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1.
Despite its prevalence in many educational systems, multigrade teaching remains invisible. In the global effort to achieve education for all in the post-Dakar decade the needs of multigrade teachers, classes and schools must be addressed. The paper (i) explores the meaning of the term multigrade teaching in developing and industrialised countries and identifies a range of conditions under which it arises; (ii) synthesises knowledge of the practice of and research on multigrade teaching; and (iii) proposes an international agenda for future research on and dissemination of policy and practice. The agenda underlines the need for context-specific questions and comparisons, more awareness of the prevalence and challenges of multigrade teaching, more research on the practices and training needs of multigrade teaching and the exploration of synergies between teachers, curriculum, assessment and classroom organisation. It is suggested that knowledge of multigrade teaching strategies is needed by all teachers and not simply those in classes designated as ‘multigrade’. 相似文献
2.
A large proportion of teachers throughout the world teach in multigrade classrooms, or classes with more than one grade level. It is reliably predicted that the number of multigrade classes will increase in the future. This paper addresses the issue of teacher education for multigrade. The main thesis of this paper is that the professional knowledge and skills that are relevant and necessary to teaching effectively in single-grade contexts are also relevant and necessary for effective multigrade teaching. However, many of these skills need to be given a specific multigrade emphasis in the context of the preparation of teachers for multigrade teaching. This does not necessitate separate teacher education programmes for multigrade teachers. The paper makes comparisons between multigrade and single-grade teaching in terms of outcomes and teaching practices and highlights the importance of effective teacher education programmes that cater for the needs of teachers in a broad rather than a narrow sense. The content of programmes aimed at the specific preparation of multigrade teachers are examined, and a categorisation of specific areas of content that need particular emphasis in the context of teacher education for multigrade is provided. 相似文献
3.
Demet Seban 《师资教育杂志》2015,41(1):19-36
This study explores the impact of practica in multigrade schools in rural areas in Turkey on the development of preservice teachers’ identities, drawing in particular on Gee’s four perspectives regarding viewing identity. Interpretation of the identity categories was based on the content of students’ reflective narratives written over four consecutive years and discussed in terms of these categories, which were identified as nature, institution, discourse and affinity. The results indicated that a practicum undertaken in multigrade classrooms influenced students’ thinking about continued identity development as teachers and supported their development, as well as the awareness needed to develop, shape or reshape an identity. The data also demonstrated that practicum experiences in multigrade classrooms are important, particularly in countries where teachers are frequently appointed to such an educational setting in their first year of teaching. 相似文献
4.
This study is a comparative analysis of 15-year-old students’ scientific literacy, and its association with the instructional strategies that students experience, across six OECD countries that participated in PISA 2015. Across the six countries, the study investigates the efficacy of inquiry-based instruction in science in contrast with two other instructional approaches to teaching secondary science: adaptive and teacher-directed teaching. The analysis shows that students who reported experiencing high frequencies of inquiry strategies in their classrooms consistently evidenced lower levels of scientific literacy across the six countries. Benchmark analysis also showed, common to all six countries, a strongly positive association between the frequency of teacher-directed and adaptive teaching strategies and students’ scientific literacy. Additionally, the study disaggregates PISA’s composite variable representing inquiry-based instruction and shows that different components of inquiry are differentially associated with students’ scientific literacy. We discuss the implications of these analyses for science teacher educators, science teachers, and educational policy makers. In doing so, we add nuance to our understanding of the efficacy of inquiry-based instruction in science, suggesting that some components, as conceptualised and assessed in PISA, seem to suggest greater attention and use, and others more moderated use.
相似文献5.
As one of the world's largest and most diverse countries, Indonesia faces an enormous challenge as it seeks to upgrade the skills and knowledge of its widespread primary teacher workforce. This challenge is even more acute in remote rural areas, where practising teachers require specialized training to work in classrooms with children of different ages and grades. Yet, due to their remote locations, these teachers have little access to training opportunities, and teacher educators have few opportunities to assess their needs. To explore training needs and instructional strategies employed by rural teachers, we conducted a case study of nine rural schools in the district of Bogor, West Java. We interviewed headmasters and teachers in these schools, instructors at a major Indonesian university, and a district official. We found that while rural teachers generally consider their training to be helpful, they receive little guidance to help them manage and teach large multigrade classes. As a result, pedagogical practices and perspectives vary across nine schools in the same rural district. At the same time, a growing number of “contract teachers” in these schools has reduced the number of multigrade classrooms while increasing the need for training of novice teachers in rural schools. 相似文献
6.
