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1.
This study looks into the reading practice in a Grade 4 knowledge building community that involved 22 students and a veteran
teacher. The students investigated light over a three-month period supported by Knowledge Forum, a networked collaborative
knowledge-building environment. The classroom designs encouraged the students to take on high-level responsibility for advancing
the community’s knowledge, as represented in their online discourse in Knowledge Forum. The tracing of student conversations
in Knowledge Forum and content analysis of their portfolio notes demonstrate productive advancement of scientific understanding.
Qualitative analyses of classroom videos, online discourse, and the teacher’s reflection journal characterize student reading
practice along four themes: reading for the purpose of advancing community knowledge; as progressive problem solving; embedded
in sustained knowledge-building discourse; and as dialogues between local understanding and knowledge in the larger world.
These results contribute to elaborating the possibility and processes of integrating reading with creative knowledge work
in content areas. Classroom strategies are identified and discussed in relation to the role of collaborative online technologies. 相似文献
2.
This article reports a design experiment conducted over three successive school years, with the teacher's goal of having his Grade 4 students assume increasing levels of collective responsibility for advancing their knowledge of optics. Classroom practices conducive to sustained knowledge building were co-constructed by the teacher and students, with Knowledge Forum software supporting the production and refinement of the community's knowledge. Social network analysis and qualitative analyses were used to assess online participatory patterns and knowledge advances, focusing on indicators of collective cognitive responsibility. Data indicate increasingly effective procedures, mirrored in students' knowledge advances, corresponding to the following organizations: (a) Year 1—fixed small-groups; (b) Year 2—interacting small-groups with substantial cross-group knowledge sharing; and (c) Year 3—opportunistic collaboration, with small teams forming and disbanding under the volition of community members, based on emergent goals. The third-year model maps most directly onto organic and distributed social structures in real-world knowledge-creating organizations and resulted in the highest level of collective cognitive responsibility, knowledge advancement, and dynamic diffusion of information. Pedagogical and technological innovations to enculturate youth into a knowledge-creating culture, with classroom practices to encourage distributed and opportunistic collaboration, are discussed. 相似文献
3.
In this study, an anthropological perspective informed by sociolinguistic discourse analysis was used to examine how teachers, students, and scientists constructed ways of investigating and knowing in science. Events in a combined fourth‐ and fifth‐grade elementary class were studied to document how the participating teacher provided opportunities for students to diverge from the intended curriculum to pursue their questions concerning the behavior of sea animals in a marine science observation tank. Analysis of the classroom discourse identified ways that particular teaching strategies provided opportunities for student engagement in scientific practices. Implications of this study for the teaching of science in elementary classrooms include the value of student‐initiated science explorations under the conditions of uncertainty and for topics in which the teacher lacked relevant disciplinary knowledge. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 237–258, 2000. 相似文献
4.
Hand-raising is an everyday student behavior during classroom discourse. The present study investigates hand-raising as an observable indicator of behavioral engagement and its relation to student achievement. We examine students’ hand-raising behavior during a videotaped lesson in high school classrooms (N = 266 students). Results from multilevel regression modeling linked the frequency of students’ engagement in hand-raising to academic achievement. Further, structural equation modeling was applied to investigate the interrelations between hand-raising, cognitive engagement, and teacher emotional support. Results indicate that hand-raising is associated with cognitive engagement and perceptions of teacher support and suggest that hand-raising may mediate the relation between teacher emotional support and academic achievement. The discussion highlights the utility of student hand-raising as a proxy for students’ active participation and engagement. We emphasize the study’s contribution to the engagement literature. 相似文献
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6.
During their years of schooling, students develop perceptions about learning and teaching, including the ways in which teachers
impact on their learning experiences. This paper presents student perceptions of teacher pedagogy as interpreted from a study
focusing on students' experience of Year 7 science. A single science class of 11 to 12 year old students and their teacher
were monitored for the whole school year, employing participant observation, and interviews with focus groups of students,
their teacher and other key members of the school. Analysis focused on how students perceived the role of the teacher's pedagogy
in constructing a learning environment that they considered conducive to engagement with science learning. Two areas of the
teacher's pedagogy are explored from the student perspective of how these affect their learning: instructional pedagogy and
relational pedagogy. Instructional pedagogy captures the way the instructional dialogue developed by the teacher drew the students into the learning process and enabled
them to “understand” science. How the teacher developed a relationship with the students is captured as relational pedagogy, where students said that they learned better when teachers were passionate in their approach to teaching, provided a supportive
learning environment and made them feel comfortable. The ways in which the findings support the direction for the middle years
and science education are considered. 相似文献
7.
传统法学研究生的培养模式不利于发挥教师的整体合力,也不利于创新能力的培养,优势教学法和团队研习法可以克服这两方面缺陷。优势教学法可以充分发挥教学团队的整体合力,实现教学资源的最优配置,让学生接受到最优质的教育。团队研习法让学生组成团队,在协作中共同研究问题,可以让他们感受到创新的乐趣,从而激发创新热情。教学和研习两方面的革新相结合,可以使教、学、研融为一体,促使学生变被动接收知识为主动追求和积极探索知识。 相似文献
8.
