Book reviews     

Prem Udagama  Dietrich Goldschmidt  Harold Blakemore  Mark Bray  Michael Crossley  Eva-Maria Reckert  Cole S. Bermbeck  Robin Usher  T. Neville Postlethwaite 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1988,34(3):397-407

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The role of pupil voice as a trigger for teacher learning in Lesson Study professional groups     

Paul Warwick  Maria Vrikki  Anne Mette Færøyvik Karlsen  Pete Dudley  Jan D. Vermunt 《Cambridge Journal of Education》2019,49(4):435-455

This paper focuses on the role of pupil voice as a trigger for teacher learning and for improving teaching quality. This is investigated in the context of Lesson Study (LS), a professional development model that can incorporate pupil voice into teachers’ collaborative reflections on lessons. Data are from two LS groups of mathematics teachers in London (one primary and one secondary school). Video-recorded pupil interviews and teacher discussions were transcribed. Episodes of teacher discussions were coded for reference to pupil input and subsequent impact on future plans. Qualitative analysis of discussions examined whether some pupils’ input was favoured over others’. Results are significant in pointing to LS as a mechanism for attending to pupil voice. In so doing, it is suggested that pupil input provided a challenge for teachers in their interpretations of pupil learning, evaluating lessons and planning, and in contributing to teacher learning from LS.  相似文献   

Learning conversations: teacher researchers evaluating dialogic strategies in early years settings     

Pete Boyd 《International Journal of Early Years Education》2014,22(4):441-456

Learning conversations, dialogic interactions with adults, are important opportunities for children to develop their thinking as well as their speech and language skills. This area of teachers' practice is informed by a well-established body of research evidence and professional guidance literature. The design and facilitation of this practitioner research project was framed by a metaphor for teachers' professional learning as ‘interplay’ between the vertical domain of public, published, knowledge and the horizontal domain of the teachers' practical wisdom. The teacher researchers used a framework based on the published literature to analyse video clips of their conversations with children in early years workplace settings. The study highlights the power of video analysis as a prompt for professional learning within a practitioner research framework. The use of conversation strategies by these teachers involves a balancing act between competing agendas within their workplace setting. In addition to mediating the strategies proposed by the research evidence base to suit their own early years workplace settings, in part by emphasising speech and language development, the teacher researchers identified a useful strategy, based on transportable identity, of ‘stepping out’ of being a teacher, for example by positioning themselves as a playmate or family member.  相似文献   

Rethinking learner support in distance education     

Pete Cannell 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(2):252-252

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Developing an equalities literacy for practitioners working with children,young people and families through action research     

Kaz Stuart  Mette Bunting  Pete Boyd  Paul Cammack  Peter Hornbæk Frostholm  David Thore Graveson 《Educational Action Research》2020,28(3):362-382

ABSTRACT

The Marginalisation and Co-created Education (MaCE) project was developed between the University of Southern Norway, VIA University in Denmark and the University of Cumbria in the UK and funded by Erasmus+. The project aims to co-create proposals to achieve an equitable and socially just education system through participative action research with ‘Early School Leavers’. This paper establishes a conceptual framework called ‘Equalities Literacy’ that evolved from the first action research cycle of the project. The framework is informed by the practice experience and theoretical knowledge of the international and interdisciplinary research team. It is applied to one youth narrative in this paper to illustrate its efficacy in revealing socio-cultural in/equalities. The Equalities Literacy framework is proposed to challenge and inform practice and further research. Further, the ‘Indirect Approach’ is introduced and located within action research as a participatory methodology that other researchers may wish to adopt.  相似文献   

Bouncing back from failure: The interactive impact of perceived controllability and stability on self-efficacy beliefs and future task performance     

Pete Coffee  Tim Rees  S. Alexander Haslam 《Journal of sports sciences》2013,31(11):1117-1124

Abstract

There is limited empirical evidence of the relationship between attributions following failure and subsequent task performance. Two studies manipulated the perceived controllability and stability of causes of initial task failure and explored the impact of these factors on perceptions of self-efficacy and follow-up performance. Consistent with previous attributional and social identity theorizing, an induced belief that failure was both beyond control and unlikely to change led to lower self-efficacy and worse performance, relative to conditions in which outcomes were believed to be controllable and/or unstable. These findings point to the resilience of beliefs in personal self-efficacy, but suggest that where opportunities for self-enhancement are precluded, personal self-belief will be compromised and performance will suffer.  相似文献   

The impact of an integrated approach to science and literacy in elementary school classrooms     

Gina N. Cervetti  Jacqueline Barber  Rena Dorph  P. David Pearson  Pete G. Goldschmidt 《科学教学研究杂志》2012,49(5):631-658

This study investigates the efficacy of an integrated science and literacy approach at the upper‐elementary level. Teachers in 94 fourth grade classrooms in one Southern state participated. Half of the teachers taught the treatment unit, an integrated science–literacy unit on light and energy designed using a curriculum model that engages students in reading text, writing notes and reports, conducting firsthand investigations, and frequent discussion of key concepts and processes to acquire inquiry skills and knowledge about science concepts, while the other half of the teachers taught a content‐comparable science‐only unit on light and energy (using materials provided by their districts) and provided their regular literacy instruction. Students in the treatment group made significantly greater gains on measures of science understanding, science vocabulary, and science writing. Students in both groups made comparable gains in science reading comprehension. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 631–658, 2012  相似文献   

Using growth models to monitor school performance: comparing the effect of the metric and the assessment     

Pete Goldschmidt  Kilchan Choi  Felipe Martinez  John Novak 《School Effectiveness & School Improvement》2013,24(3):337-357

This paper investigates whether inferences about school performance based on longitudinal models are consistent when different assessments and metrics are used as the basis for analysis. Using norm-referenced (NRT) and standards-based (SBT) assessment results from panel data of a large heterogeneous school district, we examine inferences based on vertically equated scale scores, normal curve equivalents (NCEs), and nonvertically equated scale scores. The results indicate that the effect of the metric depends upon the evaluation objective. NCEs significantly underestimate absolute individual growth, but NCEs and scale scores yield highly correlated (r >.90) school-level results based on mean initial status and growth estimates. SBT and NRT results are highly correlated for status but only moderately correlated for growth. We also find that as few as 30 students per school provide consistent results and that mobility tends to affect inferences based on status but not growth – irrespective of the assessment or metric used.  相似文献   

Success on the decks: working-class boys,education and turning the tables on perceptions of failure     

Garth Stahl  Pete Dale 《Gender and education》2013,25(3):357-372

Although working-class boys' disengagement with education continues to be a major public concern, the focus of educational research has been on anti-school, hyper-masculine so-called laddish masculinities and their salience within learner identities. What tend to be forgotten are the areas in which low-achieving boys actively engage and succeed in their learning and what these successes mean for their identity construction. This article shows how learning practices manifest themselves in extracurricular peer subcultures by presenting the findings of two related musical activities, DJ-ing and MC-ing. In this music-making, secondary school boys in the Northeast of England showed themselves to be capable of high levels of engagement, enthusiasm and success despite generally being considered low achieving and highly disaffected. This small case study based on semistructured interviews aimed to explore how boys aged 14–16 years enact their passion through creative agency and expressive cultural processes.  相似文献   

Whitehead and the Sciences     

Pete A.Y. Gunter 《Interchange》1998,29(1):101-104

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