Twenty years (and more) of international review: a retrospective view     

Kay Kyeongju Seo  Nick Eastmond  Hal Cain 《Educational technology research and development : ETR & D》2002,50(4):82-93

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Entering and exiting a teacher preparation program: What happens in between?     

Kay?M.?SagmillerEmail author  Joan?Marioni  Younghee?M.?Kim 《Asia Pacific Education Review》2003,4(1):51-66

In determining whether graduates of the Master of Arts in Teaching (MAT) Program at Southern Oregon University were developing the necessary knowledge, skills, and dispositions to teach, faculty members found themselves examining their own practice. This is just what Goodlad (1988) suggested we do: clarify our own beliefs in order to better understand our teacher preparation program. We discovered that the development of the MAT program is primarily shaped by the people who teach within the program. Who we are as people, influences who we are as teachers and, who we are as teachers influences the nature of the teacher preparation program. This discovery underscored the importance of our efforts to steward the development of our students’ personhood as well as their knowledge and skills.  相似文献   

Challenging teacher beliefs about student engagement in mathematics     

Janette Bobis  Jennifer Way  Judy Anderson  Andrew J. Martin 《Journal of Mathematics Teacher Education》2016,19(1):33-55

This study explored the beliefs about student engagement in mathematics of three Year 5 and 6 teachers, focusing on the shifts that occurred during a 10-week intervention. Data obtained from teacher surveys, interviews, video-recorded workshop observations and artefacts from teachers’ classrooms reveal variations in their reactions to the professional learning experiences. Teacher responses were mediated by personal and contextual elements including teacher efficacy beliefs, teacher confidence in mathematics and their conceptions of student engagement. Theories of teacher conceptual change are used to account for variations to teacher beliefs.  相似文献   

What’s in a word? Practices associated with ‘feedforward’ in higher education     

Nicola Reimann  Ian Sadler  Kay Sambell 《Assessment & Evaluation in Higher Education》2019,44(8):1279-1290

Abstract

The term ‘feedforward’ is increasingly employed in higher education, and this paper focuses on the way in which it fits into contemporary debates about feedback and its impact on practitioners. Semi-structured interviews were used to investigate the practices academics associate with feedforward and the ways in which their intentions and understandings varied. The term resulted in practices being framed as a process and prompted academics to consider the points in the future when students were expected to deploy information and improve. Three future horizons were identified: the ‘within-module’ future horizon dominated, while the challenges of ‘beyond-module’ and ‘beyond-programme’ horizons became apparent. Written comments, guidance, formative assessment and design practices were associated with feedforward, comprising both transmission and student-focused approaches. It is concluded that the modular system restricts longer-term future horizons and sustainable practices, and more must be done to address the divide between theoretical and practitioners’ perspectives.  相似文献   

The synergy of minority student persistence and faculty renewal     

Kay F. Norman  James E. Norman 《Innovative Higher Education》1995,20(2):129-140

In response to increased student assessment and accountability concerns, colleges and universities have been called on to increase their efforts to improve the retention rates of an increasingly diverse student body. This article outlines a synergistic strategy for promoting minority student persistence through faculty renewal efforts that encourage faculty to question their cultural beliefs and academic values concerning the teaching and learning enterprise.Dr. Kay F. Norman is currently with Delaware State University where she is Director of the Center for Excellence in Teaching. She also teaches graduate courses in Educational Assessment and Special Education Administration and Supervision. She holds an Ed.D. in Higher Education Administration with emphasis in Student Services from Texas Southern University. Her research interests are in student retention, assessment, and effective teaching. James Norman, Ph.D., is an Associate Professor of Education at Delaware State University's School of Education. He is a graduate of Ohio State University. Dr. Norman's research interest include special education monitoring and compliance issues, and behavioral management systems.  相似文献   

A nine‐country survey of youth in Europe: selected findings and issues     

William K. Kay  Hans‐Georg Ziebertz 《British Journal of Religious Education》2006,28(2):119-129

A nine‐country survey of the life orientations, values and institutional trust of 8948 young people at the upper end of the secondary school age range was set up at the University of Würzburg in the year 2000. Key findings demonstrate that these young people value personal autonomy and are orientated to success in their professional lives and that they especially trust human rights and environmental groups. Religion is associated positively with humanitarianism and in some countries negatively with modernity. These findings provide an indication of the typical life stances of future opinion‐formers and illustrate methodological issues thrown up by international research.  相似文献   

Tell another story,teacher!     

Kay Singley 《Early Childhood Education Journal》1984,11(4):24-25

The classroom is still. The children are watching the teacher, wide-eyed. The teacher is dressed in a red cape and hood. Softly she begins: Once upon a time, there was a little girl named Red Riding Hood ...Kay Singley is a former Kindergarten Teacher who lives in Moulton, Iowa.  相似文献   

LEARNING TO BE IN PUBLIC SPACES: IN FROM THE MARGINS WITH DANCERS, SCULPTORS, PAINTERS AND MUSICIANS   总被引：1，自引：0，他引：1  

Morwenna  Griffiths  Judy  Berry  Anne  Holt  John  Naylor  Philippa  Weekes 《British Journal of Educational Studies》2006,54(3):352-371

ABSTRACT:  This article reports research in three Nottingham schools, concerned with (1) 'The school as fertile ground: how the ethos of a school enables everyone in it to benefit from the presence of artists in class'; (2) 'Children on the edge: how the arts reach those children who otherwise exclude themselves from class activities, for any reason' and (3) 'Children's voices and choices: how even very young children can learn to express their wishes, and then have them realised through arts projects'. The research methodology was rooted in two modes of inquiry, philosophical investigation and action research. The article draws on this research to argue that arts-based work in school has helped disadvantaged and/or disaffected children to engage in activities (both arts-based and others), and to be able to lay the groundwork for exercising voice and agency as they did so. If social justice is to flourish there is a need for particular kinds of public spaces and a need to create conditions such that children can learn to participate in those spaces, whether or not they are comfortable with the usual settings for 'rational argument' or 'deliberative democracy'. It is suggested that arts-based education, in some forms, is one good way of creating these conditions.  相似文献   

Teachers' professional development and the elementary mathematics classroom     

Judy Clark 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(2):347-347

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Teacher candidates research,teach, and learn in the nation's first net zero school     

Lisa D. Murley  S. Kay Gandy  Jeanine M. Huss 《The Journal of environmental education》2017,48(2):121-129

Teacher candidates conducted field hours in the nation's first net zero school, which uses the same amount of energy, measured annually, as it produces. These teacher candidates saw firsthand integration of the net zero advantages by completing a Collaborative Research Project and a Net Zero Lesson, which incorporated the use of the net zero building features as part of the lesson plan criteria. As a result, teacher candidates experienced how students can learn from their constructed environment and how that learning could contribute to a more sustainable world.  相似文献