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1.
In the United States, kindergarten marks the beginning of formal schooling for more than 3 million children each year (Shepard & Smith, 1986). At the end of the kindergarten year, most of these children demonstrate expected levels of achievement and are promoted to traditional first-grade classrooms. Others are labeled unready or immature for successful performance in today's academically rigorous first grade. In most elementary schools, the placement for these at-risk children is either retention in kindergarten or social promotion to first grade. An alternative in approximately 17% of the nation's elementary schools is assignment to a transitional classroom between kindergarten and first grade (Educational Research Service, in press). This additional year of instruction is often viewed as a gift of time — time for children to mature and make a gradual transition from kindergarten to first grade.Judith E. Stroud is Assistant Professor of Elementary Education, Ball State University, Munice, IN. R. Ann Williams is Professor of Elementary Education, Ball State University, Muncie, IN. 相似文献
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This paper investigates the capabilities of remote rural teachers in Indonesia’s Probolinggo Regency to make meaningful pedagogic connections between students’ homes and their classrooms. The term capabilities is derived from Sen’s to Nussbaum’s capabilities approach, which refers to substantive freedom or opportunities that a person holds to do and to be a certain thing that he or she considers valuable. Informed by the capabilities approach (CA), the study involved classroom observations, teacher interviews and examination of Indonesian curriculum documents (teachers’ syllabi and lesson plans). Making connections between homes and classrooms enables students to critically engage in their learning and makes knowledge more meaningful in terms of solving real-life issues or problems. Teachers need to accommodate ‘local’ knowledge that exists in homes and communities thereby strengthening relationships between communities and schools; something synonymous with social justice aspects of the CA. Data generated for the study indicate that teachers encounter significant impediments in making connections between homes (communities) and classrooms (schools). In addition, while participants demonstrate that they are in part committed to the notions of ‘connections’ and ‘inclusivity’, their classroom practices still need strengthening in their adherence to the general substance of the CA. 相似文献
3.
Annika Karlsson Pia Nygård Larsson Anders Jakobsson 《International Journal of Science Education》2013,35(15):2049-2069
ABSTRACTThis study describes multilingual students’ authentic use of their first and second languages in a translanguaging science classroom, from a sociocultural perspective. The study is ethnographic, and has followed some lessons each month in a translanguaging science classroom at a primary school for three years. The observed lessons were documented by four video cameras and four audio recorders, while field notes and different types of students’ texts and other teaching materials were also collected. In order investigate how language operates, and to realise the meaning semantically, we analysed the students’ use of both first and second language to tie paradigmatic relations, and how they move in linguistic loops between languages and discourses. The results illustrate the ways in which a translanguaging science classroom constitutes a resource in joint negotiations of the scientific content and its related language for multilingual students, and benefits the students’ ability to relate and contextualise the science content to prior experience. The creation of translanguaging science classrooms, in which students’ experiences and diverse cultural and linguistic resources interweave with school science, and in which multilingual students are enabled and encouraged to use all available language resources, has important implications for science education. 相似文献
4.
Significant barriers to using digital games in classrooms exist despite evidence to indicate digital games can enhance academic achievement. This qualitative, grounded theory study purports an interpretive understanding of the experiences of 13 Australian teachers who have used immersive digital games (IDGs) in the classroom. These teachers participated in in-depth, semi-structured interviews that were one to two hours in duration. A key finding of this study is that teachers who use IDGs in the classroom can experience varying degrees of alienation from their teaching colleagues. This paper presents a model of the process of ‘Feeling Alienated’ experienced by some educators using IDGs in their classrooms. It begins with ‘the lone believer’ teacher who has strong beliefs in the value of using IDGs for student learning. Resentment by some colleagues, curriculum and classroom concerns, and insufficient advocacy contribute to the lone believer feeling alienated. This leads the lone believer to minimise the impact of their use of IDGs. The study concludes that, whilst negative teacher attitudes towards the use of IDGs in the classroom persist, the potential impact of IDGs in the classroom will not be fully realised. 相似文献
5.
