ONE TEACHER, TWO LESSONS: THE LESSON STUDY PROCESS     

Naomi Robinson  Roza Leikin 《International Journal of Science and Mathematics Education》2012,10(1):139-161

In this paper, we analyze 2 lessons by 1 teacher that took place during a lesson study (LS) cycle for a team of elementary mathematics teachers. We analyze the data on 2 levels: macro-level analysis, dealing with lesson structure and setting; and micro-level analysis, zooming in on mathematical tasks and the quality of whole-class discussion. We analyze teacher participation in LS to identify the main mechanisms leading to changes in teaching observed between the 2 lessons. We argue that collaborative noticing, collaborative awareness, and brainstorming are the core mechanisms of teacher change in the course of LS.  相似文献   

Implementing a national policy initiative to support education for sustainable development: lessons from Taiwan’s Environmental Education Act     

Huang  Ying-Syuan  Asghar  Anila  Nichols  Naomi E. 《Educational Research for Policy and Practice》2021,20(2):187-205

Educational Research for Policy and Practice - This policy ethnography focuses on a nationwide environmental and sustainability education policy that was developed and enacted in response to United...  相似文献   

Social Competence of Learning Disabled Children: Cognitive and Emotional Aspects     

Malka Margalit  Amiram Raviv  Naomi Pahn‐Steinmetz 《International Journal of Disability, Development & Education》1988,35(3):179-189

The aim of the study was to investigate the structure of social competence among learning disabled children, as reported by themselves and their teachers, and the cognitive and emotional aspects that mediate its level. The sample consisted of 40 learning disabled children and 37 matched nondisabled children. Within Harter's competence model and Schaefer's spherical model, the learning disabled group demonstrated lower levels of competence and adjustment and a less mature concept of competence than did their peers. The social competence of the learning disabled children was accounted for by emotional and physical aspects of competence, similar to that found in younger and in children with an intellectual disability, whereas the social competence of the nondisabled peers was accounted for by a combination of academic, cognitive and self‐esteem aspects. Teachers rated the social competence of both groups of children as mediated by introversion and general competence. However, teachers added physical competence to the explanation of the learning disabled group's social competence, whereas they added task orientation to the explanation for the nondisabled group. Intervention planning should be geared toward increasing the social competence of LD children, through alerting teachers to their less mature self‐competence concept, with its special emphasis on nonacademic aspects.  相似文献   

‘We believe in every child as an individual’: Nursery school head teachers’ understandings of ‘quality’ in early years education     

Naomi Rudoe 《British Educational Research Journal》2020,46(5):1012-1025

This article addresses the issue of ‘quality’ in early years education, with the aim of highlighting the voices of nursery school head teachers. Government early years achievement statistics display a reductive and de-contextualised focus on young children’s developmental outcomes, with measures of the percentage of 5-year-olds achieving a ‘good level of development’ at the end of the Early Years Foundation Stage. Early years practitioner understandings of ‘quality’ are more sophisticated and multi-dimensional, and yet are marginalised in debates around what constitutes ‘quality’ early years provision and around what are desired outcomes for young children and how these can be achieved. Using qualitative data from interviews with nursery school head teachers and classroom teachers from across England, the article analyses these participants’ understandings of ‘quality’ early years provision. The study finds a consensus amongst these teachers that quality provision emanates from the professional skills of staff providing education for the whole child and their wellbeing: they conceive of ‘quality’ as relating to a depth of understanding of each child as an individual, enabling the child to progress in their learning.  相似文献