共查询到20条相似文献，搜索用时 437 毫秒
1.
Knut A. Christophersen Eyvind Elstad Are Turmo 《Scandinavian Journal of Educational Research》2016,60(2):240-254
This study focuses on how different educational programmes contribute to student teachers efficacy for classroom management and their abilities to provide learning opportunities and good classroom outcomes. Data were gathered from 491 student teachers attending different teacher education programmes in Norway and analysed via structural equation modelling. The results revealed the following: (1) problem behaviour in the classroom has a negative effect on student teacher efficacy, (2) students' perceptions of the integration of pedagogic knowledge and practice supports students' efficacy beliefs, (3) support from supervisors contributes positively to student teachers' efficacy beliefs, and (4) student teachers in university college programmes for primary school teaching report higher teacher efficacy than students in university programmes for secondary school teaching. 相似文献
2.
This paper discusses gaming in a Western Australian school for boys. The overriding ethos of the school is supportive of the potential of ICT to better engage students and deliver enhanced educational outcomes. The school sees game-based design as at the vanguard of innovation, but also accepts its important duty of care responsibilities. Tensions were revealed between the opportunities presented by educational gaming and the perceived problem of managing student distraction, particularly the tendency for students to spend large amounts of time playing games that have little or no educational value. The paper describes the forms of gaming that emerged at the school, considering both their educational impact and propensity to detract from students' opportunities to learn. It is argued that the perceived benefits and risks of gaming are not well understood, and that powerful political forces are at play which shape school policy, teachers' pedagogy, parent perceptions and student actions. 相似文献
3.
Classroom Environment Instruments: Development,Validity and Applications 总被引：11，自引：0，他引：11
Few fields of educational research have such a rich diversity of valid, economical and widely-applicable assessment instruments as does the field of learning environments. This article describes nine major questionnaires for assessing student perceptions of classroom psychosocial environment (the Learning Environment Inventory, Classroom Environment Scale, Individualised Classroom Environment Questionnaire, My Class Inventory, College and University Classroom Environment Inventory, Questionnaire on Teacher Interaction, Science Laboratory Environment Inventory, Constructivist Learning Environment Survey and What Is Happening In This Class) and reviews the application of these instruments in 12 lines of past research (focusing on associations between outcomes and environment, evaluating educational innovation, differences between student and teacher perceptions, whether students achieve better in their preferred environment, teachers' use of learning environment perceptions in guiding improvements in classrooms, combining quantitative and qualitative methods, links between different educational environments, cross-national studies, the transition from primary to high school, and incorporating educational environment ideas into school psychology, teacher education and teacher assessment). 相似文献
4.
Pak Tee Ng 《Educational Research for Policy and Practice》2007,6(3):235-247
This paper describes how Singapore attempts to balance the need for quality assurance and the need for educational diversity
and innovation. The Singapore experience shows that this is a delicate balance. On the one hand, to promote diversity and
innovation, the government attempts to decentralise its power to the schools. On the other hand, for quality assurance, the
government sets up quality structures that reassert the centrality of government control. This paper examines the implications
of such a strategy and the challenges that schools face in navigating a new paradigm of diversity and innovation while satisfying
the requirements of quality assurance. 相似文献
5.
The Science Laboratory Environment Inventory (SLEI) is a recently developed classroom environment instrument for assessing students' or teachers' perceptions of their science laboratory classroom environment. This paper describes its development and reports on the validation and application of its modified form, the Chemistry Laboratory Environment Inventory (CLEI), with a Singapore secondary school sample. The sample consisted of 1 592 final-year secondary school (i.e. tenth grade) chemistry students from 56 intact classes from 28 randomly selected co-educational government secondary schools in Singapore. Various item and factor analyses supported the reliability and validity of the instrument for assessing students' perceptions of their chemistry laboratory environment specifically in Singapore. 相似文献
6.
This paper highlights the framework and discusses the results of an action research network which aimed to promote academic access in two general educational settings within which a pupil with blindness and a deaf pupil were educated respectively. The persons involved in this collaborative scheme were general teachers, a school counsellor, academic staff and student teachers. The findings of the study indicate that the implementation of the action research network resulted in the development of inclusive and collaborative thinking and the adoption of relevant teaching practices which promoted the children's access to the curriculum and supported the teachers' and student teachers' professional development. The outcomes of this action research network raise concerns about the access and the status of membership of children with special needs in general educational classroom and provide insights for the pivotal role of action research in understanding educational contexts and situations from a number of different perspectives. 相似文献
7.
