共查询到20条相似文献，搜索用时 234 毫秒
1.
Jared A. Lisonbee Jacquelyn Mize Amie Lapp Payne Douglas A. Granger 《Child development》2008,79(6):1818-1832
Teacher–child relationships were examined as predictors of cortisol change in preschool children. Saliva for assays was collected from one hundred and ninety‐one 4‐year‐olds (101 boys) in the mornings and afternoons on 2 days at child care, and before and after a series of challenging tasks and a teacher–child interaction session outside the classroom. Parents reported on children’s temperament, teachers and children reported on teacher–child relationship quality, and observers rated group‐level teacher insensitivity. Teacher‐reported relationship conflict predicted cortisol increases during teacher–child interaction and teacher‐reported overdependence predicted cortisol increases from morning to afternoon, even after controlling for individual teacher, child, and classroom characteristics. The findings extend earlier work by suggesting that cortisol change across the child‐care day is influenced by teacher–child relationship characteristics. 相似文献
2.
Elizabeth H. Mohon 《Learning, Media and Technology》2008,33(4):301-312
This case study investigates how the use of an interactive whiteboard (IWB) leads to pedagogical change within a UK secondary school classroom. A teacher’s experiences as recorded in a reflective journal, and the responses of students as recorded in a questionnaire, are set within the context of rhetoric about the value of IWBs. It is argued that this action research approach is particularly valuable because of the insights a teacher has on the complexities of the classroom environment. Assumptions about the way in which IWBs should (and do) change the dynamics of interactivity within the classroom are considered by questioning the definition of terms such as ‘interactive’ and ‘pace’. The case study concludes that if a teacher understands and utilises appropriate strategies to meet given learning objectives, pedagogical change will emerge, with teachers empowered by the IWB to consider how learning takes place, and match activities to learners’ needs. However, IWB use will be within the context of the philosophy of the teacher and how much he or she wants to pursue new ideas in order to support learning. 相似文献
3.
Geography students as constructors of classroom knowledge and practice: a case study from Botswana 总被引：1，自引：0，他引：1
RICHARD TJOMBE TABULAWA 《课程研究杂志》2013,45(1):53-73
This study reports on the strategies (overt and subtle) employed by students in one senior secondary school in Botswana to keep their teachers in an information‐giving position. Contrary to the prevailing view that the ‘teacher dominance’ of classroom activities so often reported in classroom studies results from teachers' desire for social control, this study sees the dominance as a negotiated product, resulting instead from teachers and students exercising power on one another. Such a view of classroom practice is only possible where power is conceptualized not as a negative force that dominates, but as a productive force that simultaneously constrains and enables human action. Viewed this way, classroom reality becomes a co‐construction, a ‘joint project’ by teacher and students. Attempts to change this reality, therefore, must include both teacher and students. 相似文献
4.
Gerardo Moreno 《Education 3-13》2013,41(4):363-371
When a student demonstrates a challenging or problematic behaviour in the classroom, the climate and the instructional experience can change dramatically for both the students and the classroom teacher. Before resorting to sanctions and punitive consequences, there is a series of steps a classroom teacher can conduct to reduce and replace the challenging behaviour with desired and positive behaviours. The Functional Behavioural Assessment (FBA) is a systematic data collection process used to ascertain information about a student demonstrating a challenging behaviour(s). Typically reserved for students receiving special education services, the FBA can assist students in the general education curriculum as well. More importantly, the FBA process can be of great use in helping the classroom teacher better understand the challenging behaviour, the triggers for the behaviour and the reinforcing consequences of the behaviour. This paper will review the fundamentals of the FBA process, advantages of the process, and practical steps the classroom teacher can use to conduct an FBA. 相似文献
5.
徐彬 《重庆第二师范学院学报》2010,23(4):47-49
洋思中学“先学后教,当堂训练”的课堂教学,加上“堂堂清”、“日日清”、“周周清”“三清”验收制度,形成了“洋思模式”的核心。它启发我们：转变学生观;转化后进生作为教师考核一项标准;改革课堂教学,变“教堂”为“学堂”;重视对学生非智力因素的培养：减轻学生负担。 相似文献
6.
《Studying Teacher Education》2013,9(1):17-30
This paper examines the transition that classroom teachers experience moving into the academy as teacher educators, considering the change in professional identity and the subsequent alignment of situational and substantial selves. We outline the findings of a qualitative case study that utilised self-study and teacher narrative to explore the road travelled by a group of new teacher educators in a regional university in rural Australia. To frame our work we drew from theories related to teacher professional identity and career transition. The research explored patterns of experience between ourselves and the other participants that helped to explain the transition process for new teacher educators and allowed us to see our own experiences in new ways. The significance of the study resides in the fact that new teacher educators, as a group, have not been thoroughly researched and consequently are not well understood. The academic role is complex and the road from classroom teacher to teacher educator can be described as rocky. We conclude that it is important to recognise both the context and process of the transition in order to retain teacher educators in higher education. 相似文献
7.