《Early childhood research quarterly》2000,15(2):247-268
This study investigated patterns of teachers’ interaction behaviors in early childhood classrooms. Sixty-three child care teachers were rated on their use of eight interaction behaviors taken from the Teaching Styles Rating Scale (McWilliam, Scarborough, Bagby, & Sweeney, 1998). Using cluster analysis techniques, we identified four homogenous interaction clusters. One cluster presented an average profile: The teachers in this group had average scores on all interaction behaviors compared to the other teachers in the study. The teachers in a second cluster were characterized by high ratings on elaborating and low ratings on redirecting behaviors. A third cluster consisted of teachers who where rated high on redirecting and low on all other behaviors, and the teachers in the fourth cluster received high ratings on nonelaborative behaviors. Cluster differences were found for teachers’ education; teachers’ sensitivity, as measured by the Caregiver Interaction Scale (Arnett, 1989); classroom quality, as measured by the Infant-Toddler Environment Rating Scale (Harms, Cryer, & Clifford, 1990) or the Early Childhood Environment Rating Scale-Revised (Harms, Clifford, & Cryer, 1998); group child engagement, as measured by the Engagement Check II (McWilliam, 1999); and center licensing level. 相似文献
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Kathleen Cranley Gallagher Kirsten Kainz Lynne Vernon-Feagans Kelley Mayer White 《Early childhood research quarterly》2013
An increasing body of literature documents associations between student–teacher relationships, children's academic success, and children's social competence in school. Less is known about characteristics and processes involved in the quality of relationships between students and teachers, and little research has examined these issues with populations of young students and teachers living in rural communities. The current study examined the relationships between rural kindergarten and first-grade students and their teachers in spring of the school year, predicted by child demographic factors, child process factors, and teacher characteristics. Using a multi-level model to account for clustering of children in classrooms, children's behavior and literacy skills were examined as contributors to the teachers’ perceptions of the developing teacher–student relationship, focusing on their potential to mediate associations between more distal characteristics and teacher–student relationships. Controlling for relationship conflict in fall, boys and African American students were more likely to have relationships with teachers that were higher in conflict in spring. When behavior and literacy skills measures were added to the model, children's behavior mediated the effect of gender, such that behavior problems accounted for much of the variance in student–teacher conflict associated with gender. However, neither behavior problems nor literacy skills mediated the effects of minority status on conflict; African American students had poorer relationships with teachers regardless of behavior or literacy skills. 相似文献
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Reading and Writing - Writing analytically about text is a valued skill reflected in current academic standards. The quality of text-based writing opportunities in U.S. elementary schools, however,... 相似文献
9.
Ninni Wahlström 《课程研究杂志》2018,50(5):654-668
ABSTRACTThe purpose of this article is to explore how education policy that is both enabled and constrained by transnational policy flows and national policy built up by social, cultural and historical traditions are enacted through curriculum at the classroom level. The focus is on how policy rationality embedded in the structure and content of curriculum is transformed into certain rationalities in classroom teaching. By understanding lessons as ‘curriculum events’, the study reveals a dominant classroom discourse of recitation and similar triadic communication patterns, which is in accordance with other classroom studies. However, in the article it is argued that the version of teaching that emerges in this study, interpreted in a broader context of an international standards movement, can be understood in terms of directed exploration based on the teacher’s role as an explorer of what the students know, think and understand in relation to the acquisition of knowledge prescribed in the curriculum’s knowledge requirements. Even though the form of recitation is well known, the reason for choosing this teaching repertoire is somewhat new and can be related to the teacher authoring a basic oral text in accordance with assessment standards. 相似文献
10.
Christine Suurtamm Martha Koch Ann Arden 《Assessment in Education: Principles, Policy & Practice》2010,17(4):399-417
This article responds to calls that have been made for research into how teachers incorporate new assessment ideas into their practice. We draw on a large‐scale study that examined the implementation of reform in mathematics in grades 7–10 in Ontario, Canada. We present teacher questionnaire data, and focus on data gathered from case studies for details of what new assessment practices look like in classrooms. We show teachers using a variety of forms of assessment and using assessment to improve student learning. Observed assessment practices went beyond tests to include the use of journals, observation, questioning, self‐assessment and unique forms of ‘quizzes’. These practices allowed teachers to examine students’ mathematical thinking and provided feedback to students and teachers to improve student learning. We also observed the important role of collaboration, coherence, and the teachers’ beliefs in supporting new assessment practices. 相似文献
11.
