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Contemporary teacher educators often find themselves teaching large numbers of students from increasingly diverse backgrounds an expanded curriculum in a university environment characterised by cost‐cutting and a climate of “user pays”. Ensuring that students graduate with sufficiently well‐developed literacy skills to equip them to prepare future generations for the complex literacy requirements of contemporary society can be challenging. Informed by data from a longitudinal, qualitative study of 10 students' literacy development across the four years of a Bachelor of Education course, we propose a range of strategies that can be used to develop effective literacy practices. Through careful mapping of the assessment requirements over a four year degree, and by setting tasks which require students to engage with complex reading material and which offer a high degree of challenge coupled with adequate support, staff can assist students to develop the range of literacy practices required for success at university and in their future teaching careers. 相似文献
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AN ASPECT OF MULTICULTURAL RELIGIOUS EDUCATION: RE‐VISIONING OUR EPISTEMOLOGICAL FOUNDATIONS 总被引:1,自引:1,他引:0
Kate Siejk 《Religious education (Chicago, Ill.)》2013,108(3):434-450
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This article assesses the effects of Tulsa, Oklahoma's early childhood education programs on social-emotional outcomes, examining teacher ratings of children's behavior from the Adjustment Scales for Preschool Intervention and a measure of attentiveness using fixed effects regressions with propensity score matching. The sample includes 2,832 kindergarten students in 2006, of whom 1,318 participated in the Tulsa Public Schools (TPS) pre-K program and 363 participated in the CAP of Tulsa County Head Start program the previous year. Program participation was associated with lower timidity and higher attentiveness for TPS pre-K alumni and a marginally significant reduction in timidity for Head Start alumni. Results were similar for the free lunch-eligible subsample. We conclude that high-quality, school-based preschool programs can enhance social-emotional development. 相似文献
129.
Kate Fitch 《高等教育研究与发展》2011,30(4):491-503
This study investigated the learning potential of the student experience of working with real clients in a final-year undergraduate unit that aims to develop professional skills. Students, working in consultancy teams, developed communication strategies for a not-for-profit organisation. A teaching intervention was trialled late in semester to promote the sharing of client-interaction experiences amongst student teams. Student worksheets were analysed to explore student perceptions of the challenges of the client project and their responses to those challenges. The findings revealed that assumptions cannot be made about the value of real-client projects and suggest that such learning activities need to be carefully structured to make the links between academic learning and professional development explicit and beneficial. 相似文献
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Pamela Woolner Jill Clark Elaine Hall Lucy Tiplady Ulrike Thomas Kate Wall 《Learning Environments Research》2010,13(1):1-22
It has been argued by both educationalists and social researchers that visual methods are particularly appropriate for the
investigation of people’s experiences of the school environment. The current and expected building work taking place in British
schools provides an opportunity for exploration of methods, as well as a need to establish ways to achieve this involvement
of a range of school users, including students. This article describes a consultation that was undertaken in a UK secondary
school as part of a participatory design process centred on the rebuilding of the school. A range of visual methods, based
on photographs and maps, was used to investigate the views of a diverse sample of school users, including students, teachers,
technical and support staff and the wider community. Reported here is the experience of using these tools, considering the
success of different visually-based methods in engaging a broad cross section of the school community and revealing useful
information. Using a range of visual methods allows a complex, but coherent, understanding of the particular school environment
to be constructed and developed. It is further argued that such a range of visual and spatial methods is needed to develop
appropriate understanding. The study, therefore, contributes to knowledge about specific visual research methods, appreciation
of the relationship between tools, and a general methodological understanding of visual methods’ utility for developing understanding
of the learning environment. 相似文献