Profile of South African secondary-school teachers’ teaching quality: evaluation of teaching practices using an observation instrument     

Thelma de Jager  Mattheus Jacobus Coetzee  Ridwan Maulana  Michelle Helms-Lorenz  Wim van de Grift 《Educational studies》2017,43(4):410-429

The need for quality teaching is reflected in the poor performance of students in international tests. Teachers’ practices and contextual factors could contribute to substandard quality of teaching in South Africa. Several studies indicate that successful learning is largely dependent on the teachers’ practices in class. The focus of the present research was to profile the effective teaching practices of 424 secondary-school teachers in the Gauteng Province, South Africa. Teachers were observed by trained observers using a valid and reliable observation instrument measuring six domains of effective teaching practices. Results showed that teachers find it difficult to differentiate in class and to activate learning. Additionally, teachers with more than 15 years of teaching experience scored lower than teachers with less experience, in all six teaching domains. Presumably, experienced teachers may lack motivation and/or insufficient training in implementing interactive and differentiated teaching methods that are needed for effective teaching practices.  相似文献   

Measuring teaching quality and student engagement in South Korea and The Netherlands     

Wim J.C.M. van de Grift  Seyeoung Chun  Ridwan Maulana  Okhwa Lee  Michelle Helms-Lorenz 《School Effectiveness & School Improvement》2017,28(3):337-349

Six observation scales for measuring the skills of teachers and 1 scale for measuring student engagement, assessed in South Korea and The Netherlands, are sufficiently reliable and offer sufficient predictive value for student engagement. A multigroup confirmatory factor analysis shows that the factor loadings and intercepts of the scales are the same, within acceptable boundaries, in both countries. Therefore, we can compare the average scores of teachers in both countries in a reliable and valid way. The 289 Dutch teachers score significantly better on “creating a safe and stimulating learning climate” and “intensive and activating teaching” and almost significantly on “efficient classroom management”. We find no significant differences in “clear and structured instruction”. The 375 South Korean teachers perform significantly better than the Dutch teachers on “teaching learning strategies” and almost significantly on “differentiating instruction”. Furthermore, we find better student engagement in South Korea.  相似文献   

Collaborative innovation in the Joint Information Systems Committee distributed e-learning programme     

Jill Jameson  Sarah Davies  Sara de Freitas 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(6):969-972

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Teachers’ conceptualization and enactment of twenty-first century competences: exploring dimensions for new curricula     

Karmijn van de Oudeweetering  Joke Voogt 《Curriculum Journal》2018,29(1):116-133

Despite the advocated importance of twenty-first century competences in education, it appears that they are not systematically integrated in national curricula, school curricula and classroom activities. Potential explanations can be found in the current ambiguity of definitions for twenty-first century competences and the absence of educational actors in curriculum development. Responding to both shortcomings, this study aims to explore how teachers’ conceptualization and enactment of twenty-first century competences constitute dimensions that can inform curricular guidelines. An exploratory factor analysis of teachers’ self-reported classroom activities that foster students’ twenty-first century competences was conducted. The data comprised responses of 2,804 primary- and secondary-school teachers to a web-survey about the perceived occurrence of specific classroom activities targeting twenty-first century competences. Results suggested six coherent dimensions of classroom activities that foster twenty-first century competences: digital literacy, innovative thinking, critical thinking and communication, (digital) citizenship, self-regulated learning, and (computer-supported) collaborative learning. Nevertheless, there were substantial interrelationships among the six dimensions. This demonstrated that teachers did not perceive twenty-first century competences to be fostered by disconnected classroom activities, but that they already have a more integrative conception of the curricular innovation. The implications of these findings for curricula, teaching practice and research are discussed.  相似文献   

Environmental education research in Brazil     

Flávia Torreão Thiemann  Luiz Marcelo de Carvalho  Haydée Torres de Oliveira 《Environmental Education Research》2018,24(10):1441-1446

Abstract

This Editorial to the current collection provides a brief historical, cultural, regional and contemporary picture of environmental education research in Brazil. Its main purpose is to offer readers a short background and orientation to the collection, and in so doing, illustrate how its contributions relate to some wider tendencies, trends and issues in environmental education, as well as to different locales of research and knowledge generation in the country. Of particular note for environmental education in Brazil are: the effects of social and political backdrops and issues, the unique environments on which environmental education is grounded, and how environmental education research, in turn, may echo or influence particular educational and public policies.  相似文献   

Online gaming as an educational tool in learning and training     

Sara de Freitas  Mark Griffiths 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(3):535-537

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Interactions in vocational education: negotiation of meaning of students and teaching strategies     

Harmen Schaap  Marieke van der Schaaf  Elly de Bruijn 《Studies in Continuing Education》2017,39(1):52-70

This study aimed to describe verbal student–teacher interactions in vocational education from a socio-cultural perspective on negotiation of meaning. Teaching as part of these interactions is addressed by a combination of diagnosing, checking and intervening strategies. A study was conducted in which students (n students?=?20) and teacher (n teachers?=?5) from Social Work (SW) and Information and Communication Technology (ICT) worked together in small groups (n groups?=?5) discussing vocational core problems. Each group held five discussions (n discussions?=?25). All discussions were audio recorded and transcribed before they were analysed for negotiation of meaning including teaching strategies. The results showed that 5–8% of the interactions include negotiation of meaning. Interactions in SW groups revealed more negotiation of meaning than in interactions in ICT groups. Teaching strategies mainly included checking and intervening activities in favour of diagnosing activities. Furthermore, teachers used meta-cognitive and conceptual interventions most frequently. The implications of these results are discussed by reflecting on occupational differences and on how negotiation of meaning including teaching strategies can be enhanced.  相似文献   

Book reviews     

T. Neville Postlethwaite  Lise Vislie  Maurice Saliba  A. J. Cropley  Pedro T. Orata  G. J. Warnock  James Lynch  Arthur Hearnden  G. de Landsheere  I. D. Zverev  Godfrey N. Brown  Yung H. Park  Annie Vinokur  Richard J. Shavelson  Jindra Kulich  Walter Hahn 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1977,23(1):139-166

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On Nails, Coffins and Councils     

Harry de Boer 《European Journal of Education》2002,37(1):7-20

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Profil und Erträge von evangelischen und katholischen Schulen     

Claudia?StandfestEmail author  Olaf?K?ller  Annette?Scheunpflug  Manfred?Wei? 《Zeitschrift für Erziehungswissenschaft》2004,7(3):359-379

In diesem Beitrag wird das konzeptionelle Profil von evangelischen und katholischen Schulen beschrieben und es werden diese Schulen mit solchen in ?ffentlicher Tr?gerschaft hinsichtlich ausgew?hlter Bildungs- und Sozialisationsertr?ge verglichen. Anhand der in PISA 2000-E aufgenommenen Schulen in kirchlichter Tr?gerschaft untersuchen wir, inwieweit sich das konzeptionelle Profil dieser Schulen in schulischen Effekten zeigt. Dabei werden Rekrutierungseffekte erfasst, was einen Blick auf die Effizienz der Schulen erm?glicht. Anders als bisher vor dem Hintergrund der Schuleffizienzforschung angenommen, gelingt es diesen Schulen, ihren konzeptionellen Anspruch zumindest in Teilbereichen (Kompetenzvermittlung, Schulklima) umzusetzen. Keine Effekte zeigen sich hinsichtlich der Lernmotivation und des sozialen Lernens.  相似文献