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1.
This study analyses the practices of nine New Zealand teachers of upper primary and middle-school students (N = 210) whose classes had consistently shown gains in writing far greater than normative expectations. Data from observations of three writing lessons and related interviews with each teacher, plus interviews with three focus students after each lesson, were considered in relation to learner gains in writing. To analyse these data, a content analysis matrix was constructed from selected writing research literature, yielding eight dimensions of effective practice: expectations; learning goals; learning tasks; direct instruction; responding to learners; motivation and challenge; organisation and management; and self-regulation. Instructional moves associated with each were defined. There was a significant association between three dimensions (learning tasks, direct instruction and self-regulation) and learner gains. Analysis also indicated that these effective teachers of writing employed an interconnected range of instructional moves in a strategic and flexible way. Instructional actions and activities are particularly effective if regarded as purposeful by learners and if they include meaningful opportunities for learner involvement. The findings detail strategies for generating higher than anticipated gains by learners. 相似文献
2.
AbstractAssessment for learning (AfL) practices are commonly recommended as effective classroom strategies for providing teachers with information about student understanding. For teachers, the substantive potential of these AfL practices to inform student learning actions depends on what teachers notice and select as a focus and how they interpret and act on the information they have. This paper suggests research on teacher professional noticing has something to offer in understanding how teacher AfL attention and actions are framed in the moment. It explains noticing as a responsive act that invites action that is an inclusive, dynamic and purposeful response to evidence of student ideas. Noticing is what enables a teacher to act on the fly because it informs and underpins possible actions. Three frames of noticing are introduced to guide noticing and action – curriculum connoisseurship, cultural and community connectedness, and collaborative ways of working. Through consideration of classroom events using these frames, teachers become better prepared to choose to respond in the moment creatively. The three frames provide teachers and researchers with a conceptual language to articulate and sharpen their AfL practices as part of a flexible and rigorous responsiveness to their students’ learning. 相似文献
3.
《The Internet and Higher Education》2007,10(3):204-211
This study provides an example of one institution's efforts to design coursework that meets the simultaneous challenges of supporting the aims of increasing access to online courses and simultaneously better preparing teachers to work in diverse classrooms. Based on online pre- and post-surveys and monthly open-ended writing prompts administered to students in an introductory teacher preparation course, the study sought to discover students' motivation to select online or blended courses, student perspectives on the benefits and challenges to taking this course online, characteristics of the learning environment that promoted or interfered with students' learning, instructor's perspective of learners' reaction to topics addressing K-12 classroom diversity, and the impact of an online format on students' discussions of issues related to learner diversity. Findings suggest that online courses should include a classroom placement component in which students experience a diverse classroom in order to best prepare students for diverse teaching assignments. Thus, the best online teacher preparation courses maybe those that blend virtual and face-to-face interaction rather than being strictly online. 相似文献
4.
Children's Engagement Within the Preschool Classroom and Their Development of Self-Regulation 总被引：1，自引：1，他引：0
Amanda P. Williford Jessica E. Vick Whittaker Virginia E. Vitiello Jason T. Downer 《Early education and development》2013,24(2):162-187
This study used an observational measure to examine how individual children's engagement with teachers, peers, and tasks was associated with gains in self-regulation. A sample of 341 preschoolers was observed, and direct assessments and teacher reports of self-regulation were obtained in the fall and spring of the preschool year. Research Findings: Children's positive engagement with teachers was related to gains in compliance/executive function, and children's active engagement with tasks was associated with gains in emotion regulation across the year. Engaging positively with teachers or peers was especially supportive of children's gains in task orientation and reductions in dysregulation. Practice or Policy: Results are discussed in relation to Vygotsky's developmental theory, emphasizing that psychological processes are developed in the context of socially embedded interactions. Systematically observing how a child interacts with peers, teachers, and learning tasks in the preschool classroom has the potential to inform the creation of professional development aimed at supporting teachers in fostering individual children's development within the early education environment. 相似文献
5.
唐锦兰 《外语教学理论与实践》2014,2(1):49-57
本文旨在探讨写作自动评价系统应用于教学的有效模式,为今后相关的教学和科研实践提供行动指南。基于先前研究成果,作者提出基于自动评价系统的自主写作、多维反馈以及修改于一体的系统的先导模式,并应用于为期两学期的教学实验中,探讨其在实际教学中的有效性。研究采取量化和质性研究相结合的方法,通过准实验、教师日志和访谈,多角度探究模式在教学中的运用效果。 相似文献
6.
