Understanding teacher learning in secondary education: The relations of teacher activities to changed beliefs about teaching and learning   总被引：1，自引：0，他引：1  

Jacobiene A. Meirink  Paulien C. Meijer  Nico Verloop  Theo C.M. Bergen 《Teaching and Teacher Education》2009

In this study, relations between learning activities of teachers and changes in their beliefs were examined. Thirty-four teachers in Dutch secondary education were asked to complete a questionnaire regarding their beliefs about teaching and learning on two occasions. They were also asked to report on learning activities that they undertook. Teachers who had changed their beliefs in a direction congruent with the aims of recent educational reforms often reported experimentation with colleagues' teaching methods. Teachers who changed their beliefs in a direction that was not congruent with the reform often reported experimentation with alternative methods due to discontent with the effectiveness of current methods.  相似文献   

Crisis counseling: An overview     

Jonathan Sandoval  Amy Nicole Scott  Irene Padilla 《Psychology in the schools》2009,46(3):246-256

Psychologists working in schools are often the first contacts for children experiencing a potentially traumatizing event or change in status. This article reviews basic concepts in crisis counseling and describes the components of psychological first aid. This form of counseling must be developmentally and culturally appropriate as well as individualized. Effective intervention can prevent post‐traumatic stress syndrome and facilitate normal mourning processes associated with any losses experienced. These prevention activities are also discussed. Some children may need resources beyond those that the school can provide, and appropriate referrals can link children and adults to a variety of treatments such as psychotherapy and medication, also briefly outlined. © 2009 Wiley Periodicals, Inc.  相似文献   

论变化     

艾琳·邓莱普 《Reading and Writing(初中版)》2010,(5)

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A coaches’ perspective on the contribution of anthropometry,physical performance,and motor coordination in racquet sports     

Kamasha Robertson  Johan Pion  Mireille Mostaert  Mohd Rozilee Wazir Norjali Wazir  Tamara Kramer  Irene Renate Faber 《Journal of sports sciences》2018,36(23):2706-2715

ABSTRACT

Differences and similarities between table tennis and other racquet sports exist, but are not well documented in the literature, in spite of the relevance for talent identification. In this study we aimed at identifying the key characteristics of table tennis in comparison with tennis and badminton based upon a survey in coaches. A total of 177 licensed coaches from all across the world and with diverse professional backgrounds completed a survey on anthropometric measures, physical performance, and motor coordination skills. On a scale from 1 to 10, coaches indicated to what extent a talent characteristic was important for their sport. MANOVA identified key differences as well as similarities between all three racquet sports and a subsequent discriminant analysis allocated coaches correctly for table tennis, tennis, and badminton 81.01%, 55.6%, and 71.4% respectively. Our results show that table tennis and other racquet sport coaches are well aware of differences between the racquet sports and also the importance and value of testing and assortment of skill components. These findings can assist coaches in future talent orientation and transfer in racquet sports.  相似文献   

Exploring the values of writing collaboratively through a digital storytelling platform: a mixed-methods analysis of users’ participation,perspectives and practices     

Irene Rubino  Claudia Barberis  Giovanni Malnati 《Interactive Learning Environments》2018,26(7):882-894

Digital technologies allow teachers and students to experience new pedagogical approaches leveraging on interactivity and collaboration. Among the available techniques, digital storytelling (DST) has been usually regarded as an activity that can both enrich the teaching practices and foster students’ active behaviour. This paper aims at analysing to what extent a DST platform proposing the collaborative writing of a fictional story and leveraging on an active learning technique such as role-play can affect a variety of dimensions, namely students’ performance, commitment, creativity and social skills. Combining the analysis of the data-log automatically collected by the system with the evaluations given by teachers before and after the activity, this article shows that the use of a DST tool in the teaching practice can have positive effects on students, including the ones that usually manifest moderate scores for the previously mentioned dimensions. Additionally, semi-structured interviews and direct observations provide an insight on how the benefits stemming from the use of a DST tool in the classroom can especially lie on the collaborative process that is activated.  相似文献   

