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1.
This study of interactive teaching strategies and their effect on learning processes is based on the experiences of one class extending over one semester. Students were enrolled in an elective subject, Human Sexuality and Learning, offered in the Faculty of Education, Queensland University of Technology. The subject matter was presented in a variety of ways, all of which structured a high degree of student interaction and participation. Student perceptions and evaluations of how this approach affected their learning were monitored throughout the semester through the collection of interview and questionnaire data. A strong relationship was found to exist between the use of interactive teaching strategies and students' reported involvement, morale, and interest in the subject matter.  相似文献   

2.
Students' perceptions of literacy assessment processes and practices were investigated in two year long case studies undertaken in two English classrooms in two state high schools in Queensland, Australia. A range of qualitative data techniques was used to collect information related to students' previous experiences of assessment in primary school, students' responses to the first and last literacy assessment task of the school year, and their perceptions of assessment at the end of the year. The study showed that students' attitudes, beliefs, practices and understandings about assessment varied both within and across student groups and differences in students' accounts were evident both at the start and end of the school year. The findings highlight the role that students play in actively constructing knowledge about literacy assessment through their prior and current experiences with assessment tasks, and in their interactions with each other.  相似文献   

3.
This article draws from research in an Australian Research Council (ARC) Collaborative Research Project involving personnel from Queensland University of Technology and Education Queensland. The focus was on theorising curriculum leadership for effective learning and teaching. As the project proceeded, it became evident that there are certain factors which contribute to curriculum leadership as a shared phenomenon at teaching/learning sites; and that among these factors, personal factors were important in shaping teachers' perceptions of their readiness to engage in curriculum leadership. This article also draws on some recent exploratory research which resulted from the project. In this research, the emphasis was on how space might be discovered and created for the voices of significant stakeholders in curriculum leadership. Both pieces of research raise a number of interesting questions about supporting and sustaining teachers in their engagement in curriculum leadership. These questions are explored within the context of the question posed in the article's title.  相似文献   

4.
Productive pedagogies and the challenge of inclusion   总被引：1，自引：0，他引：1  
Julie Allan is Professor of Education at the Institute of Education, University of Stirling, where she also directs the Participation, Inclusion and Equity Research Network. In this article, she explores the challenges involved in achieving an inclusive education system. Her argument draws on recommendations from two separate studies, undertaken in Queensland, Australia and Scotland, which are attempting to shape inclusion policy and practice. The Queensland School Reform Longitudinal Study identified a set of productive pedagogies in which issues of social justice, equity and inclusion are foregrounded. The Scottish Parliamentary Inquiry into special needs, to which Professor Allan was adviser, recommended a number of changes aimed at establishing an inclusive education system for all pupils. Comparisons of the two sets of recommendations, which formed the basis of a series of workshops with teachers, school leaders and administrators within Education Queensland, have prompted two major questions which are addressed in this paper: what gets in the way of inclusive practice and what will it take to be inclusive? Julie Allan's responses to these questions take account of the ways in which we think about ‘special education’ teacher training and professional development; and educational policies and practices. She represents a fascinating set of ‘double‐edged responsibilities’ that will challenge practitioners, policy makers and teacher educators to refocus and reframe their thinking about special educational needs and inclusion.  相似文献   

5.
This study focuses on a group of working class adult students' experiences and reactions to their encounters during a foundational series of university courses required of all preprofessional education students. It finds that sharing stressful events and personal information during analytical discussions led to the development of a collegial learning community and added to participants' respect for difference and diversity. The study also finds that these non‐traditional undergraduates viewed their own academic learning experience, as well as their role as college students, through a standpoint of struggle and distress. However, their future professional goal, being a teacher, was defined from an opposite point of view. Education and learning as a profession was viewed as a liberating experience, a way out of poverty and other stressful conditions. The dissonance between these two perspectives is explored from a variety of theoretical perspectives and the discussion ends with a call for more inclusive and flexible university programs that support working class and non‐traditional students' perspectives and needs.  相似文献   