Jun Oshima Ritsuko Oshima Yoshiaki Matsuzawa 《Educational technology research and development : ETR & D》2012,60(5):903-921
In recent studies of learning theories, a new methodology that integrates two prevailing metaphors of learning (acquisition and participation) has been discussed. However, current analytical techniques are insufficient for analyzing how social knowledge develops through learners' discourse and how individual learners contribute to this development. In this paper, we propose a novel approach to analyzing learning from an integrative perspective and present a social network analysis application that uses learner discourse as input data: Knowledge Building Discourse Explorer (KBDeX). To investigate the utility of this approach, discourse data analyzed in a previous study is re-examined through social network analysis supported by KBDeX. Results suggest that social network analysis can qualitatively and quantitatively support the conclusions from the previous study. In addition, social network analysis can reveal potential points that are pivotal for social knowledge advancement in groups, and can identify each individual's contribution to this advancement. On the basis of these results, we discuss how social network analysis could be integrated into existing in-depth discourse analysis. 相似文献
9.
Classroom discourse can affect various aspects of student learning in science. The present study examines interactions between classroom discourse, specifically teacher questioning, and related student cognitive engagement in middle school science. Observations were conducted throughout the school year in 10 middle school science classrooms using the Electronic Quality of Inquiry Protocol, which is designed, among other things, to measure observable aspects of student cognitive engagement and discourse factors during science instruction. Results from these observations indicate positive correlations between students’ cognitive engagement and the following aspects of classroom discourse: questioning level, complexity of questions, questioning ecology, communication patterns, and classroom interactions. A sequential explanatory mixed-methods design provides a detailed look at each aspect of classroom discourse which showed a positive effect on student cognitive level during science instruction. Implications for classroom practice, teacher education, and professional development are discussed. 相似文献
10.
Huang-Yao Hong Fei-Ching Chen Ching Sing Chai Wen-Ching Chan 《Instructional Science》2011,39(4):467-482
This study investigated the effects of engaging students to collectively learn and work with knowledge in a computer-supported
collaborative learning environment called Knowledge Forum on their views about knowledge building theory and practice. Participants
were 24 teacher-education students who took a required course titled “Integrating Theory and Practice in Teaching.” Data mainly
came from (1) student discourse recorded in a Knowledge Forum database, (2) a survey that examined students’ views about knowledge
building, and (3) interviews with regard to students’ perceived barriers to implementing knowledge building theory in teaching.
Findings suggest that with sustained discourse to construct their collective understanding of the relationships between theory
and practice in teaching for a semester, the participants were able to attain more informed and practical views about knowledge
building theory. In addition, students’ perceived barriers to implementing knowledge building in teaching were identified
and strategies to help overcome these barriers discussed. 相似文献
11.
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
12.
Correlational and longitudinal research suggests that agentically-engaged students experience multiple educational benefits. Recognizing this, two experiments tested the causal capacity of manipulated agentic engagement to create three categories of benefits: a supportive learning environment; motivational satisfactions; and effective functioning (e.g., engagement, performance). Study 1 used the teacher–student laboratory paradigm to place 121 same-sex pairs of preservice teachers into the roles of teacher and student during a videotaped 12-min instructional episode. Teachers were randomly assigned to be autonomy supportive or not, while students were randomly assigned to be agentically engaged or not. MANOVAs on 10 self-reported and rater-scored dependent measures showed that manipulated agentic engagement enhanced both a supportive learning environment and greater motivational satisfaction but not more effective functioning. Study 2 used the same teacher-student paradigm to randomly assign 74 same-sex pairs into one of three conditions: agentic engagement to change the environment (as in Study 1); agentic engagement to change one's functioning (a new Study 2 manipulation); and a neutral control. The first manipulation again enhanced the supportive learning environment and motivational satisfaction but not effective functioning, while the second manipulation produced no benefits. Collectively, these findings confirm some limited causal benefits from agentic engagement and therefore provide guidance for future research, including the design and implementation of student-focused agentic engagement interventions. 相似文献
13.
《Teaching and Teacher Education》2000,16(3):295-313
This study examined teacher–student discourse from a sociocultural perspective in order to ascertain the nature of effective instruction for school-age students with learning disabilities. This discussion examines one teacher's resource room instruction that was part of a larger study of teacher–student discourse. The results suggested two considerations: (1) the importance of teacher self-reflection and the implications for effective teaching and learning, and (2) differential discourse patterns across academic domains. Wood's notion of contingent teaching (1991) provided a guideline for coding teacher–student discourse. The results suggest that feedback combined with cognitive structuring contribute to effective teaching and learning. 相似文献
14.