Winnie Mucherah 《Learning Environments Research》2008,11(1):63-81
This study examined classroom climate and student goal structures in high-school biology classrooms in Kenya. Participants
included 891 students and their teachers in Grades 10 and 11 from two same-sex boarding schools—one for boys and the other
for girls. School differences were found on all classroom climate aspects except teacher support and competition. Relative
to tenth graders, eleventh graders perceived their classrooms to be higher in teacher support, task focus, competition, rule
strictness, and innovation. There were school and grade differences in students’ goal structures, with School 1 students,
relative to School 2 students, perceiving more personal performance-approach goals and their teachers as encouraging performance-approach
goals. Eleventh graders reported more performance-approach goals at both the personal and teacher levels. Teachers perceived
their classroom climates more positively than their students. Observation data provides interpretative information. 相似文献
12.
We investigated students’ perceptions of their science classroom environments with the use of the What Is Happening In this Class? (WIHIC) questionnaire at the university level in Myanmar. The translated questionnaire was administered to 251 students in first-year science classes at a university. Both exploratory factor analysis and confirmatory factor analysis supported the reliability and factorial validity of the Myanmar version of the WIHIC. The constructs of the WIHIC were significantly correlated, but gender differences were not detected in correlations between WIHIC scales. Future research is needed to see if our Myanmar version of the WIHIC fits other samples in schools and universities in this context. It is also suggested that future studies include measures of student attitudes and academic achievement to permit investigation of associations between the learning environment and student outcomes in this country. 相似文献
13.
This paper contributes to the research field of classroom research by offering an empirical analysis of classroom instruction on the level of lesson structure. The research questions are: What are the typical combinations of instructional activities in the lessons of eight teachers in four Norwegian Secondary schools? And how can the content-treatment of these structures be explained considering relevant pedagogical traditions? The method of the study is qualitative non-participatory observation in four Norwegian Secondary schools, with a total dataset of 79 lessons. We found that the most typical combination of instructional activities in the data was the plenary conversation-seatwork-structure. When the content-treatment was analyzed, an ‘expository-practice’-structure was revealed. This lesson structure is explained by the influence of progressive-constructivist pedagogical theories in Scandinavia, foremost Bildung-centred general didactics and Vygotsky-inspired socio-cultural theory. From the perspective of the hidden curriculum, we call this discourse ‘sociability before individuality’. 相似文献
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Sheri L. Anderson Suad Sakalli Gumus 《International Journal of Inclusive Education》2013,17(6):529-546
This study serves as a pilot study for a longitudinal study that will be conducted a year later. The purpose of this research is to determine how a course in special education has impacted secondary general education pre‐service teachers’ attitudes towards individuals with disabilities, teaching students with mild disabilities and the degree of their preparedness (self‐reported) in working with students with disabilities. Forty‐two secondary pre‐service teachers’ reflection papers written at the beginning and end of a mandatory special education course (16 weeks) were analysed using qualitative methodology. The findings supported our research hypothesis that a course in special education with necessary components (i.e. introductory special education knowledge, activities designed to enhance students’ dispositions toward students with disabilities, and instructional strategies that will help general education teachers teach students with mild disabilities at the middle and secondary levels more effectively) can be effective in preparing secondary education pre‐service teachers to work in inclusive classrooms. 相似文献
16.
In this study, the implementation effects of a staff development program on cooperative learning (CL) for Dutch elementary school teachers were studied. A pre‐test–post‐test non‐equivalent control group design was used to investigate program effects on the instructional behaviours of teachers. Based on observations of teacher behaviour during cooperative lessons, a statistically significant treatment effect was found for the following instructional behaviours: structuring positive interdependence, individual accountability, social skills and evaluation of the group process. Training effects were also found for the combination of CL with the model of direct instruction and the activation of prior knowledge of social skills. Moreover, teachers in the experimental group scored statistically significantly higher than the teachers in the control group on the activation of prior academic knowledge. 相似文献
17.
