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1.
ABSTRACT

This essay attempts to explore the links between politics, poetry, and collective, embodied readings and discussion in the classroom. When my Year 12 class were asked ‘What is Poetry?’, their answers suggested something in the Romantic tradition – of poetry as expressive, individual and emotional. My experience studying poetry with my Year 9 class suggests something altogether different – that studying poetry allows students to have an embodied and collective reading. In the sense that politics concerns the control of bodies, poetry allows the class to read in an embodied sense, thus politically, in a way that assessment criteria and the demands of high-stakes testing, with their focus on individual understanding, do not. Thus, I argue for the study of poetry as essential in terms of recognising students’ political agency – not primarily as exam-takers but as citizens of a country and an Earth they will, to put it grandly, inherit.  相似文献   

2.
Abstract

This paper investigates what it may mean to re-imagine learning through aesthetic experience with reference to John Dewey’s Art as Experience (1934). The discussion asks what learning might look like when aesthetic experience takes centre stage in the learning process. It investigates what Dewey meant by art as experience and aesthetic experience. Working with Dewey as a philosopher of reconstruction of experience, the discussion examines responses to poetic writings and communication in learning situations. In seeking to discover what poetic writing (as art) does within the experience of a reader and writer it considers three specific learning situations. Firstly there is an examination of a five-year old child’s experience of shared communication through the story of Horton the Elephant. Secondly there is an account of the responses of an 11-year-old child to poetry in a 1950s classroom setting, and later reconstructions of those experiences by the child as adult. Thirdly, the paper extends to intensive writing with 12 to 13-year-old children. The focus is on the process of learning via acts of expression as aesthetic experiences. Through art as experience the child develops perceptions that recover a coherence and continuity of aesthetic experience in art as in everyday life.  相似文献   

3.

This study examines the internal consistency of Novak and Gowin's scoring scheme and its effect on the prediction validity of concept mapping as an alternative science classroom achievement assessment. Data were collected in three typical situations: very limited concept mapping experience with free‐style concept mapping; some concept mapping experience with questions provided; extensive concept mapping experience with a list of concepts provided for. It was found that Novak's scoring scheme was not internally consistent, and therefore there was generally no significant correlation between students’ scores on concept mapping and students’ scores on conventional classroom achievement assessments. The need for a new scoring scheme when concept mapping is used as an alternative science assessment is discussed.  相似文献   

4.
Abstract

Recently, authentic assessments have been used extensively in the classroom setting; however, their use in informal settings, such as outdoor education centers, has been very limited. We review several classroom techniques and present examples that illustrate the use of authentic assessment at an ecology education center. We conclude with a discussion of general issues such as the correlation of learning objectives and program content, development and scoring, and other considerations associated with implementation of authentic assessment.  相似文献   

5.

A survey of faculty and administrators who successfully completed a staff development course on classroom feedback/ research techniques is reported. The results indicate two directions which classroom research activities appear to have taken. The first is an emphasis on the assessment of teaching over student achievement and learning skills. The second one involves a positive use of feedback results in the planning of follow‐up instructional activities. The value of classroom research endeavors appears to have outweighed the time it takes to prepare the assessment instruments, to implement the activities and to analyze the results. The paper concludes with a discussion of the need for institutional support systems to develop classroom research activities.  相似文献   

6.
Scholars in technology education are of the view that there should be some relationship between supervised industrial work‐experience and classroom instruction in order that the theory learned at school would have relevance to practice at the work place, especially as supervised industrial work‐experience has become an important component of well‐planned technology education programmes.

This study was therefore designed to determine the nature and extent of the relationship between supervised industrial work‐experience and classroom instruction. A research sample of 64 (comprising of 30 mechanical, 20 electrical and 14 civil) engineering technology students were alternatively exposed for three years to classroom instruction and its consequent sessional examinations on the one hand and supervised industrial work‐experience and the consequent performance assessment process on the other. Performance scores‐‐in percentages‐‐were collected from the two research situations. Product moment correlation coefficients were computed for the pairs of performance scores; first all the students’ scores were analysed together and then they were analysed in each engineering specialty.

