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There is currently widespread interest in fostering 'independent learning' among young children. This paper reports research concerned with ways in which teachers, parents and young children themselves perceive and interpret this notion and how these perceptions influence classroom practice and planning for children's learning in the first few years of schooling. The research used structured interviews with 48 children aged between 3 and 7 years in nursery, reception, Year 1 and Year 2 classes and self-completion questionnaires with their parents and teachers. The main findings suggest that children's abilities to think and act independently are underestimated by teachers, particularly children at the older end of the age range under study. Children were found to become more teacher dependent, rather than less, during the first few years in school. A tension emerged between teachers' intention to foster independence and the constraints of the social, organisational and curricular context of early years classrooms. Actuellement l'encouragement de l'apprentissage indépendant chez les jeunes enfants est d'un intérêt répandu. Cette étude se concerne des perceptions et des interprétations de cette notion de la part des enseignants, des parents et des enfants eux-mêmes, ainsi que les effets de ces perceptions sur le programme des activités en classe pendant les premières années scolaires. Les recherches consistent en des intervues avec 48 enfants âgés de 3 à 7 ans dans les classes maternelles, 'réception' et de la 1ère et 2e années. Les parents et les enseignants de ces enfants ont rempli individuellement des questionnaires. Les résultats principaux suggèrent que la capabilité des enfants d'apprendre et de se conduire indépendamment est sérieusement sous-estimée par leurs enseignants, en particulier chez les enfants dans le secteur le plus âgé des élèves étudiés. On a trouvé que les enfants deviennent plus, plutôt que moins, dépendants des adultes au cours des premières années scolaires. Une tension se développe entre les intentions des enseignants d'encourager l'indépendance et les contraintes imposées sur les classes des plus jeunes enfants par les neécessités de la société, de l'organisation de l'école et du programme d'études. Actualmente existe un interés amplio en fomentar el 'aprendizaje independiente' entre los niños pequeños. Este artículo presenta investigación referida a la manera en que profesores, padres y los mismos niños pequeños perciben e interpretan este concepto, y cómo esta percepción influye en la practica pedagógica y en el planeamiento para el aprendizaje de niños en los primeros años escolares. La investigación fue realizada a través de entrevistas estructuradas con 48 niños de 3 a 7 años de edad en guarderías, 'recepción', y los años 1ro y 2do y por medio de cuestionarios individuales a sus padres y profesores. Las conclusiones principales sugieren que las abilidades de los niños para pensar y actuar de manera independiente son subestimadas por sus profesores, particularmente en el caso de los niños en la edad mayor de la escala estudiada. Se encontróque, en vez de menos, los niños se volvían mas dependientes de los profesores en los primeros años escolares. Un conflicto surgióentre la intención de los profesores de estimular la independencia y las limitaciones del contexto social, organizativo y curricular de las clases de los primeros años. 相似文献
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Rita A. Moore Amy Bartlett LaTresha Garrison Kristie Hagemo Jennifer Mullaney Ashlee Murfitt 《The Teacher Educator》2013,48(4):259-275
Abstract During an eight‐week field experience six preservice teachers, under the supervision of their mentor professor, designed and facilitated an integrated inquiry unit for a fifth‐grade class. As a part of their field experience, the preservice teachers investigated their effectiveness in implementing the inquiry approach to teaching based on the children's learning responses. Reflecting on their own teaching behaviors through reflective classroom research challenged the preservice teachers to explore images of teaching that were often less than ideal but always informative. 相似文献
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Lesley Hendy MA LGSM Anne Evans MA B.Ed 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):35-41
The Partnership between higher education (HE) tutors and teacher mentors in schools has the student teacher at its centre and the common focus is the development of the student teacher's classroom competence. We argue, in this paper, that the relationship between tutor and mentor should go beyond the student teacher and his or her competence; it needs to be rooted in a view of the subject and what the subject can offer young people. Thus, there is another way of defining mentoring partnership which brings together the HE tutor and the school mentor and which has the subject at its centre. This paper has been jointly written by a tutor and a mentor. It focuses on one subject area — the Arts — and offers a view of the subject that has been developed over time by the tutor and the mentor, working through discussion of ideas and reflection on shared practice. It concludes with an example of the way that mentor, tutor and student teacher can work effectively together on learning — but on the basis of a shared understanding of the potential of their subject. 相似文献
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Shawna Petersen‐Brown Ashlee R. Lundberg Jannine E. Ray Iwalani N. Dela Paz Carrington L. Riss Carlos J. Panahon 《Psychology in the schools》2019,56(6):977-991
Spaced practice, or the distribution of practice opportunities across time, is a well‐known and effective practice for improving retention. However, spaced practice is not effectively implemented in schools, perhapsl as a result of a lack of educationally relevant research in the area. We conducted an educationally relevant investigation of the spaced practice. Using a quasi‐experimental between‐subjects design, we taught 62 third‐ and fourth‐grade students eight math vocabulary words under two patterns of spaced practice (fixed interval and expanded interval) and massed practice. Results showed a benefit of spaced practice over massed practice, but no difference between fixed interval and expanded interval spaced practice. The findings suggest that spaced practice may be implemented to improve the retention of math vocabulary words; however, more research is needed to provide guidelines to support educators in implementing spaced practice in schools. 相似文献
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Christopher Latella Ashlee Hendy Dan Vanderwesthuizen Wei-Peng Teo 《European Journal of Sport Science》2018,18(7):984-993
Objective: The acute responses to resistance training (RT) between males and females are poorly understood, especially from a neural perspective. Therefore, we aimed to compare the corticospinal and intracortical responses during fatigue and recovery following RT.Methods: Twenty-two participants (12M, 10F) completed one-session of RT (3?×?12 repetition maximum) unilateral leg extensions with 60?s recovery. Single- and paired-pulse transcranial magnetic stimulation measured changes in the motor-evoked potential (MEP), corticospinal silent period (CSP), CSP/MEP ratio, and intracortical facilitation/inhibition (ICF, SICI). The maximal compound wave (MMAX) measured peripheral excitability of the rectus femoris (RF) and maximal voluntary isometric contraction (MVIC) neuromuscular function of the leg extensors. Measures were taken immediately post, 30?min, 1 and 6?h post-training.Results: A significantly greater increase in MEP/MMAX ratio (p?=?.005) was observed for females immediately post-training compared to males. While no sex differences in MEP/MMAX ratio was observed at 30?min and 1?h post-training, a greater MEP/MMAX ratio for males was observed at 30?min (p?p?=?.003). CSP trended to decrease for males compared to females immediately post-training (d?=?1.93). MVIC was decreased post-training for males; 14.22% and females; 14.16% (P?MAX reduced at 30?min for both groups (P?P?>?.05).Conclusion: The net output of corticospinal excitability is similar between males and females during fatigue. However, the mechanism in which this is modulated (increased MEP, decreased CSP) appears to be sex-specific. 相似文献
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Jim Hendy 《School Leadership & Management》2013,33(1):61-74
After introducing the author, some themes central to the article are explored through one school's eight year involvement with the Improving the Quality of Education for All (IQEA) school's improvement initiative. A short account of Sharnbrook Upper Schools evolving journey is presented, based around three different models. From this issues related to maintenance and development, and to leadership are explored. The final phase of the article suggests limitations to the models of transactional and transformational leadership as a means of providing leadership for the long haul in school improvement. Deriving from an analysis of contemporary research about leadership and from grounded understandings about alternative approaches to leadership (in both principle and practice) new leadership themes are presented, which are based around values, shared leadership contexts and capacity creation through learning. 相似文献
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