Coteaching in early childhood clinical field experiences: a cross-case study of learning affordances     

Jennifer Gallo-Fox  Lauren Stegeman 《Teaching Education》2020,31(3):298-322

ABSTRACT

Coteaching, a model for learning to teach, places teacher candidates alongside clinical educators in classrooms. Learning occurs through shared practice and on-going explication of thinking and reflection. This cross-case study of six dyads from an undergraduate early childhood inclusive preservice education program examines ways that coteaching afforded opportunities for developing collaborative and adaptive expertise. It was found that opportunities for learning these skills were afforded through coteaching student teaching experiences, although in different ways, and that limited affordances outnumbered strong learning opportunities. Implications for further development of the early childhood coteaching teacher education model, and for professional development, are discussed.  相似文献   

Developing Student Metacognition through Reflective Writing in an Upper Level Undergraduate Anatomy Course     

Valerie Dean O’Loughlin  Lauren Miller Griffith 《Anatomical sciences education》2020,13(6):680-693

Incorporating metacognitive strategies in the classroom helps students monitor and adjust their learning strategies throughout the semester, and helps students progress from novice to expert learners in a subject. Journaling (i.e., reflective writing) is one metacognitive task that allows students to contemplate and articulate their skill development as they learn a new subject. The research reported here examines the use of ‘blogs’ (i.e., online journals) in an upper level undergraduate human anatomy course. The blogs both facilitated development of students' metacognitive skills and provided researchers insight into student metacognitive process. Data were examined from 92 students from three successive semesters (spring 2010, 2012 and 2014). Each student reviewed 10 radiology online cases throughout the semester and then reflected on their understanding of anatomy and radiology in an online blog for each case. A total of 927 blogs were examined for this research. The researchers used a grounded theory approach to analyze the blog narratives and develop a codebook based on common themes. The 927 blogs yielded 11,082 statements that were coded with the codebook. As the semester progressed, the blog entries showed that students demonstrated greater self-confidence in their abilities to understand the subject matter, expressed greater enthusiasm for anatomy in general, and they improved their metacognitive skills. This research illustrates that reflective writing in an undergraduate anatomy course not only facilitates improvement in student metacognitive skills, but also provides the instructor with evidence how a student progresses from novice to more experienced learner in anatomy.  相似文献   

Educational leadership and social activism: a call for action   总被引：1，自引：1，他引：0  

Lauren P. Hoffman 《Journal of educational administration and history》2009,41(4):391-410

The purpose of this article is to argue for a social activist stance in educational leadership that fundamentally addresses social change and human emancipation. This call for social activism is framed within neoliberal, neoconservative, and authoritarian populist discourses in the USA, which to social justice educators and leaders had devastating effects on education. Empirical data from an activist high school principal, activist university professor, and activist priest reflects their development of political clarity, political capacity, political collaboration, and an ethic of risk. It is suggested that the work of socially active educational leaders needs to be broadened to include such things as public policy advocacy, networking, organising, community development, and scholarship. Finally, the article concludes with a variety of ways educational leaders can demonstrate their social, moral, and political activism as they challenge the status quo, fight for social justice, and come to understand the politicised notion of leadership.  相似文献   

The Cross-Case Analyses of Elementary Students’ Engagement in the Strands of Science Proficiency     

James Minogue  Lauren Madden  John Bedward  Eric Wiebe  Mike Carter 《Journal of Science Teacher Education》2010,21(5):559-587

  相似文献   

Cross‐Curricular Gallery Learning: A Phenomenological Case Study     

Richard Hickman  Lauren Kiss 《The International Journal of Art & Design Education》2010,29(1):27-36

This article examines the strategies that can be used to enhance students' understanding of how subjects link together and whether cross‐curricular approaches, through a gallery project, have any real impact on students' understanding of the links between subjects. A substantial part of this article, however, describes the methodological aspect of the project. A phenomenological case study approach was used in order to engage fully with individual students' learning experiences. It was found that the students who were involved directly with the study felt that the links between subjects had more relevance to their learning when the teacher made such links explicit. They were unaware of the relevance of many cross‐curricular links made in lessons, but the study indicated that cross‐curricular learning can enable students to transfer skills and knowledge in order to understand concepts more fully.  相似文献   

Transitioning in higher education: an exploration of psychological and contextual factors affecting student satisfaction     

Charlotte R. Pennington  Elizabeth A. Bates  Lauren T. Bolam 《Journal of Further & Higher Education》2018,42(5):596-607