It was found that:

(1) generally there was no statistically significant relationship between the students’ performances in classroom instruction and supervised industrial work‐experience;

(2) additionally (a) statistically significant relationship did not exist between students’ performances during the different periods of supervised industrial work‐experience and (b) there was a statistically significant relationship between the students’ performances in the classroom‐instruction situation.

It was recommended that industries should participate in the preparation of curricula for technology education programmes; and should train students on projects that have educational value and practical utility while more industrial‐work‐related instructions should be provided in technology education programmes.  相似文献   

7.
ABSTRACT

This paper examines the online learning experience as related to work–life balance from the student’s perspective. Four open-ended discussion questions were asked of 302 students in sixteen graduate business courses, over a three-year period. Two hundred and ten students voluntarily responded with their observations and perceptions of their personal online learning experience and how this experience impacted their work/life/school balance. This paper, using content analysis and qualitative coding, is focused on understanding the student’s perception of how online learning impacts their work–life balance, especially as compared to brick-and-mortar classroom learning. This paper concludes that online learning can enhance work–life balance for most students, especially when compared to the alternative of traditional fixed time and place classroom learning.  相似文献   

8.
Abstract

This article presents an analysis of the expectations, evaluations and opinions expressed by students taking the course Models of Planning and Educational Research (Social Education Degree, Pablo de Olavide University, Seville), obtained at the beginning and end of a teaching process supported by the continued use of class sessions, semi-virtual sessions, group work, guided individual study and tutorials. This experience has been developed within the institutional framework of the call for educational projects aimed at designing and implementing new teaching and assessment methods, primarily focused on competence-based training, convened by the Vice President for Teaching and European Convergence. The data collection and evaluation of the teaching innovation was carried out in two phases: the first with an assembly or initial discussion of expectations at the beginning of the course, and a final assessment with a questionnaire at the end of the experience.  相似文献   

9.
Abstract

This article describes how a traditional biology lecture course was transformed into an interactive class. A review the activities used, changes made to grading policy, and practical tips for integration of active learning in the classroom are provided. Analysis of student responses to course assessments indicated that active learning experiences helped them focus on and understand key concepts of the course. Students performed as well as, or better than, those in previous classes that used a more traditional lecture technique. Active learning enriches the classroom learning experience and can be incorporated into a large lecture setting with relative ease.  相似文献   

10.
ABSTRACT

In this essay, I draw on the experience of reading Hamlet with a class of 11- and 12-Year-old boys in a London comprehensive school. I explore how a number of comments in my classroom reveal the complexities of my students’ thinking about gender and sexuality in Hamlet. I look at how these thoughts are difficult for the students to fully express, and I argue that it is necessary to attend to the heteroglossic nature of the language used within the classroom.  相似文献   

11.
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12.
Abstract

One early childhood teacher preparation program includes “Aesthetics As Learning,” a course which emphasizes that aesthetics is another way of knowing—another domain of development. The course has a reading, writing, discussion and experiential component—and all are integrated, but the experiential component (weekly arts activities) is showcased in this article.

One significant and innovative component of the experiential approach is that the students do not react to the use of the arts from a child's perspective but respond as an adult. This provides for an authentic experience with the arts. The college classroom uses a constructivist approach in which students construct their own meaning from their experiences and a feminist pedagogical approach that develops a classroom community of learners. © 2001 Elsevier Science Inc. All rights reserved.  相似文献   

13.
Abstract

As with other minorities, social work faculty with disabilities often face a dilemma of which personal experiences to discuss in the classroom and how to accomplish this to advance the teaching-learning process. This discussion of disability utilizing direct narrative experiences, seeking to maximize the quality of teaching and student learning about disability while maintaining personal boundaries is both complex and exposes faculty with disabilities to some personal and professional consequence. This article integrates scholarly literature with personal reflection and narrative to explore the use of the classroom as a laboratory of evidence based inquiry and critical thinking, infused with multicultural or diversity rich material, specifically disability based discussions. Further expansion of the discussion to all minority faculty is undertaken and guidelines for faculty use of self in the classroom are advanced.  相似文献   

