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11.
Summary In some ways it now becomes too easy to compare — boys with girls, Jonathan with Michael (and other leaders), older with younger. My colleague's girls were more egalitarian than her boys; my least successful group, however, consisted entirely of 3rd year girls. Jonathan's leadership was of a notably selfish kind, but there were no other boy leaders of his age to compare with. There was certainly a feeling of development, younger to older, in terms of ability to plan, to sustain an investigation over time and draw conclusions when working together. Nevertheless one older group (3rd years) spent all its time trying to arrive at a workable social structure. The older often chose to co-operate in pairs with friends and showed considerable respect for each other's observations and ideas and care over their modification. At the same time, throughout both classes, children worked intensely in all their appointed groups on set tasks, even when no direct collaboration or conversation took place at all. These facts in themselves make the evaluation of process and outcomes difficult. How, in effect, did we first recognise and second assess group success? Was joint completion of a task the only criterion or could social interaction be considered too? How important, indeed, was interaction to the final result? If we say that achievement of a result of some kind through talk and mutual help was the main aim, then most of the older children actually brought that about. All but two groups came to a point of conclusion which they were able to discuss and summarise and those groups most closely monitored, either by tape-recording or adult eavesdropping, showed an ability to work very closely together and move forward through contributive conversation which seemed to exclude no-one. If I had the space to quote more copiously from tapes and notes the intensity of some of these sessions would become more apparent — the best of the 4th year girls' groups sometimes approaching an hour during which the quality of listening and concentration is clearly as important as the round of contribution. The boys' groups and some of the pairs were often more laconic, sometimes lapsing into silence for pondering or writing or moving around, but their overall persistence and their ability to plan and co-ordinate their efforts were notable. My colleague claims less in terms of planning and outcome. Interactions did take place in her groups, sometimes with a tangible result, like a piece of floating plasticine, but children often worked alongside rather than together — in the group rather than with the group — with the marked exception of the girls' water experiments, where they were not only contributing in close canon, but narrating for the tape at the same time. If one includes a social value in group work it is possible that even the group in my class which most obviously failed even to set up a single agreed investigation went through some kind of social learning. They tempt one to believe that smaller groups must have been better than larger and they certainly did help some of the shyer to participate more fully. On the other hand, large groups which had good cohesion actually seemed to be able to refine ideas better, more effectively eliminate less workable ones and arrive at more practicable and communicable solutions. Children self-monitoring through taping seems to have been immensely successful; with the older as an aid to continuity and a means of reflection; with all ages in providing an awareness of audience, — the need to shape and present the whole process and its outcome. It seems not to have affected spontaneity of contribution, even where children imposed structures for taping (such as members reporting in turn), and the whole thing was handled in a very matter-of-fact way. For the teachers the tapes were revelatory and entertaining — providing a means of study more complete and far reaching than any other devised. Adult intervention by the visiting teacher could be equally thorough, but rarely equally unobtrusive. However, children who knew each other well and seemed to be working perhaps too intuitively together were actually forced to define things more precisely for themselves in the process of reporting to an adult. The shortcomings of groups, older or younger, may ultimately return to this fact — an inability to see the need to share surmises, either with each other or with the community beyond the group. This leads me to believe that independent learning needs, nonetheless, to be carried out with eventual accountability in mind. The benefits accruing to the two teachers are an echo of these thoughts. The very presence of another adult, planning, observing and discussing, raised the level of interest for both of us. We each had an audience and a means of sharing current problems, discussion on a number of occasions bringing about developments like my colleague's use of music to encourage greater mutual awareness and team-work in her younger children. Our perceptions of each other's children at work were often more objective and useful because they were less involved and, as my colleague pointed out, we tended to look at each other's groups much more as groups and much less as familiar individuals in groups. In practical terms it was also much easier for a visitor to a room to give entire attention to one group for a long period than it was for the class teacher who had overall responsibility for the activity of every group and individual in the room. Some of the tasks performed by the visiting teacher — listening, talking, guiding — could equally have been (and often were) performed by the class teacher, but the greater value came in the later sharing of impressions — a sharing which led to modification, to a better assessment of success and failure, to useful comparison between age groups and to a wider broadcasting of these awarenesses to other teachers. In our opinion, group tasks can be made more effective by careful setting up, the provision of awareness-raising frameworks, supporting collaborative exercises, questions to be considered (‘What do you think you have found out so far?’) and precise aims laid down for each session. But these do not preclude failure or actually deliver interactive skills. They are aids to learning — learning which may continue given the opportunity (a) to go on working together and (b) to reflect on the positives and negatives of each piece of work through writing and/or open class discussion. All that one can say of the children applies equally to the teachers. Finally, it is now clear that under the national curriculum we shall be dealing directly with matters such as how children cope with group tasks and whether or not they can talk and listen effectively in groups. Consequently teachers will be called on to increase their awareness of various aspects of collaboration, so that they can foster and then assess them. We hope this article goes some way towards raising the level of that awareness. 相似文献
12.
