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1.
This paper reports on an in‐depth interview study of the roles, job jurisdictions and associated learning of higher level teaching assistants (HLTAs). This role has the core purpose of covering classes to enable teacher release for planning, preparation and assessment. HLTAs’ individual job jurisdictions are described and discussed as are implications for their knowledge and practice. The HLTAs are found to have wide‐ranging job domains and, sometimes, unexpected involvements which mean they have to improvise practice. The study acknowledges that these HLTAs are being creatively managed and deployed by head teachers for the sake of teachers and schools. However, they are, at times, required to take on planning and cover duties which are beyond their knowledge and training with a likely impact on children’s learning. Given their training and experience it is asked if covering classes to release teachers is the most effective use of their abilities and time. 相似文献
2.
To be understood, visually, often depends on how skilled one is in catching form and translating it into a two‐dimensional surface. This is a challenge we are confronted with early in life. Children's learning strategies in drawing are not always understood or encouraged. This article presents a socio‐cultural analysis from Norway of a pedagogical practice that attempts to shed light on the question, How does the preschool teacher support 3–5 year old children when they are drawing something they see, and how do children in this age group respond to this support? 相似文献
3.
Stacey Blackman 《Journal of Research in Special Educational Needs》2011,11(3):178-185
The transformative potential of pupils' voices is well documented in past research by Pedder and McIntyre; and Cooper and McIntyre. In this qualitative research, I utilise a social constructivist framework by Vygotsky to ask pupils with dyslexia about the kinds of teacher strategies that they find helpful to their learning at secondary school in Barbados. This study utilised direct observations and individual interviews as part of a multiple case study strategy of 16 pupils with dyslexia from two secondary schools in Barbados. Findings suggest that there are regular teachers' strategies like more detailed explanations, demonstrations, drama and role play, storytelling, asking questions and enquiry‐based approaches that pupils find facilitative of their learning. This research is guided by the following questions: (1) what do pupils mean when they refer to teacher strategies as helpful?; and (2) what pedagogical approaches do pupils with dyslexia find helpful to their learning at secondary school? 相似文献
4.
In this article we examine some sequences of teacher–student interaction in which a teacher generates and acts on formative assessment data. We look at the teacher's practices of question construction and her decisions about in situ next pedagogical steps made in real time to support and further student learning. Our observations are guided by the following research questions: (a) What are the interactional practices that constitute formative assessment? (b) Are there observable classroom routines and organization that support these interactional practices? Our observations suggest that open and respectful pedagogical questioning is a key resource in eliciting students' current learning status, and for making decisions about next steps in student learning. Stable classroom routines and mutually understood interactional goals and practices are significant supports for these processes. 相似文献
5.
Anna Ershler Richert 《Teaching Education》2013,24(4):297-310
This paper explores a new pedagogical approach to teaching teachers to assume a learning or inquiry stance in their practice. It is based on an assumption that professional learning is a core capability of good teaching that is responsive to the changing needs of children, schools, and communities. One source of teacher learning is practice—one's own practice and the practice of others. Whereas there is much written about teachers learning from their own practice, there is scant attention in the field currently about learning from the practice of others. What do we mean by learning from the practice of others? Beyond visiting their classrooms, how might teachers access the practice of others so that they can learn from it? How does learning work proceed? This paper grapples with these questions as a frame for discussing one teacher education attempt at preparing teachers to learn from the practice of others. It begins by making a case for learning as a centerpiece of good teaching, and then proceeds to describe one example of how the inquiry practice of experienced teachers was used to teach teacher inquiry to a group of novice teachers in California. 相似文献
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Noomi Christine Linde Matthiesen 《International journal of qualitative studies in education》2016,29(3):320-337
This article questions the dominant understanding that immigrant and refugee parents in parent–teacher conferences are silent because they come from a culture where one does not question the authority of the teacher. Instead, it is argued that they become silent through certain interactional processes. Building on material from an explorative case study of the home–school relations of Somali diaspora families in Danish public schools, the article argues that while these parents have many opinions about their children’s education that they wish to convey, there are institutional and interactional processes in the parent–teacher conference that systematically silence their voices. The understanding of culture as a stable structure that persons are situated within in a top-down manner is thus challenged, arguing that dynamic here-and-now interactions unfolding in a specific practice result in persons becoming, rather than being, silent. 相似文献
8.