6.
This study aimed to investigate the impact of the flipped classroom on the promotion of students' creative thinking. Students were recruited from the Faculty of Education at King Abdulaziz University in Saudi Arabia during the first semester of 2014. A multiple method research design was used to address the research questions. First, a two‐group quasi‐experimental design was implemented. The first group utilised the lecture‐based strategy (n = 28), while the second group utilised the flipped classroom (n = 27). Second, a survey questionnaire was distributed to assess the students' views about the flipped classroom, its role in the promotion of creativity and the difficulties students experienced with this strategy. The findings suggest that the flipped classroom may promote students' creativity, especially with regard to fluency, flexibility and novelty. Furthermore, the students viewed the flipped classroom as an approach that may significantly facilitate their creativity. However, several difficulties were associated with the flipped classroom, especially the students' limited preparation for this strategy. Accordingly, students must be prepared to utilise the flipped classroom and be provided with adequate e‐learning tools. In addition, it is important to consider students' study load and to provide meaningful in‐class activities.  相似文献   

7.
Students' personal theories about education change as students gather new evidence about intelligence, learning, and knowledge. The present study investigated whether college instructors' play a role in changing students' personal theories with the messages professors send in the classroom. Students (N = 162) and instructors (N = 15) of undergraduate-level math and science summer courses completed surveys assessing personal theories about education and the frequency of messages related to educational beliefs. Multilevel models found that both between-class and within-class differences in reported messages corresponded with students' personal beliefs at the end of the course. Instructors' personal theories were generally not predictive of students' personal theories, and students' initial personal theories predicted the messages they remembered hearing.  相似文献   

8.
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9.
Factors behind low reading literacy achievement   总被引：1，自引：1，他引：0  
The initial results of the Programme for International Student Assessment (PISA) indicated that Finnish and Swedish students' are among the best readers in all OECD countries. However, the literacy performance of 7% of Finnish and 12% of Swedish students' remains at a level which is not sufficient for further studies or active citizenship. This article reports a further comparative study which explores, compares and contrasts, by means of two‐level logistic regression models, students' personal, socio‐economic and cultural factors and their effects on low as opposed to average reading literacy achievement in Finland and Sweden. The results indicate that the risk of being a low achiever is strongly determined by gender and by several sociocultural factors as well as by students' personal characteristics, attitudes and activities both at and outside school. The constructed model was relatively similar and predicted with approximately equal degrees of probability membership in the risk group in both countries. This lays a solid foundation for joint pedagogic developmental efforts.  相似文献   

10.
This article reports on a study of alumni who completed their doctorates 2, 5 and 10 years ago at a Graduate School of Education in the University of London (n=162). It investigates the circumstances within which these research students started and completed their research and how they have subsequently used their studies, showing the particular place of the Ph.D. and the new Ed.D. in professional development in the field of education internationally. It questions current national proposals to ‘improve’ doctoral ‘training’ in the UK by enhancing students' employability and suggests that policy should be based on the actual employment and other life needs of postgraduate students in different disciplines. It argues that research students are paying for the privilege of satisfying their intellectual curiosity and making an original contribution to knowledge and are as concerned with personal growth as with vocational development.  相似文献   

11.
This qualitative study examines the effects of career pathways programming and targeted career counseling services on 71 high school seniors across seven schools engaged in school reforms funded through South Carolina's Education and Economic Development Act (EEDA). EEDA is a statewide, multipronged effort to improve academic achievement, graduation rates, and students' chances at success in both careers and college. One component of EEDA is the requirement that all students complete an individual graduation plan, and in order to build capacity to execute this new requirement, additional counselors and/or counselor aides were added to every high school in the state. We found that the combination of a career pathways model along with targeted career counseling services enhanced students' sense of career and academic self-efficacy by increasing their motivation to complete school, willingness and interest to take more challenging courses, and sense of preparedness for college and work. We examine these themes through the social cognitive career theory's triadic model of causality (Bandura, 1997) connecting study findings with the central constructs of self-efficacy beliefs, outcome expectations, and personal goal development.  相似文献   

