The subject and the setting: re-imagining opportunities for primary teachers’ subject knowledge development on school-based teacher education courses     

Rupert Knight 《Teachers and Teaching》2017,23(7):843-858

The landscape of teacher education is undergoing significant change in many countries and this is often associated with a move towards greater school involvement in the preparation of teachers. One aspect of teaching expertise that is particularly challenging for primary student-teachers is the development of subject knowledge across a wide range of subject areas. Subject knowledge for teaching is multi-faceted and is itself linked to broader questions about curriculum and the content that should be taught. It is timely, therefore, to consider how subject knowledge development might be reconceived in a school setting and how university and school staff might work in new ways with student-teachers to this end. Communities of practice theory is employed as a framework for analysing the learning environment and evaluating these future possibilities. It is argued that collaboration with peers, with their mentoring teachers and with a wider professional community is an under-exploited way of integrating facets of subject knowledge: giving this time and status through structured activities might be a particularly fruitful form of hybrid working in situ. The paper concludes by proposing four principles to underpin this sort of practice.  相似文献   

Classroom management in urban schools: proposing a course framework     

Altheria Caldera  Manya C. Whitaker  Dyanis A.D. Conrad Popova 《Teaching Education》2020,31(3):343-361

ABSTRACT

Students of color in urban areas experience a multitude of intersecting oppressive structures that influence their behavior in schools. As a result, teachers in these schools often face distinct student behavior challenges to which they are often ill-equipped to respond. Colorblind approaches to student misbehavior, those that do not acknowledge students’ environments and cultures, are often punitive in nature and result in consequences that are not in students’ best interests. We propose, then, that preservice teachers who aim to teach in urban schools are required to consider contextual and cultural influences on student behavior as part of their teacher preparation coursework. Drawing upon existing scholarship, we propose a course framework that focuses exclusively on techniques that cultivate strong student-teacher relationships and academically supportive student behaviors. The framework consists of five thematic units: 1) trauma-informed and trauma-sensitive classrooms, 2) facing cultural conflicts, 3) culturally informed care, 4) culturally relevant/responsive classroom management, and 5) restorative discipline philosophy and practices.  相似文献   

Dialogic or dialectic? The significance of ontological assumptions in research on educational dialogue     

Rupert Wegerif 《British Educational Research Journal》2008,34(3):347-361

This article explores the relationship between ontological assumptions and studies of educational dialogue through a focus on Bakhtin's ‘dialogic’. The term dialogic is frequently appropriated to a modernist framework of assumptions, in particular the neo‐Vygotskian or sociocultural tradition. However, Vygotsky's theory of education is dialectic, not dialogic. From a dialogic perspective the difference between voices in dialogue is constitutive of meaning in such a way that it makes no sense to imagine ‘overcoming’ this difference. By contrast, due to the implicit assumption that meaning is ultimately grounded on identity rather than upon difference, the dialectic perspective applied by Vygotsky interprets differences as ‘contradictions’ that need to be overcome or transcended. A case study of research on exploratory talk is used to illustrate the potential for a fruitful relationship between ‘high level’ theory and research that is relevant to classroom practice.  相似文献   

A Qualitative Study in a Rural Community: Investigating the Attitudes, Beliefs, and Interactions of Young Children and Their Parents Regarding Storybook Read Alouds     

Natalie Conrad Barnyak 《Early Childhood Education Journal》2011,39(2):149-159

This qualitative study describes the physical and verbal interactions of rural children and their parents regarding reading books aloud. The participants’ attitudes and beliefs about sharing storybooks are also explored. The theoretical framework is based upon Bronfenbrenner’s Ecological Model. One interview was conducted with each participant and video recorded. An observation of one book sharing session for each dyad was conducted and video recorded. The Adult/Child Interactive Reading Inventory (ACIRI) (DeBruin-Parecki 2004, 2007) was used during analysis of the observations. Narrative analysis was utilized. Themes and categories emerged from the data. The self-report of each participant was compared to the observation. Overall, the interview data were in alignment with the observed interactions.  相似文献   

职业教育与高等教育:问题、关注点和发展前景   总被引：1，自引：0，他引：1  

Rupert Maclean 《职业技术教育》2007,(18):76-79

从历史的角度来说，职业教育和高等教育源自截然不同的教育传统，大学一般生产系统的科学知识，而职业教育则提供某一特定职业的培训。随着时间的推移，这两者之间的关系也受到了社会经济发展过程的影响。在世界范围内，一个国家之内的精英高等教育机构、大众化高等教育机构、多科技术学院以及不同层次的职业教育机构间形成了复杂的关系。即使在都是以资本主义经济为主体的德国和英国等欧盟国家，也采用了不同的高等教育和职业教育实施方法。  相似文献   

Fostering inclusive education: principals' perspectives in Trinidad and Tobago     

Dennis A. Conrad  Launcelot I. Brown 《International Journal of Inclusive Education》2013,17(9):1017-1029

This paper shares elementary school principals' perspectives from one urban school district in Trinidad and Tobago, regarding factors that might enhance or limit their and/or their faculty's readiness for inclusion in their schools. Qualitative data collection comprised a self-administered questionnaire and focus group interviewing. Respondents comprise 18 school principals. Findings revealed a philosophical readiness to embrace inclusive practice, but resistance towards assuming responsibilities for such students within the classroom. Recommendations to facilitate more effective inclusion hinged upon teacher education, leadership and collaborative practice.  相似文献   

Teaching of English to Undereducated Adults     

J. Conrad Glass Jr.  Lee McGraw Hoffman 《Community College Journal of Research & Practice》2013,37(3):289-302

Abstract

Teaching English to undereducated adults has been a frustrating experience for many teachers. This research review points to various factors that might account for the language-based problems of educationally deficit adults, implications are drawn for classroom teachers.  相似文献   

Individual differences in children’s literacy development: the contribution of orthographic knowledge     

Nicole J. Conrad  Nicholas Harris  Jennifer Williams 《Reading and writing》2013,26(8):1223-1239

Orthographic knowledge is one of several contributors to developing literacy skills. However, our understanding of how orthographic knowledge contributes to both spelling and reading is incomplete due to a lack of consistency in defining and measuring orthographic knowledge. The goal of the present study was to empirically test whether or not orthographic knowledge could be construed as a multi-dimensional construct that contributes to reading and spelling skill in school-aged children. Using regression analyses, the current study supports the conceptualization of orthographic knowledge as a multi-dimensional construct, consisting of both word specific and general orthographic knowledge. For school-aged children, both types of orthographic knowledge make separate and unique contributions to both reading and spelling, over and above the contributions of phonological skills. Results illustrate the importance of orthographic knowledge to developing literacy skills.  相似文献   

When the Spirit Shows Up: An Autoethnography of Spiritual Reconciliation with the Academy     

Sheryl Conrad Cozart 《Educational Studies A Journal of the American Educational Studies Association》2013,49(2):250-269

This article is an autoethnography of the author's journey toward the reconciliation of her spirituality with the academy. She depicts the origin of her crisis in the academy, and why the climax of the crisis was critical to her reconciliation. Drawing on Cynthia Dillard's notion of an endarkened feminist epistemology, she identifies the Black Church community as the site where her spirituality is nurtured and recognizes its influence on her reconciliation with the academy. Implications of this study suggest the necessity for researchers to become engaged in public discourse about our spirituality as it relates to education, to continue to invite others to the conversation, and to recognize how the discourse might influence our decisions as researchers/educators.  相似文献   

The secondary school,teacher and the annual convention     

Rupert L. Cortright 《Quarterly Journal of Speech》2013,99(4):576-577

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