Brigid Smith 《International Journal of Early Years Education》2003,2(1):77-87
Two education projects, one in Southern India and the other in the rural Punjab, Pakistan, have as their focus the shift of the curriculum from a rote learning of text books to an active, experiential and child centred approach to learning. Achieving literacy is a key element in the success of these projects. In these two areas the drop out rate from education can be particularly high from the first year in school, where learning to read is seen as learning complex letter shapes in a de-contextualised way which does not build on early language experience. Class 1 children are not exposed to texts in any form until they have mastered letter formations. Further reading is often rote learning of the text books and book materials can be almost non existent in public schools. The question has to be raised of how easy it is, in reality, to implement active approaches to learning to become literate in conditions where lack of training and inadequate materials make the task difficult for teachers. Are there aspects of recent research and understanding of language acquisition and children learning to read that might be generalisable even in very different pedagogical and cultural conditions? Experience suggests that there are language resources available to teachers at little or no cost and that once they have experienced using these materials they can become enthusiastic and inventive teachers of literacy. The ubiquitous ‘action song’ is a popular element in early education, enjoyed by both teachers and children. Encouraging teachers to produce a written version of the action song to be learned can give access to a text right from the earliest time in school. Common rhyme and letter patterns in the songs can be identified and high lighted and children have shown that they can quickly identify these written elements in the text. Versions of stories derived from pictures and told to the teacher for writing down have resulted in simple Big Books being used for shared reading with children in Class 1. Teachers have been surprised at how detailed and accurate these children's drawings can be. Both these simple, low cost literacy approaches can be undertaken by teachers of large classes without them needing to change very much in the way that they manage the class. Even so the focus of learning shifts from the teacher to the learner and the methodology is based on sound, relevant and up to date research in language acquisition. Examples that are given show that active learning approaches can be successful if teachers are given training and support that takes account of their previous understanding and classroom conditions. 相似文献
9.
Christine Stephen Jennifer Ellis Joan Martlew 《International Journal of Early Years Education》2010,18(4):315-329
This paper examines the extension of active learning pedagogical practices familiar in preschool settings to the first class of primary school. Policy and practice guidance in the UK is advocating the benefits of experiential learning as a way of engaging young children as they move into primary school but for teachers this means a move to new practices which can be in tension with other expectations. In this paper, the rationale for active learning is considered along with an account of the classroom activities of teachers and children in five primary schools that were implementing the policy shift to active learning. The children in these classes spent varying amounts of time in whole class activities led by the teacher or in small groups directed to engage with specific activities. They had opportunities to engage and respond verbally, through manipulating objects and with physical actions but the emphasis was on planned, teacher-directed learning activities. The characteristics of active learning as introduced in these innovative classes are compared with the expectations of practice guidance and theorising about early learning. 相似文献
10.
Comparative research in multilingual urban primary schools indicates that the pedagogical and political goals of schooling may operate at cross-purposes. Classroom observations and teacher interview-discussions were conducted in classes for immigrant children in Montreal, Quebec, Canada, where the language of instruction is French, and in classes in Pretoria, Gauteng Province, South Africa, where children from many different language backgrounds are taught in English. Two main themes emerged: (1) pedagogically, effective teacher–learner communication can break down when teachers are unaware of the roles that language and culture play in second language classrooms; (2) politically, efforts to assimilate learners into new socio-cultural/political contexts sometimes take precedence over sound pedagogical practice, such as drawing on the linguistic and cultural repertoire that learners bring to the classroom. This ongoing qualitative research underlines the importance of preparing pre-service and in-service teachers for the linguistic and cultural diversity they are bound to encounter in their classrooms, and of deepening their understanding of the influence of such diversity on the teaching–learning process. 相似文献
11.
