Erratum to: Professional Vision of Classroom Management and Learning Support in Science Classrooms—Does Professional Vision Differ Across General and Content-Specific Classroom Interactions?     

Mirjam Steffensky  Bernadette Gold  Manfred Holdynski  Kornelia Möller 《International Journal of Science and Mathematics Education》2016,14(5):1001-1002

  相似文献   

Teaching through an ethics of belonging,care and obligation as a critical approach to transforming education     

Bernadette Christine Macartney 《International Journal of Inclusive Education》2013,17(2):171-183

This paper considers the experiences of a New Zealand family and their ‘disabled’ daughter Clare’s ‘inclusion’ and ‘exclusion’ in her early childhood centre and the implications of these experiences for shifting from a discourse of ‘inclusion’ to ‘belonging’ based on ‘an ethics of care and obligation to others’. I argue that the meanings and understandings of ‘inclusion’ for disabled children in education are variable and that they often default to dominant deficit discourses whilst believing themselves to be ‘inclusive’. I also argue that we must consciously develop a critical awareness of how exclusionary power operates in society and in our own settings. In this paper, I present ideas drawn from a ‘pedagogy of listening’ and Te Whaariki – The New Zealand Early Childhood Curriculum to critically reflect on some of the early childhood education experiences of Clare and her family. I suggest that teachers’ use of critical reflective ‘child’s questions’ can be used as tools for educational transformation towards the full and meaningful participation of disabled children in education.  相似文献   

An Instrument for the Assessment of Cross-Curricular Skills     

Joost Meijer  Marianne Elshout-Mohr  Bernadette H.A.M. van Hout-Wolters 《Educational Research and Evaluation》2013,19(1):79-107

An instrument was constructed to assess the level of competence of students (aged 15-16) on eight cross-curricular skills. The instrument, further to be called the cross-curricular skills test (CCST), consisted of 56 multiple-choice items. In the first section cross-curricular skills are defined as general skills which can be taught and practiced in curricula for different disciplines. In the second section we describe how eight cross-curricular skills were selected for testing. We also explain why we decided to compose the test of multiple-choice items, an item-format that is not a customary one for measuring general skills. In the third section we report administration of the test to 465 students in a pilot study and 9,000 students in the main study. Quantitative data are presented concerning p -values, reliability, internal structure, and construct validity of the CCST. Qualitative data were derived from observations, thinking aloud protocols and analysis of the test content. The data warrant the claim that CCST is a valid and reliable test for cross-curricular skills. It is suitable for students of 15-16 years of age and allows administration in large samples. In the final section we discuss some limitations of the test and suggest directions for future research on assessment of cross-curricular skills.  相似文献   

Puberty,health and sexual education in Australian regional primary schools: Year 5 and 6 teacher perceptions     

Bernadette Duffy  Amanda Smith  Jenene Burke 《Sex education》2013,13(2):186-203

The research reported in this paper investigates why teachers in regional primary schools in the Ballarat region of Victoria, Australia, are choosing to outsource the teaching of sexuality education. A survey was conducted of 29 Year 5 and Year 6 teachers from local primary schools. The teachers provided information about: their confidence in delivering sexuality-related topics; their perceptions of the relevance of given sexuality topics to their students; the teachers' own professional development preferences; and what they saw as their personal limitations in teaching sexuality education. Teachers tended to report low confidence in teaching topics that are considered ‘sensitive’, such as menstruation, wet dreams and sexual intercourse. Furthermore, they indicated a need for professional development in teaching sexuality education. The greatest hurdle identified lies in identifying how to motivate, engage and support teachers to take a professional interest in teaching sexuality education.  相似文献   

Assessing metacognitive activities: the in-depth comparison of a task-specific questionnaire with think-aloud protocols     

Gonny L. M. Schellings  Bernadette H. A. M. van Hout-Wolters  Marcel V. J. Veenman  Joost Meijer 《European Journal of Psychology of Education - EJPE》2013,28(3):963-990

Teaching and assessing metacognitive activities are important educational objectives, and teachers are calling for efficient instruments. The advantages of questionnaires in measuring metacognitive activities are obvious, but serious validity issues appear. For example, correlations of questionnaire data with think-aloud measures are generally moderate to low. An explanation may be that these questionnaires are not constructed in line with the metacognitive activities measured by the think-aloud method. In the present study, a questionnaire is constructed based directly on a taxonomy for coding think-aloud protocols. Twenty ninth-graders studied a text while thinking aloud, after which they immediately received the questionnaire. The overall correlation between the questionnaire and the think-aloud protocols (r?=?0.63) was promising. However, scale and item analyses clearly demonstrate some new validity issues. Comparing the questionnaire and the think-aloud results, the students seem to report overt metacognitive activities corresponding more with their behavior reported in the protocols than covert ones. In-depth explorations are presented.  相似文献   

Subject knowledge development by science student teachers: the role of university tutors and school‐based subject mentors     

Bernadette Youens  Susan McCarthy 《Research in Science & Technological Education》2013,31(3):293-306

Following the introduction of a National Curriculum for Science, all secondary science teachers in England need to be prepared to teach all aspects of a broad and balanced science curriculum. This is the second paper in which we explore science student teachers’ subject knowledge development during a one‐year postgraduate teacher preparation course. In this qualitative study we explore the role of university tutors and school‐based subject mentors in science student teachers’ subject knowledge development as perceived by student teachers, school‐based subject mentors and university tutors. The findings reveal that student teachers are reluctant to use university tutors and school mentors for subject knowledge development because they are aware of their assessment roles. The role of the university tutor in subject knowledge development is perceived as one of facilitation and of developing student teachers’ sense of professionalism. School mentors perceive that they do provide support for subject knowledge development and they are largely unaware of any potential conflict arising from their assessment role. The findings of the study are discussed in terms of the nature of student teachers’ professional learning in communities of practice. The implications for mentor training programmes are considered.  相似文献   

Telecommunications for interactive tutoring: the OU experience in the 1980s     

Bernadette Robinson 《Open Learning》2013,28(2):61-64

  相似文献   

Experimental validation of the belfield infant assessment profile     

Brendan J. Spelman  Bernadette A. McHugh 《Irish Educational Studies》2013,32(1):203-220

  相似文献   

What’s he talking about? The communicative alignment between a teacher’s intentions and students’ understandings     

Bernadette Knewstubb  Carol Bond 《高等教育研究与发展》2009,28(2):179-193

  相似文献   

Making History,Making Humans     

Bernadette Baker 《Discourse: Studies in the Cultural Politics of Education》1999,20(3):357-380

  相似文献