12.
An approach aimed at enhancing learning by matching individual students' preferred cognitive styles to computer-based instructional (CBI) material is presented. This approach was used in teaching some components of a third-year unit in an electrical engineering course at the Queensland University of Technology. Cognitive style characteristics of perceiving and processing information were considered. The bimodal nature of cognitive styles (analytic/imager, analytic/verbalizer, wholist/imager and wholist/verbalizer) was examined in order to assess the full ramification of cognitive styles on learning. In a quasi-experimental format, students' cognitive styles were analysed by cognitive style analysis (CSA) software. On the basis of the CSA results the system defaulted students to either matched or mismatched CBI material. The consistently better performance by the matched group suggests potential for further investigations where the limitations cited in this paper are eliminated. Analysing the differences between cognitive styles on individual test tasks also suggests that certain test tasks may better suit certain cognitive styles.  相似文献   

13.
This is a mix methods follow‐up study in which we reconfirm the findings from an earlier study [Vedder‐Weiss & Fortus [ 2011 ] Journal of Research in Science Teaching, 48(2), 199–216]. The findings indicate that adolescents' declining motivation to learn science, which was found in many previous studies [Galton [ 2009 ] Moving to secondary school: Initial encounters and their effects. Perspectives on Education, 2(Primary‐secondary Transfer in Science), 5–21. Retrieved from www.wellcome.ac.uk/perspectives ; Osborne, Simon, & Collins, [2003] International Journal of Science Education 25(9), 1049–1079], is not an inevitable phenomenon since it appears not to occur in Israeli democratic schools. In addition to reinforcing previous results in a different sample, new results show that the differences between the two school types are also apparent in terms of students' self‐efficacy in science learning, students' perceptions of their teachers' goals emphases, and students' perception of their peers' goals orientation. Quantitative results are accompanied by rich verbal examples of ways in which students view and articulate their own and their teachers' goal emphases. Content analysis of students' interviews showed that students in traditional schools are directed more towards goals that are external and related to the outcome of learning in comparison to democratic school students who are motivated more by goals that are internal and related to the process of learning. Structure analysis of these interviews suggests that democratic school students experience a greater sense of autonomy in their science learning than traditional school students do. Implications for research on students' motivation are discussed, such as considering not only the teacher and the classroom but also the school culture. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 1057–1095, 2012  相似文献   

14.
This paper focuses on a built environment project with a mixed ability group of learners from year seven attending Deacon's School in Peterborough, England. The School caters for students aged between eleven and eighteen, from a wide range of ethnic and cultural backgrounds (including a substantial minority from the Indian Sub‐Continent); it is an active participant within the University of Cambridge Post Graduate Certificate in Education partnership and is a ‘beacon school’. In practical studio terms, the project was concerned with school students making ‘pop‐up cards’ based on first hand observation of local architecture under the guidance of the Head of Art. [1] The focus for students' learning was on their critical responses to their built environment, in and around the City of Peterborough. In particular, students were encouraged to make full use of their sketchbooks and to engage in active oral work. The approach taken builds upon that advocated by Wolff and Geahigan [2] by emphasising the relationship between students' personal engagement with art and design and their personal response to it through their own art; students were encouraged to learn about art and design objects through the process of reacting, researching, responding and reflecting. [3]  相似文献   

15.

University summer bridge programs or transitional programs for low‐income and minority transfer students are becoming an established part of the effort to recruit, retain, and graduate a population of students underrepresented in higher education. The purpose of this study was to determine the effects of a summer bridge program on the academic, personal, and social development of underrepresented and low‐income transfer students during their first year at the University of California, Los Angeles (UCLA). The 1988 entering cohort of Transfer Summer Program (TSP) students was tracked through their first two quarters at UCLA, collecting both attitudinal and academic data.

The results of the study clearly suggest that summer bridge programs for underrepresented and low‐income students can help facilitate their transition and adjustment to university life and improve their academic performance and persistence rates. This is accomplished by increasing transfer students' control over their academic future by preparing them to effectively participate in a classroom, to assess their academic abilities, and by introducing them to campus services and encouraging the utilization of these services.  相似文献   

16.
Abstract

This paper discusses students' perspectives of their experience of a competence based teacher training programme in Further Education. The students were Further Education lecturers who had to undergo a mandatory one year day release teacher training course if they did not satisfy certain criteria according to rules governing the Further Education sector in Northern Ireland. For the academic year beginning 1989, the University of Ulster introduced a competence based programme, bearing in mind the transformation taking place in Further Education as a result of the proposals of the National Council for Vocational Qualifications. This paper examines the experiences of the first cohort of student to undertake the competence based programme.