14.
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15.
Abstract

Our particular flavor of inquiry-based learning (IBL) uses mathematical discourse, conversations, and discussions to empower students to deepen their mathematical thinking, building on strengths of students in the humanities. We present an organized catalog of powerful questions, discussion prompts, and talk moves that can help faculty facilitate a classroom focused on mathematical discourse. The paper brings this discourse alive through classroom vignettes and explores various teacher moves and their impacts. The mathematical theme of the classroom investigations, Maypole dance patterns, stems from the learning guide “Discovering the Art of Mathematics: Dance.” Both authors are part of the NSF-funded project “Discovering the Art of Mathematics,” which provides IBL materials for mathematics for liberal arts courses, see www.artofmathematics.org.  相似文献   

16.
Abstract

The aim of this study was to analyse the discourse of beginning teachers and mentors in Secondary Education throughout their participation in reflection groups on teaching practice, as part of a program designed to palliate the reality shock and encourage reflection on the practice, thus promoting the construction of professional knowledge.

The data collected consist of speech recordings from five pairs (beginning-mentor) who participated in five reflection groups during a school year. This interpretative and longitudinal study draws on a qualitative analysis (Atlas.ti) of the discussion topics and types of sentences produced by the participants. The most frequent discussion topics were the thematic areas considered to be the most problematic for beginners (pair adjustment; attention to the diversity; student assessment; assessment by the program; fatigue and stress; classroom management; teacher identity; status and school culture). Mentors tended to produce more metacognitive statements while beginning teachers tended to use more conceptual statements. The results show that taking part in a discussion group on teaching practice was not enough to promote a really thoughtful (most sophisticated) elaborative pattern for beginner teachers.  相似文献   

17.
ABSTRACT

The authors used self-regulated learning (SRL) as a lens for examining teachers' conceptions of assessment and their classroom assessment practices. Fifteen upper-elementary and middle school teachers participated in semistructured interviews designed to uncover their beliefs about the forms and functions of classroom assessment. Observational data were collected in the teachers' classrooms. The findings show that while teachers have complex understandings of classroom assessment, their assessment environments are not optimal for supporting students' development of SRL habits. Teachers tend to see themselves as the initiators and controllers of assessment opportunities, prioritize attainment of content information, and value written assessment products over practices that generate intangible data. The authors describe these trends as consequences of the competing audiences teachers have to satisfy with their assessment practices.  相似文献   

18.
Abstract

The use of peers in the evaluation of teaching is part of a larger trend in postsecondary education toward a more systematic assessment of classroom performance. Many scholars believe that certain aspects of teaching can be assessed only by classroom observation. This study examines the use that peer reviewers make of teaching products, especially peer observation reports, during the promotion and tenure review process. Results indicate that peer observation reports are seen as an important component in evaluating teaching effectiveness, though perhaps not the best indicator of effective teaching. Despite flaws in peer observation instruments, the results from classroom observation are seen as valid and are used in deliberations about faculty teaching performance.  相似文献   

19.
《学校用计算机》2013,30(3-4):9-22
SUMMARY

A recent ethnographic study of 13 graduate classes in an interactive televised (ITV) learning environment (N= 278) provided insight for instructional designers into the process of adaptation that learners go through as they attempt to relate a new technologically mediated classroom to their traditional ways of managing teaching and learning. Participant observations of students' comments and actions clearly indicated a connection between the complexities of working with the tech nology (e.g., using microphones, watching television, appearing on screen) and their ability to participate in class. Cultural anthropology and symbolic interactionism theoretically framed this study that shows communication and participation in class were different in the ITV classroom from the traditional classroom.  相似文献   

20.

This paper details a collaborative action research enquiry undertaken while both authors worked at the University of Glasgow. It explores the use of class debates as a teaching method in an International Management Honours course as the framing context for developing students' capacity to assess their own and each other's learning through the debates. In addition, issues of assessment for grading purposes are signalled and explored with the students. The collaborating partners in the study were a Management Studies lecturer and a Higher Education Studies lecturer, who worked together on the framework for the debates, reflected on the unfolding process together, and collected and analysed evidence. This case suggests that the debates enabled students to develop a critical view of the topics under discussion and to acquire a number of 'transferable skills', for example, team work. On peer grading, students were ambivalent. While self-and peer assessment appears to work well for formative purposes, summative peer assessment may not be welcomed by students.  相似文献   

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