What and how teacher educators prefer to learn     

Jurriën Dengerink  Mieke Lunenberg  Quinta Kools 《师资教育杂志》2015,41(1):78-96

In which areas and domains do individual teacher educators prefer to work on their professional development? What kind of learning activities do they want to take on and with whom? Are there significant differences in these preferences between teacher educators? This article reports on a recent survey (N = 268) about the professional development of teacher educators and differences in learning preferences between less and more experienced teacher educators and between university-based and school-based teacher educators. Findings show, for example, that while most university-based teacher educators were mainly interested in improving their teaching, less experienced school-based teacher educators were more focussed on aspects such as coaching skills. In this study, ‘learning profiles’ have been developed for four categories of teacher educators. These profiles may help to create more meaningful arrangements for teacher educators’ initial education and further professional development in a context where teacher education is required to have a more school-based as well as a more research-based orientation.  相似文献   

Rater strategies for reaching agreement on pupil text quality     

Lennart Jølle 《Assessment in Education: Principles, Policy & Practice》2015,22(4):458-474

Novice members of a Norwegian national rater panel tasked with assessing Year 8 pupils’ written texts were studied during three successive preparation sessions (2011–2012). The purpose was to investigate how the raters successfully make use of different decision-making strategies in an assessment situation where pre-set criteria and standards give a rather strict framework. The data sources were the raters’ pair assessment dialogues. The analysis shows that the raters use a ‘shared standards strategy’, but when reaching agreement on text quality they also seem to make very good use of assessment strategies related to their work as writing teachers. Moreover, asymmetries in knowledge and participation among raters contribute to creating an image of writing assessment as a challenging hermeneutic practice. It is suggested that future rater preparation would gain from being attentive to the internalised assessment practices teachers bring to the fore when working as raters.  相似文献   

DUAL TREATMENTS AS STARTING POINT FOR INTEGRATIVE PERCEPTIONS IN TEACHING MATHEMATICS     

Svjetllana Kërënxhi  Pranvera Gjoci 《International Journal of Science and Mathematics Education》2015,13(4):793-809

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French teachers' intentions to use accommodated materials in learning and assessment     

Kamilla Khamzina  Caroline Desombre  Mickaël Jury 《European Journal of Education》2023,58(2):209-220

The implementation of inclusive practices in mainstream education remains particularly difficult in the French context and is influenced by various factors including the types of disability labels, and the type of assessment practices that are used. Indeed, how student disability is labelled could impact teacher attitudes by notably disfavouring students labelled with autism. Moreover, normative assessment is strongly linked with selection at schools—a function that works against teacher attitudes towards inclusive education. This article reports on a study in which we examined teacher intentions to use materials accommodated to special educational needs students, as a function of special needs labelling. Specifically, this refers to the use of labels for either a disability or special educational need, in connection to tasks associated with learning or assessment. The results of our study revealed that, for both types of labels, the intentions to use accommodated materials are lower when teachers are asked to assess student competence than when prompted to teach this competence. These findings are discussed with consideration to the incompatibility between selection in schools—which is aligned with the principle of meritocracy—and efforts to promote inclusive education practices.  相似文献   

Taking a step towards understanding interactions between teacher efficacy in behavior management and the social learning environment: a two-level multilevel analysis     

Bapst  M. S.  Genoud  P. A.  Hascoët  M. 《European Journal of Psychology of Education - EJPE》2023,38(3):1129-1144

Behavior management in the classroom is well known for being a challenge and a source of stress for preservice and experienced teachers alike. This means it may not only impact teachers’ self-efficacy beliefs, but teachers’ efficacy perceived by their students too, engendering effects on the social learning environment and vice-versa. This article aims at taking a step towards a better understanding of which aspects of the social learning environment preservice teachers and their students take into account when positioning themselves on behavior management efficacy. It then goes onto exploring how students’ perception of teacher efficacy in behavior management varies across classes and how it interacts with the social learning environment through a two-level model analysis. Results showed that the social learning environment’s dimensions are associated with the perception of teacher efficacy by students. On one hand, students perceive that efficacy in behavior management is linked to the social learning environment and therefore expect that an efficient teacher in this area will be able to create a healthy relationship with appropriate rules and class organization. On the other, when it comes to preservice teachers, findings seem to show the importance of the training program and how it supports self-efficacy beliefs throughout first teaching experiences as results go in the direction of confirming that these beliefs stabilize fairly early on, because unlike the students, the preservice teachers seem to take other aspects than the learning environment into account while evaluating their self-efficacy regarding behavior management. Finally, this research adds yet another element to the observation that effective behavior management within the classroom requires a positive relationship between teachers and their students. In addition, the way rules and organization are taken into account by students demonstrates the need for a proactive approach in which teachers’ expectations are clear.