Predictors of primary school teachers’ knowledge about developmental dyscalculia     

Paula Sousa  Irene Cadime 《欧洲特需教育杂志》2017,32(2):204-220

Developmental dyscalculia is a specific learning disability that is described as a heterogeneous and persistent cognitive disorder. Given the need to detect and intervene as early as possible to minimise its effects, teachers’ knowledge about symptoms, characteristics and effective intervention strategies in dyscalculia is essential. Given the lack of research about this topic and measures to evaluate teachers’ knowledge, this study aims to present a literature-based measure to evaluate knowledge about developmental dyscalculia and to investigate the predictors of this type of knowledge. Data were collected from a sample of 175 primary school teachers. The measure presented adequate psychometric properties. Teachers’ personal characteristics such as age and gender did not predict their knowledge about dyscalculia. Being a Special Education teacher predicted a higher knowledge of intervention strategies in dyscalculia and having heard about dyscalculia predicted higher knowledge about not only intervention strategies but also dyscalculia characteristics. The data are discussed, and suggestions for further studies are presented.  相似文献   

A comparison of Australian and Chinese teachers' attributions for student problem behaviors     

Irene T. Ho 《教育心理学》2004,24(3):375-391

The present study compared Australian and Chinese teachers' causal attributions for student behavior. A total of 204 Australian teachers and 269 Chinese teachers rated the importance of four causes (ability, effort, family, teacher) of six student problem behaviors. Results showed that both groups of teachers attributed misbehaviors most to student effort and least to teacher factors. Chinese teachers emphasized family factors more while Australian teachers placed greater importance on ability. There was significant variation in attribution patterns for different types of problems, with effort attribution being equally and strongly emphasized across cultural contexts and behavior types. The results are interpreted in the light of how individualistic and collectivistic values influence teacher thinking, and implications for school‐based interventions for behavior problems are discussed.  相似文献   

Understanding the complexity of teacher reflection in action research     

Johan Luttenberg  Paulien Meijer 《Educational Action Research》2017,25(1):88-102

Reflection in action research is a complex matter, as is action research itself. In recent years, complexity science has regularly been called upon in order to more thoroughly understand the complexity of action research. The present article investigates the benefits that complexity science may yield for reflection in action research. This article begins by explicating the sense in which the complexity of reflection in action research involves the role of values and existential knowledge in education. The gap between theory and practice is also explored. On the basis of a number of common features of complex systems (heterogeneous, open, dynamic, non-linear, adaptive, and co-adaptive), the sense in which reflection can be regarded as a complex system is discussed. To this end, the features of complex systems are translated into features of reflection in action research, which, in turn, are illustrated with examples from recent publications on reflection in action research. The aim of this analysis is to make reflection in action research more understandable and manageable. In line with this, it is argued that room for insecurity and unpredictability, combined with an explicit consideration of reflection as a complex system, contributes to the use of complexity as a stimulus for new learning.  相似文献   

Shades of opinion: the need for clear concepts     

Irene Finch 《The International Journal of Art & Design Education》1984,3(2):257-258

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Types and frequencies of feedback interventions in classroom interaction in secondary education     

Lia Voerman  Paulien C. Meijer  Fred A.J. Korthagen  Robert Jan Simons 《Teaching and Teacher Education》2012

Contributing to the growing amount of literature on learning–enhancing feedback, this article attempts to distinguish between progress feedback and discrepancy feedback. Building on relevant literature drawn from psychology, we propose the use of a ratio of 3:1, positive:negative feedback. We analyzed contiguous 10 min blocks of classroom interactions from 78 teachers. Findings indicate that teachers seldom provide the types of feedback interventions identified as effective in enhancing learning in the course of typical classroom interactions. We examine potential explanations for this, discuss the consequences of this finding on teacher education and professional development, and offer several opportunities for future research.  相似文献