Csilla Weninger Ee Moi Kho 《Discourse: Studies in the Cultural Politics of Education》2014,35(4):611-624
This article provides a historical overview of civic educational policy and political discourse in Singapore from 1959 to 2011, focusing on changes in the role attributed to students in the education process. A review of educational programmes and analysis of political speeches reveals that an earlier transmissionist approach that focused on value inculcation and factual knowledge has been supplemented recently by policy and discourse emphasizing student engagement. The authors link their analysis to larger political changes that have been taking place in Singapore. They argue that the push for more participatory forms of civics education parallels an ongoing shift in the ruling party's political ideology from economic pragmatism to a communitarian ideology that emphasizes citizens' responsibility. From the point of view of political rationality, promoting active student engagement in civics education can be seen as governmental efforts to build a strong civil society through early socialization into civic responsibility and voluntarism. Viewed as a technology of power, engagement is also seen as a new biopolitical intervention aimed at regulating political participation. 相似文献
8.
Stephen J. Aguilar 《TechTrends》2018,62(1):37-45
We are still designing educational experiences for the average student, and have room to improve. Learning analytics provides a way forward. This commentary describes how learning analytics-based applications are well positioned to meaningfully personalize the learning experience in diverse ways. In so doing, learning analytics has the potential to contribute to more equitable and socially just educational outcomes for students who might otherwise be seen through the lens of the average student. Utilizing big data, good design, and the input of the stakeholders, learning analytics techniques aim to develop applications for the sole purpose of reducing the classroom size to 1. Over time, these digital innovations will enable us to do away with a model of education that teaches toward the non-existent average student, replacing it with one that is more socially just—one that addresses the individual needs of every student. 相似文献
9.
This paper examines whether the closure of poor performing primary schools improved students' educational attainment. It is believed that school closure affects children's educational outcomes positively because children switch to better primary schools. At the same time, school closure creates a social disturbance such that educational outcomes may be affected negatively. There is no previous literature on the effect of this type of school closure on student performance. The empirical results indicate that student test scores are not affected by the school closure. Children are, however, tracked into higher secondary education levels after the school closure if they received more education years at the new primary school. This effect fades out and eventually becomes negative for children who received more than one education year at the new primary school. The results further suggest that there are no detrimental effects of a school closure in terms of educational performance. 相似文献
10.
《Teaching and Teacher Education》2006,22(5):612-626
This article is a tribute to Graham Nuthall's contribution to classroom research from his early experimental studies through to his recent work on theory integration. It also explains the potential of the methodology, findings and theory building in our collaborative work to make a substantial positive difference for diverse students. The article explains the significance of, and need for, research linking learning to teaching processes (a scientific realist approach to putting ‘process’, socio-cultural context and theory building into a new process–product paradigm). Findings of student outcomes contrary to educational goals (for example, teaching designed to enhance appreciation of cultural differences triggering racist abuse) signal the importance of research that explains the impact of teaching on learner outcomes. The article also foreshadows the implications of the work that Graham and I did for teaching, teacher education, research and educational policy. The article concludes with Graham's view that the most important contribution his work would make, would be to initial teacher education. 相似文献
11.
In this paper we analyse literacy pedagogies in a state-designated disadvantaged secondary school. The specific purpose of the analysis is to identify modes of pedagogy that may make a difference in the overall literacy outcomes of students attending these schools in general, and targeted 'at risk' groups including Samoan students. Interview data collected from Samoan paraprofessionals working in low socio-economic schools, in addition to the research literature on Pacific Islander students, are used to identify salient features of effective pedagogies. This information is used to orient the analysis of classroom data collected from one case study secondary school. The analytic focus is on the accomplishment of disruptive student behaviour within the enactment of everyday classroom interaction; specifically, the transition between whole class spoken preparatory discourse and individual seatwork. The analytic framework consists of concepts from Basil Bernstein's sociological theory of pedagogy that give purchase on the explicitness of teacher control of 'the what' of instruction (content or subject matter) and 'the how' (interactive forms of teacher–student relations). The general finding of the study is that less explicit teacher control of the selection and organisation of knowledge is associated with the disruptive student behaviours identified as sources of disadvantage by the Samoan paraprofessionals. In addition, some general features of literacy pedagogies that may 'make a difference' in educational outcomes for students enrolled in the designated disadvantaged secondary school are identified. 相似文献
12.