Teaching strategies and differential effectiveness across learning contexts: Evidence from PISA 2012
Modern educational theories emphasise effectiveness enhancing factors at the classroom level and differential effectiveness for sub-groups of students and across different learning contexts. Theoretical developments, however, are generally based on national evidence and have been criticised for lacking cross-cultural perspectives. This study used PISA 2012 data to examine how subject-specific teaching strategies related to mathematics performance of students across education systems whilst considering curvilinear associations and interactions with the socio-economic and instructional context. The results provide consistent evidence of a positive curvilinear relationship between cognitive activation strategies and mathematics performance. The association tends to be stronger in schools with a positive disciplinary climate and for students from advantaged socio-economic backgrounds, but not in every education system. Teacher-directed strategies are positively related to mathematics performance, but the association tends to become negative for high levels of teacher-directed instruction. Associations of student-oriented strategies with mathematics performance are inconsistent. The cross-national evidence contributes to the knowledge base of educational theory. 相似文献
7.
Achievement effects of multigrade and monograde primary schools in the Turks and Caicos Islands 总被引：1，自引：0，他引：1
This article reports on a study that compares the reading progress of students in multigrade schools with the reading progress of students in monograde schools. The research was conducted in a small island state in the Caribbean. The results of the study indicate that multigrade schools are particularly effective at promoting the reading progress of low-achieving students. It is hypothesised that this is partly because of differences in the approach to instruction in multigrade and monograde classrooms. Whereas monograde classrooms tend to be characterised by undifferentiated whole-class teaching, in multigrade classes students have more opportunity to engage in small-group work. The implications of the findings are explored for policy, practice and research. 相似文献
8.
Pat Pridmore 《课程研究杂志》2013,45(5):559-576
This paper draws on the findings from an international programme of research that has demonstrated the need for teachers in many developing countries to be given more support in adapting monograded curricula to the needs of their multigrade classes. It describes four empirical models of multigrade practice and examines the models of curriculum construction and child learning that inform them. It then presents a five‐step process that can be used by curriculum planners to adapt monograded curricula, taking account of the different empirical models of multigrade practice. Finally, it outlines a strategy for implementing such a process by providing further support to strengthen curriculum units and improve teacher education. 相似文献
9.
Angela W. Little 《International Journal of Educational Development》1996,16(4):427-438
This paper relates contemporary educational research to processes of globalisation. While the activity of educational research is essentially cultural, its production is also economic. As global research agenda emerge, the cultural contexts of those who generate funds and ideas for them are increasingly remote from those in a position to utilise research for the promotion of learning.This paper examines two bodies of research in international education located at very different points in the educational research hierarchy. The first, educational assessment, is extensive and accessible to a worldwide audience of researchers, policy-makers and practitioners in education. The second, multigrade teaching, is small, dispersed and accessible only to those who exercise a dogged persistence.The review of educational assessment underlines the need for a greater contextualisation of research and a greater sensitivity to the context of research by global policy-makers. It raises imperatives for the future conduct of research on educational assessment and international education more generally, and identifies areas for future research on the reciprocal effects of globalisation and educational assessment. The review of multigrade teaching describes briefly what multigrade teaching is, its extent, its relative neglect by researchers and policy-makers, and differences in the economic and educational contexts of the North and the South of the multigrade debate. 相似文献
10.
Assessment for learning in the multigrade classroom 总被引：1，自引：0，他引：1
This paper suggests that multigrade classrooms lend themselves particularly well to promoting assessment that enhances learning, rather than assessment aimed solely at selecting pupils for promotion to the next grade. Some strategies to encourage assessment for learning in the multigrade classroom are explored. These include facilitating individual responsibility for learning, drawing on other children as an assessment resource and using assessment tasks that have learning potential. For such strategies to be used, teachers need training, guidance and exemplification relating to the formative purposes of assessment and criterion- and pupil-referenced assessment. 相似文献
11.
