The activities of a school‐based teacher educator: a theoretical and empirical exploration     

Corinne van Velzen  Monique Volman 《欧洲师范教育杂志》2009,32(4):345-367

Teacher education all over Europe is increasingly becoming school‐based oriented. This implies new roles for those who support student teachers learning in school. This article describes the way four school‐based teacher educators fulfill their role as educators of student teachers who learn how to teach while participating in the workplace. Based on theoretical notions derived from the literature on teacher education and workplace learning, the Cognitive Apprenticeship Model was specified and used in a case study as a framework to describe the activity of these school‐based teacher educators. They use tools (e.g., apprenticeship assignments) developed within the teacher education institute and rely on their professional knowledge as experienced schoolteachers. This results in student teachers being provided with useful tricks which, however, hardly helps them to interpret and elaborate their experiences from a more conceptual or theoretical perspective. Also the possibilities of the social context of the school as a learning environment are not systematically used.  相似文献   

Overuse wrist injuries in young athletes: What do sports physicians consider important signals and functional limitations?     

Laura S. Kox  P. Paul F. M. Kuijer  Jip Opperman  Gino M. M. J. Kerkhoffs  Mario Maas  Monique H. W. Frings-Dresen 《Journal of sports sciences》2018,36(1):86-96

This study’s objective was to collect items from experienced sports physicians, relating to the presence and severity of overuse wrist injuries in young athletes, for developing a measurement instrument for signals of overuse wrist injury. Seven Dutch elite sports physicians involved in guidance and treatment of young athletes in wrist-loading sports (gymnastics, tennis, judo, field hockey, volleyball and rowing) participated in a focus group. They discussed signals and limitations related to overuse wrist injuries in young athletes. Data were coded and categorised into signals and limitations with subcategories, using an inductive approach. Of the resulting 61 signals and limitations in nineteen (sub)categories, 20 were considered important, forming a comprehensive item set for identifying overuse wrist injury in young athletes. Signals such as pain, “click”, crepitations, swelling and limited range of motion were marked useful for early identification of overuse wrist injury. Limitations in movement and performance were considered indicative of severe overuse injury but less relevant for initial injury identification. The focus group provided 17 important signals and 3 important limitations indicative of overuse wrist injury. These provide the basis for a valid measurement instrument for identifying overuse wrist injury in young athletes, with equal emphasis on pain and on other symptoms.  相似文献   

Using evidence and implementation experience for advocacy and policy influence: the Rwanda Emergent Literacy and Maths Initiative (ELMI) case study     

Caroline Dusabe  Monique Abimpaye  Catherine Honeyman 《Early Years: An International Journal of Research and Development》2019,39(3):243-259

This paper discusses applied research initiatives led by Save the Children in Rwanda that were used to inform advocacy and policy efforts surrounding the expansion of high quality early childhood education (ECE) services in Rwanda. Qualitative and quantitative studies were carried out around a new program focused on improving early literacy and math competencies (the Emergent Literacy and Maths Initiative (ELMI)) from 2013–2017. They include a Political Economy Analysis in 2013–2014 and longitudinal impact evaluations in 2014–2015 and 2015–2016. Together, the mixed-methods data helped to identify strengths and gaps in the Rwandan education system, potential solutions to improving ECE for all children in the country, and insights into best practices for taking successful pilot programs to scale in a low-income country. Changes in national policy and ECE service provision are discussed.  相似文献   

Schoolin’ Black Girls: Politicized Caring and Healing as Pedagogical Love     

McArthur  Sherell A.  Lane  Monique 《The Urban Review》2019,51(1):65-80

The Urban Review - This article explores Black feminist pedagogical practices as a viable intervention alternative to traditional methods of educating Black girls. The authors highlight two...  相似文献   

Working With Grandparent-Headed Families in Schools: School Professionals' Perspectives     

Youjung Lee  Laura Bronstein  Luann Kida  Monique Saastamoinen 《Journal of Education for Students Placed at Risk》2017,22(1):25-37