Measuring instructional congruence in elementary science classrooms: Pedagogical and methodological components of a theoretical framework 总被引：1，自引：0，他引：1
This article is situated within a theoretical framework, instructional congruence, articulating issues of student diversity with the demands of academic disciplines. In the context of a large‐scale study targeting elementary school science, the article describes a research instrument that aims to combine the strengths of both quantitative and qualitative approaches to classroom data. The project‐developed classroom observation guideline is a series of detailed scales that produce numerical ratings based on qualitative observations of different aspects of classroom practice. The article's objectives are both pedagogical and methodological, reflecting the dual functionality of the instrument: (a) to concretize theoretical constructs articulating academic disciplines with student diversity in ways that are useful for rethinking classroom practice; and (b) to take advantage of the strengths of qualitative educational research, but within a quantitative analytical framework that may be applied across large numbers of classrooms. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 424–447, 2007 相似文献
13.
The study was grounded on theoretical propositions and empirical research concerning school effectiveness, classroom effectiveness, school improvement and school renewal. In particular, improving student learning outcomes through improving and renewing schools is dependent on changing classroom cultures of learning and teaching. A model of classroom culture consisting of student educational values (dependent variable), formal learning outcomes (dependent variable), and the attitudes and behaviours of students, teachers and parents (independent variables) was proposed. Hypothesised relationships between the dependent and independent variables were tested by multiple regression analysis of data from 988 students obtained from administration of a Rasch-model instrument assessing classroom culture. The classroom learning attitudes and behaviours of students were found to relate directly to educational outcomes, as were teacher expectations and parent attitudes and behaviours. The attitudes and behaviours of students and teachers towards classroom collaboration and caring were not confirmed to relate directly to learning outcomes. The findings of the investigation are discussed in the light of the theoretical assumptions upon which the study was based, including identification of the implications of the empirical results for understanding and facilitating renewal of secondary schools with the intention of improving educational outcomes in classrooms. 相似文献
14.
M. Akshir Ab Kadir 《教育政策杂志》2019,34(4):547-576
This paper examines the implementation of Singapore’s landmark policy, ‘Thinking Schools, learning Nation’ (TSLN), in developing ‘thinking students’ through the prism of student voice. In the context of twenty-first century education and the growing importance of student voice in education, this paper argues that the time might be right to ‘disrupt’ Singapore’s education status quo and incorporate meaningful student voice in education policies. Instead of perceiving students as mere subjects of educational policy enactment, and seeing policy as something that is done to them, it should be reconceptualised as something which is done with them; importantly, students should be recast as key co-agents of educational change, consistent with TSLN’s reconceptualization of learners as ‘thinking students’. Basing its arguments on findings from a qualitative case study of students’ perceptions and schooling experiences of critical thinking in TSLN, this paper considers the case for the inclusion of significant student voice in Singapore’s educational policy reforms. It fills gaps in research on student voices in Singapore’s educational reforms and TSLN’s research from students’ perspective. The paper suggests that the inclusion of student voice in educational reform might be the next landmark step in ‘disrupting’ its educational landscape after the ‘big bang’ of TSLN. 相似文献
15.
ABSTRACT: Interteaching is a new pedagogical strategy for classroom instruction that demonstrates great effective student learning outcomes in the field of psychology. It is a 20 to 30 min student‐to‐student discussion addressing the main points in a specified body of reading materials. Interteaching includes elements such as reciprocal peer tutoring, cooperative learning, and problem‐based learning. These elements have been well theorized and their effectiveness has been empirically documented. To date, little is known about the effects of interteaching on students' perceived learning outcomes in food science and nutrition. This case study describes how the interteach method was employed in an undergraduate nutrition and food science course with specific examples of the tools used, such as interteach preparation guides, the interteach record form, and the peer assessment form. Based on the continuous feedback provided by the students during the course work, several specific modifications were made from the conventional interteaching methods, including 4‐person interteaching instead of one‐on‐one interteaching, as well as the use of in‐class thought‐provoking “synthesis” questions. At the end of the course, we assessed the students' perceptions of interteaching, as well as the students' perceived learning outcomes. The method generally fostered critical thinking and enhanced their motivation, which led to their perceived learning. On the other hand, some of the students expressed challenges in learning from peers due to their peers' varied preparation levels, as well as tackling complex scientific concepts prior to lectures. Further investigation is needed to develop possible strategies for accommodating the challenges among students with different learning styles. 相似文献
16.