Students’ perceptions of the learning environment and attitudes in game-based mathematics classrooms
Ernest Afari Jill M. Aldridge Barry J. Fraser Myint Swe Khine 《Learning Environments Research》2013,16(1):131-150
We investigated whether the introduction of games into college-level mathematics classes in the United Arab Emirates (UAE) was effective in terms of improving students’ perceptions of the learning environment and their attitudes towards of mathematics. A pre–post design involved the administration of English and Arabic versions of two surveys (one to assess students’ perceptions of the learning environment and the other to assess their attitudes) after modification to ensure their relevance for college-level mathematics students in the UAE. For a sample of 33 classes (352 students), eight of which (90 students) were exposed to mathematics games, students involved in mathematics games perceived statistically significantly more teacher support, involvement, personal relevance, enjoyment of mathematics lessons and academic efficacy. 相似文献
18.
Jackson David F. Doster Elizabeth C. Tippins Deborah J. Rutledge Michael L. 《Journal of Science Education and Technology》1994,3(1):17-26
This is a study of an ongoing collaborative project in which science education faculty and upper elementary school teachers investigate the potential of a project-based, technologyrich, environmentally oriented approach to science education in an urban school serving a racially diverse population. Major conclusions based on the experience of participants in this study include: (1) teachers describe their instructional roles in terms highly consistent with student-centered, project-based, experiential learning; (2) teachers believe that what makes science real for students is the feeling that they are working on a truly current problem that is also being investigated by others outside their classroom. This is achieved by KidsNet, a microcomputer- and telecommunications-mediated curriculum, in a way that would not be possible without this technology; (3) teachers describe the actual and possible role of computer technology in terms which, while insightful and generally positive, are not clearly related to its flexible use in project-based learning; and (4) while teachers recognize meaningful connections between off-line science activities and the use of computer and telecommunications technologies, their students often do not.An earlier version of this paper was presented at the annual meeting of the American Educational Research Association, April 16, 1993, Atlanta, Georgia.This work was partially supported by a Higher Education Grant from the Dwight D. Eisenhower Mathematics and Science Education Improvement Program. 相似文献
19.
Xiaoxuan Lei Hongli Li Audrey J. Leroux 《Educational Assessment, Evaluation and Accountability》2018,30(1):27-46
Classroom observations have been increasingly used for teacher evaluations, and it is important to examine the measurement quality and the use of observation ratings. When a teacher is observed in multiple classrooms, his or her observation ratings may vary across classrooms. In that case, using ratings from one classroom per teacher may not be adequate to represent a teacher’s instructional quality. Drawing on the Measures of Effective Teaching (MET) dataset, this study examined the variation of a teacher’s classroom observation ratings across his or her multiple classrooms. The results indicate that the math classrooms accounted for 4.9 to 14.7% of the variance in the classroom observation ratings and English language arts (ELA) classrooms accounted for 6.7 to 15.5% of the variance in the ratings. The results of this study suggest that teachers’ multiple classrooms should be taken into consideration when classroom observation ratings are used to evaluate teachers in high-stakes settings. 相似文献
20.
Maria José M. Ferreira 《Education and Information Technologies》2012,17(1):3-25
The use of information and communication technologies in higher education is surrounded by contradictory, yet interrelated
themes, that suggest that education is either experiencing a revolution or approaching its own demise. Undoubtedly, technologies
are becoming embedded in academic life but patterns of adoption are more complex and nuanced than polarized themes suggest.
The extreme polarity of a ‘promises and fears’ spectrum is unable to fully account for why this is the case; neither can it
be explained by economics, demographics, or the technology. This article argues that one of the most significant variables
in the deployment of and adaptation to information technologies in the university is academic culture. In other words, unless
we consider academic culture we cannot fully capture the relationship of technologies to education. 相似文献