The nature and development of middle school mathematics teachers’ knowledge     

Kim Beswick  Rosemary Callingham  Jane Watson 《Journal of Mathematics Teacher Education》2012,15(2):131-157

In this article, we report on the use of a teacher profiling instrument with 62 middle school teachers at the start of a 3-year professional learning programme. The instrument was designed to assess the aspects of teachers’ knowledge identified by Shulman (1987) refined by Ball et al. (2008) and extended to include teachers’ confidence to use and teach various topics in the middle school mathematics curriculum and their beliefs about mathematics teaching and learning. Based on a hierarchical coding of items, the application of the partial credit Rasch model revealed that the profile items were measuring a single underlying construct and suggested that the various facets of teacher knowledge develop together. We describe the characteristics of four levels of the hierarchical construct measuring teacher knowledge and understanding for teaching mathematics in the middle years of schooling, and discuss the unique affordances of a holistic view of teacher knowledge in contrast to considerations of multiple knowledge categories.  相似文献   

Understanding narrative relations in teacher education     

Michelle Forrest  Terrah Keener  Mary Jane Harkins 《Asia-Pacific Journal of Teacher Education》2010,38(2):87-101

The use of stories in teacher education is ubiquitous; yet, the question regarding how stories help teachers make sense of their professional lives is more complex than it first appears. The authors draw from Adriana Cavarero's understanding of narrative relations as the political site where one's unique singularity is revealed in the desire to have one's story told. They compare her insights to Judith Butler's resignification of injurious speech, examining both positions as they apply to a beginning teacher's efforts to become the professional she admires. It is suggested to teacher educators that they use stories from practice to foreground the tension between a teacher's life and her life-story. By understanding the irresolvable tension of desire to have one's story told, a teacher has a better chance of recognising her own vulnerability and that of her students, and of teaching at the starting place of ethics.  相似文献   

Inclusive provision options for pupils on the autistic spectrum     

Norah Frederickson  Alice P. Jones  Jane Lang 《Journal of Research in Special Educational Needs》2010,10(2):63-73

In the last decade, there has been a dramatic increase in the number of pupils with autism spectrum disorders (ASD) attending mainstream schools. However, particular concerns have been expressed about their inclusion, focused on an increased risk of peer rejection and lack of staff knowledge about appropriate teaching approaches. Parental views of inclusive placements are consistently more positive where there is an ASD resource base in the school. This study was designed to investigate characteristics of the provision available to pupils with ASD in mainstream schools with and without a specialist ASD resource base. Information was gathered from semi‐structured interviews with staff in 26 schools about levels of inclusion and support, about the strategies used to support pupils with ASD, both at an individual and whole school level, and about changes considered desirable. Interviewees were also asked to describe how they would respond to scenarios depicting situations that are commonly experienced in working with pupils who have ASD. Findings confirmed that the features of mainstream placements identified as important by parents of children with ASD were more likely to be found in schools with ASD resource bases. However, it was found that comparable provision could be made across settings given appropriate staff training. Scope for further development across settings was also identified, particularly in the use of evidence‐based peer‐mediated strategies.  相似文献   

Exploring transition to postgraduate study: Shifting identities in interaction with communities,practice and participation   总被引：2，自引：0，他引：2  

Jane Tobbell  Victoria O'donnell  Maria Zammit 《British Educational Research Journal》2010,36(2):261-278

There has been relatively little research to date that has explored the transition to postgraduate study. This paper reports findings from a project (funded by the UK's Higher Education Academy) that sought to address this gap. The research project was ethnographic and explored university practice and student participation in five UK universities. A significant emergent feature of the research was that a multiplicity of identities construct student experience and contribute to student transition. This finding provides support for learning theory that argues for inextricable links between learning and wider social identities. Moreover, the process of negotiating an academic identity in light of wider experience and university practices emerged as a key factor in understanding transition together with the imperative for independent study, which was a particularly powerful practice that necessitated complex identity negotiations in order to enable full participation in the university community of practice.  相似文献   

The social experience of early childhood for children with learning disabilities: inclusion,competence and agency     

Melanie Nind  Rosie Flewitt  Jane Payler 《British Journal of Sociology of Education》2010,31(6):653-670

This paper tells of the social experiences of three four‐year‐old children with learning disabilities as they negotiate their daily lives in their homes and early education settings in England. We apply a social model of childhood disability to the relatively unexplored territory of young children and use vignettes drawn from video observation to explore the interactive spaces contained in settings with different cultures of inclusion. Using a multimodal approach to the data we show the nuanced ways in which the children enact their agency. We explore the relationships between agency, culture and structure, and argue that children with learning disabilities are active in making meaning within social and relational networks to which they contribute differently depending on the barriers to doing and being that each network presents. Thus, the paper provides an original use of the notion of distributed competence.  相似文献   