A strong tradition in research in primary and secondary schools has involved student and teacher perceptions of psychological characteristics of actual or preferred classroom environment. This paper provides a foundation for the extension of this tradition to the higher education level by describing the development, validation, and use of a new instrument, the College and University Classroom Environment Inventory (CUCEI), suitable for small higher education classes often referred to as seminars. The CUCEI assesses students' or instructors' perceptions of the following seven psychosocial dimensions of actual or preferred classroom environment: personalization, involvement, student cohesiveness, satisfaction, task orientation, innovation, and individualization. Administration of the CUCEI to 372 students in 34 classes and to 20 instructors attested to the internal consistency reliability and discriminant validity of the actual and preferred forms with either the individual or the class mean as the unit of analysis, and supported the ability of the actual form to differentiate between the perceptions of students in different classrooms. A research application of the CUCEI involving associations between student outcomes and classroom environment tentatively suggested that the nature of the classroom environment affects outcomes. Another research application suggested that both students and instructors preferred a more favorable classroom environment than the one actually present, and that instructors viewed classroom environments more positively than did their students in the same classrooms. Desirable future applications of the CUCEI for research purposes and in improving teaching in higher education are considered.The first main aim of this paper is to describe the development and validation of a new instrument to assess perceptions of classroom psychosocial environment in university and college classrooms. The second major purpose is to report the first two research uses of this instrument in, respectively, a study of associations between student outcomes and classroom environment and an investigation of differences between students and instructors in their perceptions of actual and preferred classroom environment. As well, desirable future research directions involving the new instrument are suggested. Before describing the development and use of the new instrument for the higher education level, important background information about analogous work at the primary and secondary school levels is briefly reviewed in an attempt to place the new work into context. 相似文献
17.
Naomi Boyer Courtlann Thomas Nathan Neuman Kristen Jernigan Jarrod Jones Tom Gollery 《Community College Journal of Research & Practice》2013,37(8):556-572
ABSTRACTThe mission of a community college is distinct from a research one university, where empirical research is valued over investigation of discipline-based teaching and learning. The open-access, affordable, workforce, and transfer emphasis that serves many non-traditional community college students is a rich, meaningful environment for fostering the scholarship of teaching and learning, yet despite an emphasis on best practices and student success outcomes, teaching, and learning in this environment is an underappreciated element of the faculty role. This study explores the use of action research to facilitate engagement in the scholarship of teaching and instructional innovation. The mixed-method action research design incorporated quantitative and qualitative analysis from a wide variety of data sources and triangulated findings through a variation of techniques, including ongoing researcher dialogue and ratings. Action research serves as both the method for this study and the mechanism for faculty research on classroom innovations. This was substantiated as a catalyst for cultivating ongoing inquiry and professional growth. The Innov8 program and integration of action research appears to have a long-term, substantive impact on faculty perspectives, specifically influencing faculty culture, continued educational investigation, and ultimately student learning outcomes. 相似文献
18.
Recent research reveals that students' interest in school science begins to decline at an early age. As this lack of interest could result in fewer individuals qualified for scientific careers and a population unprepared to engage with scientific societal issues, it is imperative to investigate ways in which interest in school science can be increased. Studies have suggested that inquiry learning is one way to increase interest in science. Inquiry learning forms the core of the primary syllabus in Singapore; as such, we examine how inquiry practices may shape students' perceptions of science and school science. This study investigates how classroom inquiry activities relate to students' interest in school science. Data were collected from 425 grade 4 students who responded to a questionnaire and 27 students who participated in follow-up focus group interviews conducted in 14 classrooms in Singapore. Results indicate that students have a high interest in science class. Additionally, self-efficacy and leisure-time science activities, but not gender, were significantly associated with an increased interest in school science. Interestingly, while hands-on activities are viewed as fun and interesting, connecting learning to real-life and discussing ideas with their peers had a greater relation to student interest in school science. These findings suggest that inquiry learning can increase Singaporean students' interest in school science; however, simply engaging students in hands-on activities is insufficient. Instead, student interest may be increased by ensuring that classroom activities emphasize the everyday applications of science and allow for peer discussion. 相似文献
19.
20.
Yasemin Kırkgöz 《Asia-Pacific Journal of Teacher Education》2008,36(4):309-322
This paper describes how Turkish teachers of English in state primary education approach the implementation of a Communicative‐Oriented Curriculum innovation and factors that impact on teachers' classroom practices. Using multidimensional research procedures, including a questionnaire, observations and teacher interviews, a picture has been developed of teachers' instructional practices and factors influencing their classroom practices. The findings revealed a gap between curriculum objectives and teachers' implementation of the innovation. Factors that were identified as having a significant impact on teachers' classroom application of the communicative teaching include teachers' understanding of the curriculum innovation, their previous training, insufficient instructional support, limited instructional time, large class size and lack of resources. It is suggested that a greater level of support in the form of in‐service training and resource provision be given to teachers to ensure more effective implementation of the curriculum initiative. 相似文献