Joy J. Burnham Lisa M. Hooper Heather N. Ogorchock 《International journal for the advancement of counseling》2011,33(4):235-251
This study compared the fears of North American and South American children in Grades 2–5. Fears were assessed with English
and Spanish versions of the American Fear Survey Schedule (FSSC-AM; Burnham 2005). Specific fears and several most common fears differed across the two countries. Overall, the South American children and
the girls from both countries had significantly higher fear intensity scores than North American children and the boys. Fear
intensity scores also differed significantly across racial backgrounds. Implications for counsellors and directions for future
research are considered. 相似文献
12.
Krause Christina M. Di Martino Pietro Moschkovich Judit N. 《Educational Studies in Mathematics》2021,108(1-2):87-104
How can school mathematics prepare citizens for a democratic society? Answers to this question are not static; they change as society and its problems change. The SARS-CoV-2 pandemic with its corresponding disease COVID-19 presents such a problem: what is needed to navigate this complex situation that involves, among other things, mathematics? Using the essay genre, we use three narratives from three countries—Italy, the USA (California), and Germany—to reflect on the goals of teaching mathematics during this crisis and examine aspects of each country’s standards for mathematics education. These three stories are framed by the authors’ backgrounds, experiences, interests, their country’s situation, and response to the pandemic. We first present the three narratives and then examine common issues across them that might provide insights beyond this current crisis, for preparing students to become active citizens. In particular, we focus on three issues: (1) developing a positive mindset toward mathematics to engage with and reflect on real-world problems, (2) improving interdisciplinary connections to the sciences to better understand how science professional practices and insights are similar or different from everyday practices, and (3) considering interpersonal and collective matters beyond the individual.
相似文献13.
Luis A. Benveniste Patrick J. McEwan 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,34(3):31-48
Studies suggest that multigrade schools, i.e. those with classes that are mixed in age and ability, can be a cost-effective means of raising student achievement and expanding access to education in poor countries. Development institutions often recommend them for countries struggling to raise educational quality and coverage in rural areas. However, the literature advocating the adoption of multigrade schools avoids discussing the potential difficulties in implementing the system. This paper analyses the conditons under which implementation might be successful, focusing on the oft-cited case of the Colombian Escuela Nuela programme. The authors conclude that capacity-building through in-service training is an important determinant of the way teachers approach their task. However, a great deal of variance in teacher practices is left unexplained. The article suggests that teacher will (that is, motivation and commitment) might explain much of the remaining variation in the adoption of the new pedagogies. The authors explore several conditions under which teacher will could be lacking. 相似文献
14.
Benveniste Luis A. McEwan Patrick J. 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,46(1-2):31-48
Studies suggest that multigrade schools, i.e. those with classes that are mixed in age and ability, can be a cost-effective means of raising student achievement and expanding access to education in poor countries. Development institutions often recommend them for countries struggling to raise educational quality and coverage in rural areas. However, the literature advocating the adoption of multigrade schools avoids discussing the potential difficulties in implementing the system. This paper analyses the conditons under which implementation might be successful, focusing on the oft-cited case of the Colombian Escuela Nuela programme. The authors conclude that capacity-building through in-service training is an important determinant of the way teachers approach their task. However, a great deal of variance in teacher practices is left unexplained. The article suggests that teacher will (that is, motivation and commitment) might explain much of the remaining variation in the adoption of the new pedagogies. The authors explore several conditions under which teacher will could be lacking. 相似文献
15.
William F. Vásquez 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2012,58(1):9-33
This paper presents estimates of production functions of reading and mathematics test scores to assess the effects of supply-side interventions, such as the provision of a community-based school management programme, bilingual education and multigrade teaching, on student learning in Guatemala. The efficiency and consistency of the estimates is improved by using seemingly unrelated regressions to account for potential correlation between test scores. Results indicate that the community-based management programme, bilingual schools and traditional schools produce comparable learning of first-graders. However, in the case of third-graders the community-based school management programme and bilingual schools produce less learning than traditional schools. The learning of both first- and third-graders is found to be diminished in the multigrade teaching approach. 相似文献
16.