《Teaching and Teacher Education》1993,9(2):147-158
This 5-year case study of teacher change documents an elementary classroom teacher's transition from a personal to a professional perspective. In this transition she moves from classroom concerns that feel individually determined to an awareness of the historical and socio-political nature of educational ideas and teaching practices. The teacher and researchers' interpretations of this transition are each included and their process of collaboration to construct them is described. 相似文献
8.
This study was conducted in the framework of a project that sought to change the school learning and teaching environment and adapt it to current reality through the proactive use of technology in the search for knowledge. It is an exploratory, longitudinal, case study of a single school, in one city in central Israel, which examines changes in educational beliefs, classroom practices, and knowledge restructuring processes of six teachers of grades 4-6, who for three years experienced an approach to teaching and learning focusing on information-rich tasks in an information-rich environment. The main findings show different patterns and rates of change in teacher educational beliefs, knowledge restructuring processes and classroom practices. They also demonstrate that students of teachers whose educational beliefs and classroom practices radically changed and which reflected a constructivist approach to learning regarded learning as a process of engaging with complex, context-related tasks requiring multiple viewpoints, whereas students whose teachers had a traditional positivist approach saw technologyassisted learning as learning with technical tools. The study indicates a reciprocal rather than unidirectional relationship between teacher classroom practice and changes in teacher educational beliefs and knowledge restructuring processes. 相似文献
9.
Examining a teacher’s negotiation through change: understanding the influence of beliefs on behavior
Jennelyn Talbot 《Teacher Development》2014,18(3):418-434
Previous research asserts the connection between teacher beliefs and behaviors in the classroom. However, using broad, general constructs collected in teacher self-reported surveys has provided neither clear connections between beliefs and behaviors, nor explanatory power between connected or disparate beliefs. This research examines teacher beliefs from a collection of beliefs perspective that acknowledges a multitude of beliefs coalescing to shape practice observed in the classroom. In this research, qualitative research methods including interviews and classroom observations were used to examine one teacher’s navigation through programmatic change to collect data regarding the teacher’s beliefs central to shaping praxis. Based on the methods employed, two central beliefs emerged (i.e., motivation is key to learning and the teacher’s role as interpreter). While these specific beliefs are interesting and informative, they are understood in this qualitative study as specific to this individual. So, care is taken not to overly extend the importance of these specific beliefs beyond this teacher, but instead to understand the implication that beliefs have on praxis, as well as how beliefs support or compete in their foundational support of instruction. 相似文献
10.
A Working on What Works (WOWW) approach was utilised over six sessions in a mainstream Scottish primary class to enhance classroom relationships and behaviours. The aim of the intervention was to manage everyday classroom problems within a natural classroom environment. WOWW incorporates positive psychology and implements a solution-focused approach. The quantitative results illustrated an improvement in the teacher ratings and class ratings for the class goals set by the class teacher, and helped the teacher to feel more confident in her class. From the qualitative comments, class teacher and pupils reported a positive experience of WOWW and noticed a difference within the classroom. In summary, WOWW influenced a positive change to relationships and behaviour within the classroom. 相似文献
11.
Koeno Gravemeijer 《Learning and Instruction》1997,7(4):389-397
According to the researchers who report in this set of papers there are two causes for the phenomenon that primary- and secondary-school students ignore relevant and plausibly familiar aspects of reality in answering word problems. The first cause is the stereotyped character of common word problems. The second cause lies in the classroom climate. In this article, it is argued that the students act sensibly in their situation. Furthermore, it is noted that the use of stereotyped problems and the accompanying classroom climate relate to teacher beliefs about the goals of mathematics education. Therefore, improving the results on problematic word problems will ask for a change in teacher beliefs. Furthermore, a directed effort to change the classroom socio-math norms will be needed. In relation to this, Greer's suggestion for a change towards a modelling perspective is supported. However, what modelling is, is worked out differently. In line with the RME instructional theory, a plea is made for modelling as an activity of organizing, not of translation. 相似文献
12.
M. Lynn Breyfogle 《Teachers and Teaching》2013,19(2):151-167
A secondary school mathematics teacher and mathematics education researcher engaged in a collaborative professional development experience that focused the teacher’s reflection on videotapes of his instruction. The purpose was to document and explore the teacher’s experiences with respect to his reflections and classroom practice while trying to create inquiry‐based mathematical discourse. Data included videotaped classroom observations, audiotaped interviews, and audiotaped focused reflection sessions. Analysis of the data revealed that over the course of the semester‐long collaboration the teacher exhibited, at various times, four different reflective states (‘explain but not question’, ‘question but not explain’, ‘question and explore’, and ‘exploring’). The identification of these reflective states suggests a more complex relationship between reflection and changing teachers’ practice than previously thought. The results of this article suggest that the interaction of teachers’ reflective activities and reflective states contribute to various kinds of teacher change in the classroom. 相似文献
13.
