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Camilla Björklund 《Scandinavian Journal of Educational Research》2018,62(2):245-263
This is an empirical inquiry concerning children’s concept development and early mathematics teaching. The intention is to broaden the understanding of preschool children’s perceptions of the concept “half” (as 1 of 2 equal parts of a whole), in designed mathematics teaching settings. Three teachers working with 4–5-year-old children participate in an in-service program, involving continuous and cooperative reflection and theoretically designed teaching activities. Observations of pedagogical strategies and children’s responses reveal that: children show qualitatively different ways of experiencing the same concept; the ways of experiencing are critical for how the intended learning object is perceived; and the dimensions of the learning object are related to each other, suggesting a hierarchical organization of how to perceive aspects of “half.” 相似文献
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Sarah Gentrup Camilla Rjosk Petra Stanat Georg Lorenz 《Zeitschrift für Erziehungswissenschaft》2018,21(4):867-891
Several studies have shown that teachers’ achievement expectations for their students may be biased to some extent by students’ ethnic or social background as well as gender. The present study investigates whether these biases in teachers’ expectations of students’ performance in early language and mathematics are partly explained by differences in teachers’ perceptions of students’ motivation and learning behaviour. The analyses are based on data from a sample of N?=?901 first-grade students from N?=?66 classrooms with 69 teachers. The results support the hypothesis for biases associated with social background and gender. Ethnic bias, however, occurred independently of differences in perceived motivation and learning behaviour. We discuss the relevance of stereotypical assumptions for teaching as well as educational disparities. 相似文献
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Educational researchers have recently suggested that Schön's influential model of the ‘reflective practitioner’ lacks a prospective, or future, dimension. In this study, we examine instances of future-oriented talk produced by novice English as-a-second-language (ESL) teachers during mentoring meetings in one North American university setting. Context-specific functions of future-oriented discourse (e.g., planning, prediction) are investigated in relation to reflective thinking and teacher identity. We illustrate how teacher mentoring meetings represent discursive spaces in which novice teachers have an opportunity to verbalize plans, predict outcomes, consider possibilities, and reflect on their evolving pedagogical practices. We argue that teacher mentors should become aware of these important functions, and encourage prospective reflection in novice teachers. 相似文献
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Technology, considered as the new language of teaching and learning, is an irrevocable reality. Any institution of higher
learning is expected to look into the future without losing sight of its core capabilities-the malleability of its faculty
members. Today, more than ever, teachers are expected to operate in an environment where “hiteach”, “hi-touch” and “hi-tech”
govern their instructional behaviors. It is in this light that this study was conducted to situate teachers coming from a
time-tested institution, such as the University of Santo Tomas, the oldest university in Asia, in terms of their IT knowledge,
skills, and interests with a view to identifying implications on how faculty development programs may be made more responsive
to the present-day educational structure. 相似文献
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Anne-Marie Elbe Camilla P. Rasmussen Glen Nielsen Nikolai B. Nordsborg 《European Journal of Sport Science》2016,16(3):344-349
This study investigated the effect of increased high-intensity interval training (HIT) at the expense of total training volume on the stress and recovery levels of elite swimmers. Forty-one elite swimmers participated in the study and were randomly assigned to either a HIT or a control group (CON). Eleven swimmers did not complete the questionnaires. For 12 weeks both groups trained ~12 h per week. The amount of HIT was ~5 h vs. 1 h, and total distance was ~17 km vs. ~35 km per week for HIT and CON, respectively. HIT was performed as 6–10 × 10–30 s maximal effort interspersed by 2–4 min of rest. The Recovery Stress Questionnaire – Sport was used to measure the swimmers’ stress and recovery levels. After the 12 week intervention, the general stress level was 16.6% (2.6–30.7%; mean and 95% CI) lower and the general recovery level was 6.5% (0.7–12.4%) higher in HIT compared to the CON, after adjusting for baseline values. No significant effects could be observed in sports-specific stress or sports-specific recovery. The results indicate that increasing training intensity and reducing training volume for 12 weeks can reduce general stress and increase general recovery levels in competitive swimmers. 相似文献
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Anette Kolmos Camilla Rump Ingemar Ingemarsson Auguste Laloux Ole Vinther 《European Journal of Engineering Education》2001,26(4):329-342
This article describes a number of staff development organizations, along with their strategies and experiences. The organization of staff development varies greatly and is dependent on the interaction between the formal requirements of the university teaching qualifications, the institutions themselves and their course culture, the size and organization of the teaching units, and the institutions' management strategies and teaching methods. Based on examples from Denmark, Sweden and Belgium, the advantages and disadvantages of a number of these strategies are analysed in order to provide inspiration for future implementation of the various methods. 相似文献
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ABSTRACTThis study examined the role of teacher expectations in the emerging gender gaps in reading and mathematics in the first year of schooling. Therefore, we first investigated whether boys and girls differ in their vulnerability to teacher expectancy effects. Second, we analysed whether gender-specific effects of teacher expectations contribute to gender achievement gaps. Our analyses were based on 1,025 first-grade students in Germany. Among the majority of the students, boys and girls did not differ in their vulnerability to teacher expectancy effects. Further analyses examined a subgroup of students who were targets of relatively strong teacher expectation bias and who showed unexpectedly high or low achievement gains. In this specific subgroup, girls’ mathematics achievement was more adversely affected by negatively biased expectations and benefitted less from positive bias than boys’ achievement. Mediation analyses revealed that teacher expectation bias did not substantially contribute to gender gaps in reading or mathematics. 相似文献
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Bengt-Olov Molander Ola Halldén Camilla Lindahl 《International Journal of Educational Research》2010,49(1):33-47
The ambiguity of words and signs as a resource or obstacle in group discussions is studied. How deaf and hearing students aged 13–15 years elaborate on ecological concepts through dialogue is described. Group interviews were conducted with 14 hearing and 18 deaf students. Probes were used to initiate discussion about the different meanings of ecological concepts: producer, consumer, nutrients/nutriment, food-chain and cycles. The results show that the dialogues are less elaborated for deaf learners than for hearing learners. It is argued that dialogues between hearing students have a greater chance of becoming ‘joint productive activity’, since words in Swedish pave the way for shared meaning-making. To deaf learners, differences in connotation between the Swedish words and the signs used lead to uncertainty and unproductive lines of reasoning. One implication for instruction is that this bilingual communication needs to be taken into consideration to a much greater extent. 相似文献
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