Qualitative methodology was used to collect the ‘data’ for this research. The research was carried out over one academic year. Analysis revealed four themes which became significant in developing an understanding of the students' experiences of the programme. The themes are discussed under the headings: i)'This was not what we expected'; ii) Experiencing a new role withing a new course, iii) Time management; and iv) Group relations. Examination of the themes highlights how the students' experiences on the programme changed as the year progressed. The findings of this research may provide some useful insights to those people who wish to develop other competence based programmes, as well as educators in general.  相似文献   

17.
This study compared 70 English learners (ELs) and English-only (EO) second-grade students' writing samples before and after a yearlong writing program. The school utilized Write From the Beginning (J. Buckner, 2006) and focused on personal narratives. A subgroup of students also participated in an intervention supporting expository writing on curricular topics. Sociocognitive theory framed the Modeled Writing (MW) used in this study. An analysis of covariance used prescores on 2 writing assessments to compare students' writing achievement at the end of the year, and t tests compared students' writing by gender, language, and group on various pre- and posttest scores. Results indicate that MW benefited both EOs and ELs and that the MW students outscored the controls on all items of the standardized writing assessment at year's end. The comparison affords greater understanding of writing development and achievement differences among young ELs and EOs and suggests instructional and research opportunities.  相似文献   

18.
The study featured in this paper investigates pre- and in-service Physical Education (PE) teachers' diverse views of OE (Outdoor Education) against the backdrop of numerous curricular changes underpinning Singaporean education. We highlight the potential challenges Singaporean schools and teachers may face in implementing the newly formalized OE curriculum. Findings revealed the teachers' prioritization of high elements and adventure activities within residential camps. Then, the teachers linked these ‘risky’ and ‘unfamiliar’ activities with transferrable learning outcomes, mostly in line with students' personal and social development. The more experienced teachers in the cohort tended to advocate that OE could be situated within local school and community environs. Yet, this envisioning of OE within a place-based learning model reflected limited understanding of this concept. We conclude by suggesting that curriculum designers and teacher educators should draw upon pre- and in-service PE teachers' perceptions of OE. It is imperative that these teachers' key concerns and beliefs, which currently structure their work in this recently formalized subject area, are used to contextualize the extensive curricular change and professional learning endeavors that are being implemented by the education ministry.  相似文献   

19.
大学生的专业学习热情不仅关乎个人发展,也关乎各行各业专业人才供给数量和质量。以某“双一流”建设高校工科平台本科生小鑫的专业学习热情变化故事为切入点,结合情感社会学视角和16位大类平台本科生的访谈资料,探究大类培养背景下大学生专业学习热情变化的发生机制。研究发现：大学生的专业学习热情受到其学习期望与体验一致性的直接驱动;自我核心认知与情感是影响学生期望和学习情境定义的内在动力;学习情境是激发学生学习期望和学习情境定义的外部因素;防御机制的激活状态进一步影响学生的专业学习热情。未来,可重点从重视生涯发展与规划教育、优化专业分流及配套方案、建立学生学习情绪台账等方面激发大学生专业学习热情。  相似文献   

20.
The King Fahd University of Petroleum and Minerals (KFUPM) requires that all the incoming high school graduates undergo a 1-year orientation programme prior to their enrolment in the various university degree programmes. Towards the end of this orientation year, all students must select a major of their choice. This selection process is influenced by several interactive factors among which are personal preferences, market influence on the supply and demand of young graduates, etc. It has been noted, for the past few years, that significant changes were taking place in the pattern of the majors selection process. It is the objective of this study to recognise the current pattern of the students' majors selection process, along with the relevant factors affecting this process. The study is based on a carefully formulated questionnaire that has been widely distributed among the orientation students. The generated data from this questionnaire forms the basis for the conclusions and recommendation of this study.  相似文献   

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