外语教师在课堂教学中的角色转换 总被引：1，自引：0，他引：1
王雅琨 《上海师范大学学报(哲学社会科学版)》2008,37(3):56-60
当前我国外语教学改革的重要课题之一,是深入研究教师在课堂教学中所应扮演的角色,并迅速完成其角色转换。外语教师应该花大力气去研究如何引起学生学和帮助学生学,以培养能力为目标,进行精心细致的备课,用实践活动作课堂教学的主线,使外语课堂教学从知识灌输型转化为能力培养型。如此,则必然给外语课堂教学带来革命性变化,实现大幅度提高外语教学质量的目标。 相似文献
14.
A problem identified in the literature around task design is the persistence of a gap between teacher intention and student activity. We show how principles designed around the making of distinctions and having an explicit language of mathematical thinking can eliminate the “gap” by guiding teacher planning, teacher actions in the classroom and student activity in the classroom. We show how our task design principles have developed during the time of our collaboration, over a period of 20 years, across several research projects. We argue for the importance, in task design, of an explicit theory of change and an explicit image of mathematical thinking, where the theory of change is applicable to researchers, teachers and students. 相似文献
15.
Dermot Francis Donnelly Oliver McGarr John O'Reilly 《International Journal of Science Education》2013,35(12):2029-2054
Interest in inquiry-based science education (IBSE) often pays little heed to the complex power relations that exist within classrooms. A common obstacle to inquiry is that it strongly diverges from current classroom culture and hence, is outside the sphere of teachers' and students' experiences. Teachers and students bring expectations to the classroom that are entrenched in traditional practices and influenced by dynamics of power that exist within all teacher–student relationships. This study, which emerged during a wider study of the use of a Virtual Chemistry Lab in supporting IBSE, explores how classroom discourse constructs and maintains power relations that either stifle or facilitate inquiry-based approaches in two science lessons. Research methods included teacher interviews, student focus groups, video-recorded lessons, and student self-assessments. Findings indicate distinctive features of power inside the classroom that impact on inquiry-based instruction, such as predominant teacher monitoring on task completion over task understanding, lack of student engagement in ownership of scientific ideas, and prevailing norms of what effective teacher questioning is. We discuss implications for IBSE change efforts, highlighting that well-established power relations currently represent an important limiting factor in the capacity of teachers' IBSE implementation. 相似文献
16.
鼓励创新:新课程课堂教学改革的核心 总被引：23，自引：0，他引：23
张天宝 《课程.教材.教法》2004,(2)
鼓励创新是我国新课程课堂教学改革的核心。对于教师而言,课堂教学是一个不断通过创新而实现自我生命价值的过程,创新精神和创新能力是教师能否形成独特教学风格的关键因素;对于学生而言,课堂教学是一个在教师引导下进行自主发现、探究和不断创新的过程。因此,课堂教学应积极引导学生实现学习方式的转变,从被动接受走向自主发现和探究,鼓励学生发表不同的观点和见解,允许进行不同的“解读”,倡导“创读”。在此基础上,实现培养学生的创新精神和创新能力的目标。 相似文献
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We set out to understand how different instantiations of inquiry emerged in two different years of one elementary teacher's classroom. Longitudinal observations from Mrs. Charles' 5th grade science classroom forced us to carefully and deliberately consider who exactly was responsible for the change in the class activities and norms. We provide empirical evidence to show how a focus on the teacher can easily overlook the complex dynamics of the classroom. The data reveal that students had a substantive and generative role in the class's arrival at the different instantiations of scientific inquiry—the nature and form of inquiry—that were constructed each year. We argue that, in an environment where a teacher carefully attends and responds to student thinking, the nascent resources students have for reasoning about phenomena can affect not only the conceptual ideas that emerge, but also influence what inquiry activities or practices become established as normative and productive over time. Our work with Mrs. Charles illuminates an important methodological concern with research on teacher development as well as the construct of teacher learning progressions; research accounts that focus primarily on the teacher may overlook the classroom norms that are negotiated between teacher and student, and thereby provide an incomplete portrayal of the teacher's activity within one classroom and the teacher's progress across multiple years. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 429–464, 2012 相似文献
20.
现代教学改革提出要逐步改变以教师为中心、课堂为中心,书本为中心的传统模式,适应改革的需要,"开放式教学"这种以学生发展为本,以营造自主、开放的教学情境为特征的教学理念正在逐渐融入到大学课堂教学中. 相似文献