In view of recent changes in the higher education sector, such as increased tuition fees, a greater focus has been placed on widening participation initiatives and monitoring student satisfaction. The aims of the current study were twofold: (1) to explore whether pre-entry programmes foster successful transition to higher education, and (2) to examine longitudinally the factors associated with course satisfaction. Eighty-eight first-year psychology students completed a questionnaire measuring academic self-efficacy, social identity and student satisfaction at the start (Time 1, November 2015) and end (Time 2, March 2016) of the academic year. Findings indicated that students who participated in a pre-entry programme reported higher academic self-efficacy and satisfaction compared to typical route students. Moreover, academic self-efficacy predicted student satisfaction at the start of the academic year, whereas in-group affect (a facet of social identity) predicted this at the end of the academic year. The current findings indicate that pre-entry programmes may have a positive impact on students’ sense of academic self-efficacy. On a more general level, the findings also suggest that academic self-efficacy and social identity may be key indicators of student satisfaction. This highlights the complexities of the concept of ‘student satisfaction’, and demonstrates the utility of examining multiple factors relating to student satisfaction across different time points.  相似文献   

Student Perceptions of the Use of Writing in a Differential Equations Course     

Lauren DeDieu  Miroslav Lovric 《PRIMUS》2018,28(2):166-185

The use of writing to learn mathematics at the university-level is a pedagogical tool that has been gaining momentum. The setting of this study is a second-year differential equations class where written assignments have been incorporated into the course. By analyzing survey results and students' written work, we examine the extent to which students view writing as an effective learning strategy, as well as their beliefs about the relationship between mathematical writing and communication. We also discuss what students' narratives reveal about their past mathematical experiences.  相似文献   

‘Hot’, ‘Cold’ and ‘Warm’ supports: towards theorising where refugee students go for assistance at university     

Sally Baker  Georgina Ramsay  Evonne Irwin  Lauren Miles 《Teaching in Higher Education》2018,23(1):1-16

This paper contributes a rich picture of how students from refugee backgrounds navigate their way into and through undergraduate studies in a regional Australian university, paying particular attention to their access to and use of different forms of support. We draw on the conceptualisation of ‘hot’ and ‘cold’ knowledge, offered by Ball and Vincent (1998. “‘I Heard it on the Grapevine’: ‘Hot’ Knowledge and School Choice.” British Journal of Sociology of Education 19 (3): 377–400), and the addition of ‘warm’ knowledge offered by Slack et al. (2014. “‘Hot’, ‘Cold’ and ‘Warm’ Information and Higher Education Decision Making.” British Journal of Sociology of Education 35 (2): 204–223), to develop an understanding of how students from refugee backgrounds make choices about how they locate, select and access support for their studies. The findings of this paper suggest that students from refugee backgrounds do not view the ‘cold’ (unfamiliar-formal) institutional support on offer as ‘for them’; instead they expressed a preference for the ‘warm’ (familiar-formal) support offered via ‘trusted’ people who act as literacy/sociocultural brokers or ‘hot’ (familiar-informal) support of their grapevine of other students (past and present) or experienced community members.  相似文献   

Shifting Lenses to Deepen Reflection and Connection in Human Sexuality Education     

Lauren F. Lichty  Emily A. Parks  Amy Nelson 《American journal of sexuality education》2018,13(2):232-244

Photovoice, a participatory action research method, supports deep, personal reflection through the use of photography, personal narrative development, and group discussion. This lesson plan describes the use of Photovoice as a pedagogical tool in an undergraduate human sexuality course. The goal of this activity is to encourage students to 1) think beyond the texts presented in class, 2) make critical connections to their own lived experience and community context, and 3) deepen reflection through sharing and discussing with others. The lesson plan describes the process of bringing Photovoice into the classroom as well as student insights on the activity.  相似文献   

Examination of the psychometric properties of the Perceived Motivational Climate in Sport Questionnaire - 2 in a sample of female athletes     

Maria Newton  Joan L. Duda  Zenong Yin 《Journal of sports sciences》2013,31(4):275-290

We undertook two studies to determine the validity and reliability of the revised Perceived Motivational Climate in Sport Questionnaire (PMCSQ-2). In Study 1, 201 female athletes (mean age 16.4 years) were administered the initial version of the PMCSQ-2 and a measure of reported tension and pressure experienced in sport. Exploratory principal component analysis suggested that the PMCSQ-2 contained two higher-order scales (Task-Involving and Ego-Involving climates), each with three subscales (Task: Cooperative Learning, Effort/Improvement, Important Role; Ego: Intra-Team Member Rivalry, Unequal Recognition, Punishment for Mistakes). In Study 2, 385 female volleyball players (mean age 15.2 years) completed the PMCSQ-2, the Intrinsic Motivation Inventory and a measure of Team Satisfaction. Confirmatory factor analysis was applied to six competing models. The oblique six-factor model and oblique hierarchical model provided comparable fit to the data. Acceptable fit was reached based on model respecification. Across Studies 1 and 2, internal consistency was found to be acceptable for the higher-order scales and subscales (with the exception of the Intra-Team Member Rivalry subscale). We found evidence for the concurrent validity of the instrument.  相似文献