、提升学生英语应用能力的有力措施,是英语课堂教学研究和发展的新方向.对于英语教师而言,深度学习强调教师要突破过去英语课堂教学中的思维定式,构建有深度的英语课堂;对于学生而言,深度学习鼓励学生质疑浅层学习,自主进行深入探索和研究.文章从...  相似文献   

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