Maarit Arvaja Päivi Häkkinen Anneli Eteläpelto Helena Rasku-Puttonen 《European Journal of Psychology of Education - EJPE》2000,15(4):455-466
The aim of this article is to specify how different aspects of task assignments are related to different types of student discourse during the report writing phase of a science learning project. A group of four ninth-grade students of the Finnish comprehensive school (about 15-year-olds) participated in a project work involving laboratory experiments, reading literature, and analysing and reporting research findings. The empirical data were collected through videotaping and interviews in authentic classroom settings. The results indicated that construction of shared, high-level understanding was quite rare in this case of small group interaction. As one of the main reasons for this, we suggest that the learning tasks were defined in a way that did not encourage shared reflection and high-level discourse. The students’ task was mostly to answer fact-seeking questions made by their teacher to guide the report writing, which promoted recollection rather than reasoning. In order to facilitate high-level discourse and learning, more attention should be paid to the kind of processes that task assignment triggers. The findings are discussed in the framework of how teachers could formulate their task assignments to promote high-level discourse. 相似文献
7.
While it is recognised that prior knowledge is a key factor in determining future learning, its influence on learning to teach is less well known. This study investigates two cohorts of teacher candidates studying for a one-year, graduate qualification for primary teaching, who completed two tasks at entry to their initial teacher education programme: a task in writing and a task in mathematics. The tasks focused on teacher candidates' ability to recognise the key features of a piece of student work. The teacher candidates' responses to the tasks highlighted the diverse nature of the prior knowledge that underpinned their responses. The study raises questions about the pedagogy of initial teacher education, particularly in relation to the assumptions teachers educators make about the candidates they teach. The findings suggest that the prior knowledge that students bring to initial teacher education is both a resource and a challenge for teacher educators. 相似文献
8.
合作学习的效能受学习者的知识基础及合作环境的影响,小组建设、学习任务类型及评价方式的有效配合有助于实现合作学习效能最大化。在英语教学中,教师应考虑合作小组的组合方式、规模、成员分工,不同类型学习任务的目标、内容、规则,学生个人评价和小组整体评价机制等内容。此外,教师的指导作用不容忽视,如能充分利用合作学习的优势,化解劣势,既能促进学生的学业进步,还能实现学生多个方面核心素养的提升。 相似文献
9.
Yojanna Cuenca-Sanchez Margo A. Mastropieri Thomas E. Scruggs Julie K. Kidd 《Exceptionality》2013,21(2):71-93
We examined the effectiveness of the Self-Regulated Strategy Development (SRSD) model of writing instruction with a self-determination training component for middle school-age students with emotional and behavioral disorders. We randomly assigned students to experimental or comparison treatments during which special education teachers provided the intervention. Students in the experimental groups received instruction on how to plan and write persuasive essays, were trained on self-determination skills, and were taught how to use persuasive writing to self-advocate. Students in the comparison condition received writing instruction with the established school writing curriculum. Instruction for both groups lasted 33 days, four days a week during 30-minute sessions. Experimental students significantly outperformed comparison students at posttest in all the persuasive essay-writing components assessed, in their ability to recall the parts of a persuasive essay, in the self-efficacy measure, and on self-determination knowledge. Experimental students were able to maintain gains in almost all writing measures and were able to generalize to content areas, although comparison students slightly increased in number of words. Student and teacher interviews revealed an overall satisfaction with SRSD procedures and the results. 相似文献
10.
《The Journal of educational research》2012,105(10):378-381
AbstractThis study was designed to identify a relatively small number of types of students and teachers and to determine if particular student/ teacher pairings resulted in students having more positive attitudes toward school related tasks. The students participating in this study were kindergarten children. Factor analysis was used to identify four types of students and four types of teachers. The finding from the analysis of variance procedure was that a type of teacher had a significantly greater impact on the task orientation of one type of student than another. The knowledge that a type of student typically differs in the benefit he receives from a type of teacher should provide a basis for the matching of students with teachers. 相似文献
11.
The current study investigated students’ improvement on a writing task following the use of annotated exemplars, teacher comments, and the combination of both approaches. A sample of 94 middle school students (age M = 12.42, SD = 0.96) from a private school in Brazil was randomly assigned to one of three feedback conditions: annotated exemplars, teacher comments, and both annotated exemplars and teacher comments. Participants were asked to write an essay and then revise it by using teacher comments or annotated exemplars (or both). Results showed improvements in students’ writing from first to second draft, but no statistically significant differences among the groups were found. Further, girls scored higher than boys in both the first and final drafts irrespective of the feedback condition. These results show the promise of annotated exemplars in facilitating students’ improvement on a writing task through effective self-feedback generation while significantly reducing teachers’ time investment. 相似文献
12.
陈彦 《桂林师范高等专科学校学报》2014,28(4):152-156
促进学生自主学习能力的发展是大学英语教学模式改革目的之一,而自主学习能力的培养与教师的作用密不可分,因此在大学英语教学新模式下,教师角色的定位和发挥显得尤为重要.本研究通过对广西师范大学800名非英语专业大二学生进行问卷调查,从学生角度来了解大学英语教师在培养学习者自主性中承担的角色,帮助教师客观地认识学生对教师培养自主学习能力的期望并反思他们的实际教学行为. 相似文献
13.