Allison Campbell Brian Taylor Una O'Connor-Bones 《New Review of Academic Librarianship》2018,24(1):1-22
The article reports on a systematic method of undertaking a literature search on the educational impact of being a young carer (16–24 years old). The search methodology applied and described in detail will be of value to academic librarians and to other education researchers who undertake systematic literature searches. Seven bibliographic databases and Google Scholar were searched between November 2015 and January 2016. Two and three concept search structures were compared, involving 28 search terms plus truncation variants. One hundred and eighty-one relevant articles were retrieved. Sensitivity, precision, and “unique articles retrieved” were used as metrics. Social Care Online and Google Scholar had the greatest sensitivity. As well as meticulous use of AND, OR, and bracket operators, the use of NEAR and NOT operators to increase precision were tested and are recommended as useful tools for conducting systematic searches. 相似文献
13.
Teachers’ conceptions of learning philosophies: discussing context and contextualising discussion 总被引：2，自引：1，他引：2
Tony Brown Una Hanley Susan Darby Nigel Calder 《Journal of Mathematics Teacher Education》2007,10(3):183-200
With the introduction of any new initiative into the mathematics classroom, there is often an assumption that it will produce
visible and measurable effects in teaching approaches and pupil progress. Yet, there is a body of research that tempers such
optimism, drawing attention to a series of mitigating factors, for example, the deep-seated nature of teachers’ practices,
their implicit or stated beliefs and values, and their lack of detailed awareness of how they perform in the classroom. Rather
than make associative links between these factors and the success of the initiative, our intention is to examine the ways
in which teachers are trying to interpret what the new scheme requires of them and how in turn, engaging with it causes them
to re-describe both their pedagogic understanding and classroom practices relationally to earlier approaches. Employing data
from a small project, we seek to examine four teachers’ moves to grapple with this attempted shift from one teaching paradigm
to another by considering how certain key terms serve to anchor the teachers’ conceptions of themselves during this transition
and find that their responses can be idiosyncratic and varied depending on the approaches in which they have been previously
embedded. By using theoretical ideas from some neo-Marxist writers we examine these discursive shifts and their relevance
to conceiving curriculum change. We suggest that the individual’s teaching practice develops as a result of it being understood
and enacted through a succession of ideological filters, each adding to the cumulative experience of the teacher. 相似文献
14.
Niki Davis Leona Harris Una Cunningham 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):1320-1339
Strategic deployment of the digital world in educational ecosystems inhabited by multilingual children (4–6 years old), their teachers and their families is evolving in some communities. This study reveals the “actors” and communities that mediate the extent and the nature of engagement with new media in contexts of early childhood education, including evidence of partnership with teachers. Teachers and parents were found to be the “keystone species,” with the teacher the most influential mediator for young multilingual children. Empirical research into the interacting learning ecologies of young children in six early childhood centres and five associated schools is based on interviews with teachers and families plus photographs of the linguistic landscapes in these physical and digital ecosystems. Fragmented multiple perspectives on the education of young children and technology adoption are brought together with Davis’ Arena Framework of change with digital technologies in education. One early childhood education centre is mapped in a global arena to expose the co-evolution of education with technology that occurs in all levels, local through global. This clarifies the need for co-construction of policy and practice in these ecosystems so that that emergent bilinguals can have a better start in the digital world. 相似文献
15.
Students who are disabled are under-represented in higher education. One reason for this may be that education is not covered by the Disability Discrimination Act (1995) and disability statements to government made by individual institutions are more for information than an expression of mission or committed action. The growing empowerment of disabled people themselves has radically shifted thinking about the disabled in society and in this paper student views on provision in one large UK University are collected. Questionnaire and interview data highlight the existing shortcomings in terms of physical access but also in terms of disability awareness among those whose job it is to provide effective university education for all. The findings are broadly in line with researches elsewhere. The paper urges that further research be undertaken and that all universities urgently examine their own situation. 相似文献
16.
Gillian J. Beck Una O’Connor-Bones Jackie Gracey Greg Kelly Glenda Walsh 《Journal of Research in Special Educational Needs》2021,21(3):268-279
The impact of Sensory Processing Difficulties across a range of Special Educational Needs is well researched. More recently, the impact on children’s mental health and well-being, linked with anxiety, depression and self-injurious behaviours, have redirected international research to consider the holistic benefits of sensory provision, for those with special educational provision and the wider classroom population. A SMART SURVEY was designed to collate empirical evidence regarding current sensory awareness and provision in mainstream primary schools throughout Northern Ireland, in a time efficient manner. Out of 809 schools, 164 (20.27%) fully completed the online survey. Findings indicate that Special Educational Needs Coordinator confidence in developing practice, supporting staff and children was limited and impaired by insufficient and inconsistent training opportunities. While healthcare research recommends provision by trained professionals, Occupational Therapy input was limited (n = 34; 24.8%), resulting in practice that could be detrimental rather than beneficial to children’s progress. Respondents identified a need for sensory training for teachers (n = 124; 93.94%) to ensure that the impact of Sensory Processing Difficulties on the holistic development of all children is understood. Pupil voice was undervalued (n = 5; 3.6%). Active involvement of children in the process of evaluation and intervention is recommended to enhance pupil autonomy and well-being. 相似文献