Henrik Skovlund 《International Journal of Inclusive Education》2013,17(4):392-410
Eight children between 7 and 11 years of age were interviewed about their understanding of their own diagnoses. The diagnoses in question were attention deficit hyperactivity disorder, autism and nonverbal learning disorder. They were from different special schools that are segregated from state schools. In addition to the interviews, a role play setting with dolls representing a school teacher, parents, peers, a school psychologist and a doctor was used as a basis for speaking about the children's understanding of the special school in relation to their diagnoses. The study revealed that the children use a simplified medical model for understanding their diagnoses and behaviour. Furthermore, they partly perceive the special school as a medical institution, as well as an educational institution. Finally, the study showed that the children consider themselves different from normal children and incapable of participating in shared learning communities such as state schools. This is of particular interest in relation to these children's future transition from special schools to public learning institutions, especially with regard to their inclusion in the latter. 相似文献
12.
Lena Karlsson 《Gender and education》2015,27(6):654-665
This article explores practices of othering through formations of normative sameness in discussion-based seminar classrooms. It takes literary scholar Stanley Fish's question, ‘Is there a text in this class, or is it just us?’, back into the classroom to explore the formation of a ‘just us,’ an imagined homogeneous interpretive community which, I argue, has discriminatory effects by normalising some voices and practices. It draws on feminist and anti-oppressive theory to discuss ways to pedagogically trouble the enactment of homogeneous interpretive communities in the Gender Studies classroom. As the Gender Studies teacher, I devised pedagogical practices based on the allocation of specific roles as a way to work towards an anti-discriminatory classroom by de-mystifying academic practice and framing seminar practice as a social genre. The article critically reflects on students' subsequent reluctance to take on roles and their preference for free-flowing discussions, doing what comes naturally, a ‘doing' of academia which, I suggest, is linked to social privilege. 相似文献
13.
DIXIE C. BLANKSBY 《Educational studies》1999,25(1):79-88
Teachers in inclusive schools are often faced with the challenge of providing appropriate educational experiences for classes of students with abilities ranging from gifted to severely learning disabled. This challenge can be addressed either by the individual teacher or by a whole school approach. This paper reports on a study of the responses of teachers and parents to a trial of 'cluster grouping', as a model for meeting the educational needs of exceptional students. Data were gathered from teachers and parents by questionnaire. The results remind us that there are factors, other than the strengths and weaknesses of a particular model, that can influence success. 相似文献
14.
James G. Huff 《Christian Higher Education》2018,17(3):151-166
What pedagogical routines and rhythms can teachers in Christian institutions of higher education adopt to teach for justice? The article explores this question by detailing efforts to incorporate the practice of lament into the learning routines of a survey course on global poverty. Drawing on recent scholarship on practice-oriented pedagogies and lament theology, the discussion articulates a lament pedagogy that aims to deepen students' empathetic engagement with the voices of suffering they encounter in the course and to engender a performative response to injustices they confront beyond the classroom. In particular, the article details how the use of literary accounts written by non-Western authors who explore themes of disruptive social change, poverty, and injustice in their works intersects with an overarching practice of lament to foster enduring processes of dispositional formation in students. A closing discussion considers how the pedagogical routines developed in a global poverty course might be adapted to and implemented in courses across the liberal arts curriculum. The article makes the case that educators in Christian colleges and universities are critical in the ongoing public recovery of a practice of prayer and worship that is fundamental to one's engagement with suffering in the world. 相似文献
15.
