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Colette Murphy Jim Beggs Karen Carlisle Julian Greenwood 《International Journal of Science Education》2013,35(8):1023-1035
This study is an investigation of the impact of collaborative teaching by student‐teachers and classroom teachers on children’s enjoyment and learning of science. The paper describes findings from a project in which undergraduate science specialist student‐teachers were placed in primary schools where they ‘co‐taught’ investigative science and technology with primary teachers. Almost six months after the student placement, a survey of children’s attitudes to school science revealed that these children enjoyed science lessons more and showed fewer gender or age differences in their attitudes to science than children who had not been involved in the project. The authors discuss how this model of collaborative planning, teaching and evaluation can both enhance teacher education and improve children’s experience of science. 相似文献
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Julian Wlodarczyk 《Emotional and Behavioural Difficulties》2017,22(2):98-110
Victimisation is a traumatic experience linked to development of Borderline personality disorder (BPD). However, there is limited research investigating the developmental journey prior to BPD diagnosis. School environments offer an opportunity for BPD prevention and early intervention. A survey with 19 Australian family carers of people with BPD asked what they noticed during the person’s infancy, childhood and adolescence, and their experiences of seeking help during that time. Sensitivity was most noticeable during infancy; difficulty making friends, school refusal/truancy and being bullied were prominent concerns once the child was at school; and concerns about anger, moodiness and impulsivity were the strongest prompts to seek help during adolescence, though doctor or teacher recommendation to do so was uncommon. BPD family carers’ experiences suggest that improved focus on addressing bullying and communication is needed. 相似文献
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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
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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
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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
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