Terry Haydn 《School Leadership & Management》2013,33(4):415-439
Survey data from an achieved sample of 1818 teachers and 6490 students in one large Canadian school district were used to explore the relative effects of principal and teacher leadership on student engagement with school. Results demonstrated greater effects on student engagement of principal as compared with teacher sources of leadership. The effects of principal leadership were weak but significant, whereas the effects of teacher leadership were not significant. Both forms of leadership were mediated by many of the same elements of the school organisation. 相似文献
15.
Gaowei Chen Jiahong Zhang Carol K. K. Chan Sarah Michaels Lauren B. Resnick Xiaorui Huang 《British Educational Research Journal》2020,46(3):631-652
This study seeks to understand the emotional connection of teachers' academically productive talk (APT) with student learning from the students' perspective. Using a sample of 2,225 students (N7th grade = 1,146 and N8th grade = 1,079) from 16 middle schools in a city of China, we investigate the relationship between students' perceptions of their teachers’ APT, student emotions (enjoyment and anxiety) and their discursive engagement with others in the mathematics classroom. Results from structural equation modelling and mediation analysis show that after controlling for gender, family resources and mathematics achievement, student-perceived teacher APT was positively associated with their discursive engagement with classmates. Furthermore, student enjoyment and anxiety in class mediated the relationship between student-perceived teacher APT and student discursive engagement with classmates. Multi-group analysis revealed that the model was invariant across genders and grades, indicating that the associations were applicable to male and female students as well as to seventh and eighth graders. These findings shed light on the emotional relationship of teacher APT with the discursive engagement of their students. Although prior research observes a positive relationship between teacher productive classroom talk and student discursive engagement primarily through classroom observations and teacher reflections, this study provides evidence from the students’ perspective and highlights the mediating role of student emotions in the relationship. 相似文献
16.
There is currently a lack of research into classroom climate as perceived by the students themselves. This article presents a new classroom climate evaluation instrument which is designed to gauge student perceptions of their own level of engagement in academic activities, their relationships with peers, and the level of support they feel from their teachers. The Classroom Climate Index was pilot tested with a group of 105 elementary students aged 8–12. The pilot data were factor analysed, and the instrument was refined accordingly. Following the pilot test, the refined instrument was next administered to a larger sample of 2340 elementary students. Data from the comprehensive study were subjected to factor and reliability analyses, the results of which support the use of the Classroom Climate Index in measuring student engagement, supportive teacher behaviour, and collegial support from the student perspective. 相似文献
17.
This research examined preservice teachers’ knowledge of emotional and behavioural disorders (EBD) and their sense of efficacy. The participants included a convenience sample of 230 undergraduate general education and special education preservice teachers enrolled in teacher education classes. The age of the participants ranged from 19 to 51 with a mean age of 23.37 years (SD = 6.8 years). The Teacher Self Efficacy Scale (TSES) (long form) and Knowledge of Emotional and Behavioural Disorders questionnaire were administered. The participants had higher efficacy in instructional strategies, classroom management, and instructional abilities than in student engagement. There was no significant correlation between field experience, additional coursework, and familiarity with a child with EBD and the preservice teachers’ knowledge of EBD or self efficacy. This information is relevant to teacher programme coordinators indicating that further efforts should be made to increase preservice teachers’ knowledge of EBD, and to provide strategies for identifying and working with students with EBD in classrooms. 相似文献
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19.
While recognising the fact that historically teacher education and adolescent literacy are two fields that have had limited intellectual contact, the development of reading literacy is increasingly now accepted internationally as a core responsibility of all teachers and teacher educators. Adopting a socio-cultural perspective, this paper, drawn from the Learning to Teach Study, focused on the beliefs, knowledge and experiences regarding reading literacy of Irish post-primary student teachers on one initial teacher education (ITE) programme. The data were collected through three interviews with each of 17 student teachers. Results suggest that the surveyed student teachers had some concerns about their own literacy, had narrow conceptions of literacy, tended not to see it as their responsibility, held a minimal threshold view of literacy and viewed new digital technologies as a resource and motivator for their students’ literacy learning. Results are discussed in terms of how student teachers’ knowledge of literacy in ITE programmes could be reframed, extended and deepened. 相似文献
20.
John Retallick Susan Groundwater-Smith Susan Clancy 《The Australian Educational Researcher》1999,26(3):15-36
In this article we have injected the idea of engagement with learning into the discourse of teacher professional development and workplace learning. Whilst a common theme for student learning it has not previously been demonstrated that it is useful for analysing teacher learning as well. We have sought to show that it is possible to use portfolios to both enhance teacher engagement with learning and also as a source of research data on that learning. We have also sought to show that teachers and researchers can work closely together in collaborative and creative ways to document and reflect upon professional knowledge through portfolios. Whilst we recognise that there are some barriers to this in current education practices there are also some good reasons to pursue it as a way of enhancing teacher learning for the ultimate benefit of students in our schools. 相似文献