The socially skilled teacher and the development of tacit knowledge   总被引：1，自引：0，他引：1  

Julian G. Elliott  Steven E. Stemler  Robert J. Sternberg  Elena L. Grigorenko  Newman Hoffman 《British Educational Research Journal》2011,37(1):83-103

Skilled interpersonal relations are crucial for effective teaching and learning but much professional knowledge here is tacit and thus not easily communicated. This article presents the results of a study that examined the tacit knowledge of trainee and experienced teachers in relation to various problematic interpersonal aspects of school life. Trainee (n = 501) and experienced (n = 163) teachers in secondary schools were presented with a series of hypothetical vignettes and asked to rate each of 128 potential response options. Trainees completed the survey at the beginning and end of their professional training year. It was found that experience appeared to be related to the capacity to identify ‘bad’ responses, but there was little difference in relation to the identification of ‘good’ responses. Further differences between novice and experienced teachers in relation to preferred strategies are reported. Implications for teacher education and for future research are identified and discussed.  相似文献   

Developing a ‘leading identity’: the relationship between students’ mathematical identities and their career and higher education aspirations     

Laura Black  Julian Williams  Paul Hernandez-Martinez  Pauline Davis  Maria Pampaka  Geoff Wake 《Educational Studies in Mathematics》2010,73(1):55-72

The construct of identity has been used widely in mathematics education in order to understand how students (and teachers) relate to and engage with the subject (Kaasila, 2007; Sfard & Prusak, 2005; Boaler, 2002). Drawing on cultural historical activity theory (CHAT), this paper adopts Leont’ev’s notion of leading activity in order to explore the key ‘significant’ activities that are implicated in the development of students’ reflexive understanding of self and how this may offer differing relations with mathematics. According to Leont’ev (1981), leading activities are those which are significant to the development of the individual’s psyche through the emergence of new motives for engagement. We suggest that alongside new motives for engagement comes a new understanding of self—a leading identity—which reflects a hierarchy of our motives. Narrative analysis of interviews with two students (aged 16–17 years old) in post-compulsory education, Mary and Lee, are presented. Mary holds a stable ‘vocational’ leading identity throughout her narrative and, thus, her motive for studying mathematics is defined by its ‘use value’ in terms of pursuing this vocation. In contrast, Lee develops a leading identity which is focused on the activity of studying and becoming a university student. As such, his motive for study is framed in terms of the exchange value of the qualifications he hopes to obtain. We argue that this empirical grounding of leading activity and leading identity offers new insights into students’ identity development.  相似文献   

Education for children with severe and profound general learning disabilities in Ireland: factors influencing teachers’ decisions about teaching these pupils     

Jean Ware  Georgina Julian  Páid McGee 《欧洲特需教育杂志》2013,28(2):179-194

The purpose of this study was to investigate the perceived high turnover of teachers working with pupils with severe and profound general learning disabilities in Ireland. Questionnaires and interviews were used to explore the situations in which teachers worked and their reasons for leaving or staying in teaching this group of pupils. The study found that while teachers were positive about working with this group, their working conditions and the level of support that they received were crucial factors in determining whether they remained in post. These factors and the implications for practice are discussed.  相似文献   

Internet Archaeology and the myth of free publication     

Dr Julian D. Richards 《Learned Publishing》2002,15(3):233-234

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Second language education in Canada: Innovation,research, and policies     

H. H. Stern 《Interchange》1986,17(2):41-54

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Second language teaching in primary education research and development     

H. H. Stern 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1966,12(3):371-372

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Motivation to Learn: The pedagogical nexus in the Russian school: Some implications for transnational research and policy borrowing     

Neil Hufton  Julian Elliott 《Educational studies》2000,26(1):115-136

Earlier research had shown that in some Russian schools, pupils were significantly more highly motivated to learn in school than in some American and English schools. Further inquiry was conducted to ascertain to what extent such high motivation might be attributed to schooling-related factors. It is suggested that Russian schools exhibit a 'pedagogical nexus' - a set of linked, interactive and mutually reinforcing influences on pupils' motivation to learn within and because of the schooling process- in which continuity of school, class and teacher - inter-generational continuity; closeness of home-school relations; readiness and preparation for schooling; the articulation of a national curriculum in school texts and in a critical pedagogics; the extent and character of inter-relation between lesson, textbook, homework and assessment; and the role of memorisation in learning - play highly inter-related and mutually attuned roles. It is argued that the terms of explanation of an unfamiliar education system cannot be reliably used for the identification of isolable practices for transnational export to other systems. Explanations of unfamiliar systems can, however, raise powerful and pointed evaluative questions of general interest.  相似文献   

Editorial     

Julian Bickersteth  Joyce H. Townsend 《文物保护研究》2014,59(4)

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Negotiating Spaces for Literacy Learning: Multimodality and Governmentality. M. Hamilton,R. Heyden,K. Hibbert and R. Stooke (eds), London: Bloomsbury (2015). ISBN 978‐1‐4725‐8745‐9. £69.85 (paperback) £20.18 (Kindle)     

Julian McDougall 《English in Education》2016,50(3):297-299

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Soul-searching and re-searching: action philosophy alone     

Julian Stern 《Educational Action Research》2015,23(1):104-115

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