This qualitative study explores the experiences of school professionals working with grandparent-headed families. Twenty individual interviews with an array of professional school staff were conducted. Thematic analysis was utilized, and 3 key themes emerged: (a) compassion for grandparent-headed families' unique challenges; (b) lack of adequate knowledge about grandparent-headed families; and (c) strategies for engaging grandparents raising their grandchildren. Implications address the importance of understanding the unique needs of grandparent-headed families and ways to maximize the success of these marginalized families through active family engagement and school-linked services.  相似文献   

Reclaiming Our Queendom: Black Feminist Pedagogy and the Identity Formation of African American Girls     

Monique Lane 《Equity & Excellence in Education》2017,50(1):13-24

Approaches to rectifying the inequities Black female students encounter in U.S. educational institutions are rarely discussed in the body of research in which these individuals are the foci. In this critical race feminist auto-ethnography, the author used qualitative data from a two-year study of a girls' empowerment program that she established at an urban public high school. Through an analysis of Black feminist curricula, in-class video footage, student artifacts, and interviews with former participants, the author argues that Black feminist pedagogy may promote the development of positive social and academic identities among African American female youth. Concrete, research-based guidelines for developing culturally responsive pedagogical interventions are discussed.  相似文献   

学习动机的激发原理     

蒙妮奎·博卡尔兹  刘瑛 《远程教育杂志》2006,(1):21-26,32

本文是对学习动机的激发原理所作的一种概括。这些动机激发原理源自课堂学习的研究，它们回答了成就动机、内部动机和目标定向这些基本问题．也包括转变动机信念、激发动机的策略和增强意志力等问题。  相似文献   

Fostering collaborative teacher learning: A typology of school leadership     

Patrick van Schaik  Monique Volman  Wilfried Admiraal  Wouter Schenke 《European Journal of Education》2020,55(2):217-232

Previous research indicates that supportive school leadership is a key condition of collaborative teacher learning. The purpose of this study was to develop a typology of how school leaders foster collaborative teacher learning. We adopted an integrative perspective on leadership by examining both learning-centred leadership and distributed leadership practices that are supportive of collaborative teacher learning. Data were gathered by means of interviews with ten school leaders and a questionnaire that was completed by 39 teachers from six secondary schools in the Netherlands. The aim of the interviews was to identify to what extent school leaders applied learning-centred leadership and distributed leadership practices. The questionnaire measured teachers' perceptions of the role of school leaders in teacher learning. As an outcome of this study, we constructed a typology that provides insights into how school leaders foster collaborative teacher learning. Four types of school leaders were distinguished: (a) integrators of teacher learning, (b) facilitators of teacher learning, (c) managers of teacher learning, and (d) managers of daily school practice. Our findings suggest that integration of learning-centred leadership and distributed leadership practices can help school leaders to support collaborative teacher learning.  相似文献   

Introduction     

Monique Boekaerts  Peter Nenniger 《European Journal of Psychology of Education - EJPE》1999,14(1):3-9

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Gender-inclusive game-based learning in secondary education     

Wilfried Admiraal  Jantina Huizenga  Irma Heemskerk  Els Kuiper  Monique Volman  Geert ten Dam 《International Journal of Inclusive Education》2013,17(11):1208-1218

Boys show a stronger preference for digital entertainment games than girls. For this reason, it may be that game-based learning is more acceptable to boys than to girls. Yet game-based learning might improve the performance of both boys and girls, depending upon the instructional design. In a quasi-experimental study with a secret-trail game, effects were examined on students' subject-matter knowledge. Analysis of covariance revealed that both boys and girls of the game intervention group showed a higher test performance, compared to students of the control group. However, different game activities mediated this effect of the secret-trail game on performance: girls seemed to profit more from searching the Internet to complete assignments and boys from competing with others. The performance of both boys and girls was negatively influenced by technical problems. The results are discussed within the framework of gender-inclusive game design.  相似文献