Young people on the margins: In need of more choices and more chances in twenty‐first century Scotland     

Ian Finlay  Marion Sheridan  Jane McKay  Hope Nudzor 《British Educational Research Journal》2010,36(5):851-867

The aim of this study was to find out more about the lives of young people in the category ‘not in education, employment or training’ (NEET). We worked intensively with 26 young people in four smaller groups, spending three days with each group. During our time with them we engaged in a variety of creative and artistic activities designed to help them to construct accounts of their lives for us with the purpose of gaining an understanding of what it was like to be NEET. Three significant issues that emerged from these life stories are discussed in this paper. These are the problematic nature of the discourse of NEET sub‐groups; the challenges of school‐exclusion policies and practices; and the myth of low aspirations.  相似文献   

‘The art of democracy’: Young people's democratic learning in gallery contexts     

Robert Lawy  Gert Biesta  Jane McDonnell  Helen Lawy  Hannah Reeves 《British Educational Research Journal》2010,36(3):351-365

In this article the authors report on research which aimed to explore the opportunities for democratic action and learning in a number of artist‐led gallery education projects in the south‐west of England. The research takes an approach to citizenship learning and democracy that is less focused on citizenship as a specific subject in the formal school curriculum and the achievement of specific citizenship outcomes that can follow from it. Rather, it is more focused upon understanding how democratic practices that are embedded in the day‐to‐day lives of young people contribute to their democratic learning and participation as citizens. Drawing upon conceptual categories and concepts that illuminate the process, the authors demonstrate the nature and character of young people's democratic learning. An implication arising from this is the need for practice‐orientated research in other contexts (e.g. work, leisure and home) to fully understand the nature of democratic learning.  相似文献   

Doing student voice work in higher education: An exploration of the value of participatory methods     

Jane Seale 《British Educational Research Journal》2010,36(6):995-1015

This paper will review the existing student voice work in higher education and critique its current weaknesses, particularly in relation to conceptualisations of and commitments to participation, transformation and empowerment. It will be argued that the employment of participatory methods in higher education student voice work offers a way to address these weaknesses. The potential of participatory methods is illustrated and discussed using two case examples drawn from one higher education institution in the UK. The first case provides an illustration of what is called ‘transformation of the familiar’, while the second case provides an illustration of empowerment, through recognising the importance of what is not voiced by students, as much as what is voiced. It is concluded that whilst a participatory approach to student voice work in higher education has potential, further work is required in order to evaluate the long‐term impact of projects that use such methods.  相似文献   

Multicultural Counselor Training Experiences: Training Effects and Perceptions of Training Among a Sample of Predominately Hispanic Students     

Ginger L. Dickson  Beverley Argus‐Calvo  Nancy Garcia Tafoya 《Counselor Education & Supervision》2010,49(4):247-265

The effectiveness of multicultural training among a sample of predominately Hispanic counseling students was examined. The results of a series of 2‐factor repeated measures analysis of variance and follow‐up paired‐samples t tests suggest that multicultural training was effective in increasing students' multicultural competencies and in improving their cognitive racial attitudes. Students' affective racial attitudes were not changed. Students' perceptions of their multicultural training suggest that students from diverse racial/ethnic backgrounds may experience multicultural training differently and unique life experiences may help explain this difference. Counselor educators may wish to use a variety of training experiences to provide multicultural training that is effective across diverse student populations.  相似文献   

Blended e-learning skeleton of conversation: Improving formative assessment in undergraduate dissertation supervision     

Aleksej Heinze  Beverley Heinze 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(2):294-305

The supervision of undergraduate student dissertations is an area in need of research. Although some studies have already addressed this, these are primarily based on academic staff responses.
This study contributes to knowledge by gathering the responses of students and focusing on formative electronic assessment. Data was collected using a student focus group and student questionnaire.
Unsurprisingly, the findings suggest that good supervisor–student communication is crucial to the supervision process and a number of students felt unhappy with this aspect. However, to facilitate this communication, the perceived absolute necessity of regular supervisor–student meetings is being questioned and a combination of technology-enabled communication is advocated. It is suggested that to improve the undergraduate student dissertation experience, a combination of face-to-face and electronic formative assessment is used. In addition, the blended e-learning skeleton of conversation model provides a sound theoretical framework that could guide supervisors and students in the supervision process. This model is advocated for use in dissertation module design and in supervisor development.  相似文献