Wim J.C.M. van de Grift 《School Effectiveness & School Improvement》2013,24(3):295-311
Teaching quality has been observed in large representative samples from Flanders (Belgium), Lower Saxony (Germany), the Slovak Republic, and The Netherlands. This study reveals that measures of “creating a safe and stimulating climate”, “clear and activating instruction”, and “teaching learning strategies” were reliable and fully or at least partially scalar equivalent across these countries. Flemish teachers score higher, on average, on measures related to creating a safe and stimulating learning climate than do teachers in Lower Saxony, the Slovak Republic, or The Netherlands. With regard to the provision of clear and activating instruction, no significant differences arose in average scores across the 4 countries. Dutch teachers scored significantly higher on teaching learning strategies than teachers in Flanders and Lower Saxony but did not differ significantly from teachers in the Slovak Republic. Flemish and Slovak teachers earned higher average scores on teaching learning strategies than teachers in Lower Saxony. 相似文献
17.
中、美、日学校体育教育的比较分析 总被引：4，自引：0，他引：4
曾怀光 《广东教育学院学报》2006,26(4):94-98
从总体上看,美、日的学校体育教育具有以学生发展为中心,充分调动学生的积极性和创造性;重视培养学生的体育兴趣和爱好,充分发挥学生的个性和自主学习的能力等方面的优点。比较而言,我国的学校体育教育存在着体育教学内容设计及教学实践等方面的不足。因此,在体育教学内容上,要将体育知识与体育文化相结合,体育健身与快乐教育相结合;在体育课堂教学上,要充分发挥教师的主导作用,建立新型的师生关系;在教法和学法上要相辅相成,培养学生的创新意识和能力。 相似文献
18.
熊泽本 《邢台职业技术学院学报》2013,30(2):23-26
通过分析传统大学物理实验教学的弊端和教学内容的改革背景,阐述了分层次实验教学模式和网络化实验室管理形式,提出了大学物理实验教学内容的更新策略和改革的原则,说明了大学物理实验教学内容的改革和更新在教学过程中的具体落实,有利于素质教育、创新教育的开展,有利于充分发挥大学物理实验课程对学生综合素质的培养功能,有效推进课程改革,形成与时俱进、特色鲜明的大学物理教学内容新体系。 相似文献
19.
This article explores the issue of students' writing skills in the discipline of Engineering and beyond. It is the result of a discussion between three academics from different discipline backgrounds: Teaching and Learning, the Humanities and Engineering. We start with a review of the strategies commonly used to address problems in students' academic writing skills, with an emphasis on the notions of ‘writing across the curriculum’ (WAC) or ‘writing in the disciplines’ (WID). Taking into consideration the issue of students' perception of their ‘real curriculum’ and the need to embed writing’ in the disciplines, we propose a strategy aimed at implementing an efficient teaching of writing skills targeted for a specific discipline. In so doing, we argue that the increasing recourse to independent Learning Development services decontextualises students' understanding of writing. 相似文献
20.
Medical school curricula are undergoing transformational change in response to calls for integrating content across courses and years to enable better retention and application and for individualizing learning to meet the diverse backgrounds and thus differing needs of students. To address the related teaching challenges, faculty can employ solid principles of adult learning and instructional design and use teaching strategies that stimulate different learning styles. We developed laboratory sessions that follow a learner‐centered instructional design model we refer to as “PLHET,” reflecting the steps of preparing, linking, hooking, engaging, and transferring learning, and also applied teaching strategies that reflect Kolb's four styles of learning (accommodative, divergent, assimilative, and convergent). We utilized a group learning format to promote active learning, teamwork, and self‐direction. Preliminary data based on student surveys of laboratory activity show positive responses. In the future, we will test the hypothesis that this design will improve medical students' performance. Anat Sci Educ © 2013 American Association of Anatomists. 相似文献