Kay Livingston 《European Journal of Education》2014,49(2):218-232
The pace of change in today's society means that there is an ongoing need for teachers to learn, have new knowledge and use new pedagogical approaches to meet the needs of their pupils. For many teachers, this requires redefining their identity as teachers and what ‘teaching’ means in 21st century learning environments. These changes also require teachers to be supported in learning to ‘teach’ in different ways that are relevant to their own individual needs and to the contexts in which they work throughout their career. In this article, it is argued that a more integrated and collaborative approach to teacher education is needed with better understanding of those who take up the roles of teacher educator across a teacher's career. With a particular emphasis on ‘teacher educators’ working in school to support teachers' career-long professional learning it is argued that currently many do not recognise themselves as teacher educators nor are they recognised by those they work with as teacher educators. Drawing on an empirical study carried out with mentors in schools in Scotland, it is suggested that these teacher educators may be ‘unrecognised’ and remain ‘hidden professionals’ because of the identities they construct for themselves, the values and priorities that they or others attach to their roles or because of the institutional structures and cultures in which they work. It is concluded that it will be difficult to recognise and value these ‘hidden teacher educators’ and the distinctive contribution they can make to teachers' career-long professional learning without further clarification by them and others of the roles and responsibilities they hold. 相似文献
16.
Barbara Gasteiger-Klicpera Christian Klicpera Markus Gebhardt Susanne Schwab 《International Journal of Inclusive Education》2013,17(7):663-681
In a survey, 840 parents of children with cognitive deficits who were educated either in special schools or in inclusive classes were asked to assess their children's school experiences. The results showed an overall high degree of satisfaction with the schooling, but there were marked differences among the parents' assessments depending on the degree of learning disabilities and on the type of school. Satisfaction with their children's social experiences and satisfaction with the special education curriculum depend on these two factors. All in all, many parents of children in inclusive classes were satisfied with their children's schooling than those of children in special schools. The analysis of the causes for discontent showed that dissatisfied parents had chosen the type of school under less favourable conditions and a larger part of them are still not convinced of this necessity of additional help. This applied to parents of pupils in inclusive classes as well as to those of pupils in special schools. Furthermore, parents of children with German as a second language showed a higher degree of discontent than others. 相似文献
17.
Paula Rothermel 《Education 3-13》2013,41(1):49-54
This paper argues for the creation of a mainstream complement to the current school system: that is, learning resource centres for children. A brief overview of some of the voices calling for change is followed by the presentation of assessment data relating to children educated by their parents. The results discussed form part of a wider study that involved 1,000 home-educating families. Among the findings, which were illuminating and often surprising, was the indication that time spent with parents is, perhaps, the most important factor in young children's academic and social development. If children thrive best in the company of their parents, the argument for learning centres that they can visit with parents is clear. The evidence presented below supports the need to think the unthinkable and create a third way in education. 相似文献
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Sonja Sheridan 《International Journal of Early Years Education》2007,15(2):197-217
Four dimensions of pedagogical quality focusing on children's opportunities for learning and development in preschool are suggested. This article explores how they are constituted and how they can be used for evaluation to discern pedagogical quality as a whole and part of a whole and to understand how quality is experienced and valued from different perspectives. The four dimensions are: those of society, the child, the teacher and the learning context. This approach to evaluation has evolved from a meta‐analysis of the results of four empirical studies. The object of research in this article was children's possibilities for participation and influence in preschool. When the four dimensions of quality were used for evaluation, a broader and deeper picture of influence and participation as a pedagogical quality emerged. The results highlight the complexity of pedagogical quality and how it is constituted in the interaction between various dimensions and aspects of human and material resources. It shows that, in order to grasp the complexity of pedagogical quality, it is necessary to study the same aspect, phenomenon and situation from more than one perspective at one and the same time. 相似文献
20.
《Early childhood research quarterly》1987,2(3):211-225
Since individuals construct educational policies and practices according to their beliefs, the conceptual systems of proponents and opponents of hot-housing must be considered. Such systems can be based either on “closed beliefs” or data. Such consideration may provide an answer to the question, “Does hothousing rob children of their childhood?” Belief systems are built with the constructs of belief, intention, attitude, and value concepts. Beliefs of parents develop from both broad socio-historical views and from the parents' personal histories. If parents and educators form beliefs about hothousing which ignore relevant data, they may educate in a manner which increases “achievement anxiety,” and makes children feel they have value only when they are “producing.” As an alternative, children should be offered learning activities which provide opportunities for intellectual exploration and flexibility. 相似文献