教师教学认知能力是以教学系统为认知对象,对教学目标、学习任务、学习者特点、教学策略与方法以及教学情境等进行分析判断的能力,关系到教师专业的发展和有效教学的实现。厘清教师教学认知能力的意涵,关注教师教学认知能力培养的重要性,解析教师教学认知能力的构成要素,进而探寻其形成条件,提出发展策略与实施路径,成为新时期优化与提升教师教学认知能力的重要命题。 相似文献
14.
Eileen G. Merritt Natalia Palacios Holland Banse Sara E. Rimm-Kaufman Micela Leis 《The Journal of educational research》2017,110(1):17-31
Teachers need more clarity about effective teaching practices as they strive to help their low-achieving students understand mathematics. Our study describes the instructional practices used by two teachers who, by value-added metrics, would be considered “highly effective teachers” in classrooms with a majority of students who were English learners. We used quantitative data to select two fifth-grade classrooms where students, on average, made large gains on a mathematics achievement test, and then examined teaching practices and contextual factors present in each classroom. Participants included two teachers from a mid-Atlantic district and their students who were 67% English learners and 68% economically disadvantaged. We found that the use of multiple representations of mathematics concepts, attention to vocabulary building, individual and group checks for understanding and error analysis were prevalent practices in both high gains classrooms. Also, class sizes ranged from 12–19 students. Discussion focuses on whether observed practices are aligned with recommended teaching practices for English learner students. 相似文献
15.
余祖晨 《成都教育学院学报》2010,24(6):76-78
在英语专业高年级学生的高级英语课堂中进行自主学习策略训练能调动学生的参与意识和训练学生运用学习策略,有利于培养学生的英语语言交际能力。高级英语课堂中的合作任务活动是学生通过合作,使用语言来取得实际结果的活动,完成这些任务的各个阶段所涉及到的学习策略训练活动为：学生介绍精读课文的背景知识、认知阅读活动、口头论述与课文相关的话题、写作活动强调体验过程。 相似文献
16.
张蕴华 《十堰职业技术学院学报》2014,(3):89-92
案例教学法能更好地理论联系实际,激发学生学习积极性,锻炼他们分析与解决问题的能力。当前应用文写作教学中存在目标定位不合理,案例选择不科学不合理,大班教学影响案例教学中师生顺畅互动,课时有限不能保障案例教学有效实施等问题。精心选择适合高职生专业与职业发展的案例,创新性地展示案例教学过程,实施灵活多变的教学手段,把学习主动权归还给学生,增加课时量与实行小班教学等,使案例教学法落到实处,促进学生在学有所获中实现个人成长是应用文写作教学的立足点。 相似文献
17.
This study identifies practices of effective teachers of writing. Three schools with significantly higher achievement in an area that underperforms nationally were identified and within them teachers whose students exhibited superior progress were selected. Multiple data collection methods included lesson observation, analysis of the classroom environment, teacher and student interviews and teacher documentation. Common was a commitment to formative assessment practices and classroom environments supportive of student literacy learning. Hallmarks of teachers whose students showed a greater awareness of their learning were a sense of purpose and meaningfulness; of coherence or connectedness and of being consistent and systematic. This paper argues that student achievement in writing is likely to be higher when teachers exhibit strength s in these hallmarks. 相似文献
18.
Undergraduate students, and their class teachers, assessed the performance of their peers in three oral and written tasks as part of a group project. The two sets of marks awarded by peers and teachers were subsequently compared to find out whether the students were competent to assess their peers alongside their class teachers and whether this competence, or lack of it, was partly determined by the nature of the task being assessed. A number of statistical tests were run to establish the levels of agreement, the ranges, differences and relationship between peer and teacher assessments. The results have led us to conclude that the peer assessments are not sufficiently reliable to be used to supplement teacher assessments. Students’ competencies in peer assessment do not appear to be dependent on the nature of the task being assessed, but there is some evidence that practical experience of assessing a particular task type can lead to an improvement in students’ assessment skills when they assess a similar task. The paper also discusses possible improvements in peer assessment procedures based on the experiences gained. 相似文献
19.
张家琼 《重庆第二师范学院学报》2010,23(2):20-23,27
基于教师的学习型角色、教练型角色、研究型角色、裁判型角色的条件分析发现,从“人为”的教师职业规定性及“为人”的职业身份性的协调性来看,教师应具备良好的“人品”;从教师职业的学术性与师范性的融合来看,教师应具备良好的“文品”;从教师职业角色的内外表征性上来看,教师应具备良好的“思品”。 相似文献
20.
班主任做好班级管理工作对学生的全面发展起着直接现实的保证作用,组织好班级活动．是班主任一项重要任务。中专类学校班主任要管理好班级,首先必须有合理的工作目标定位．同时要采取恰当有效的班主任工作策略。 相似文献