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Book reviews     

Peter Woods  Mari Boyle  Bob Jeffrey  Geoff Troman 《International journal of qualitative studies in education》2013,26(1):85-97

There are signs that teams are becoming more popular in ethnographic research. New technology and, in the UK, the Research Assessment Exercise have facilitated the establishment and continuance of teams. In this paper, the authors discuss their experiences in one particular research team in recent years. Securing adequate funding has been the essential structural prerequisite. The authors distinguish among project, federated, and whole teams, depending on function and level of analysis. They consider team structure, approach, business, and processes, and the relationship between individual and team. Teamwork has enabled a wider and deeper coverage of work, a broader comparative base, and multiple researcher triangulation. The team provides a forum for the discussion of ethical issues, an immediate supportive reference group. It has opened up horizons, and promoted individual change and development. It has aided analysis and writing, and promoted clearer and more robust arguments. The article concludes with some caveats.  相似文献   

Early contribution of phonological awareness and later influence of phonological memory throughout reading acquisition     

Christelle Nithart  Elisabeth Demont  Marie‐Noëlle Metz‐Lutz  Steve Majerus  Martine Poncelet  Jacqueline Leybaert 《Journal of Research in Reading》2011,34(3):346-363

The acquisition of reading skills is known to rely on early phonological abilities, but only a few studies have investigated the independent contribution of the different steps involved in phonological processing. This 1‐year longitudinal study, spanning the initial year of reading instruction, aimed at specifying the development of phonological discrimination, awareness and various aspects of phonological memory and at assessing their respective contributions to early reading acquisition. Our results show an increase in performance at each phonological processing step, but also suggest a qualitative evolution in their relative importance. Hierarchical regression analyses indicate that reading skills are mainly predicted by phonological awareness measured at the kindergarten stage and, subsequently, by phonological memory abilities measured at the end of first grade. More precisely short‐term memory for serial‐order information seems to contribute to the development of decoding abilities, while phonological knowledge stored in long‐term memory seems to influence word recognition.  相似文献   

Tackling femininity: the heterosexual paradigm and women's soccer in South Africa     

Engh MH 《国际体育史杂志》2011,28(1):137-152

Sport is a social institution that perpetuates gendered ideologies in the wider society through appealing to discourses of the naturalness of men's privilege and domination in society. Heteronormativity regulates the roles, behaviours, appearances and sexualities of, and relationships between and among, women and men. Moreover, heteronormative discourses normalise a particular relationship between sex, gender and sexuality that posits woman/feminine/heterosexual (and man/masculine/heterosexual) as a natural order from which variance is considered a punishable deviance. This paper outlines the effects of heteronormative discourses in the lives of women footballers in South Africa, through drawing on interviews with a wide range of women footballers. The paper shows how heteronormative discourses nurture homophobic attitudes that serve to regulate the appearances and performances of South African women.  相似文献   

Women,Research Performance and Work Context     

Maryanne Dever  Zoë Morrison 《Tertiary Education and Management》2013,19(1):49-62

This article presents findings from a qualitative study focused on the conditions that support high research productivity in women. Interviewees were all active researchers and many were national or international leaders in their respective fields. While personal factors such as motivation, focus, and good scholarly habits were identified as influencing their research success, interviewees also placed significant emphasis on aspects of their workplace culture and practice (teaching and research connections, degrees of flexibility, work–family interface) that they felt were equally important in determining their options and opportunities for conducting research. This suggests that universities concerned with enhancing the research performance of staff need to recognize—and respond to—how workplace dynamics and culture shape individual research participation.  相似文献   

Schematising activities in early childhood education     

Mariëlle Poland  Bert van Oers  Jan Terwel 《Educational Research and Evaluation》2013,19(3):305-321

The purpose of this study was to determine the importance of introducing schematising to children in early childhood and to determine whether schematising can be taught to children. This was done using a longitudinal, quantitative study with a quasi-experimental design (N = 133). In this study, the use of schematising was taught to an experimental group of children to determine if it is possible to realise significantly improved results in schematising tasks for an experimental group in comparison to a control group of children who were not taught schematising. Pupils in the experimental group demonstrated significantly better results on schematising, which cannot be explained by maturation. In our future research, we will investigate the mathematical performances of these experimental and control groups in the next grade of the primary school curriculum.  相似文献