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1.
Connor DJ 《Journal of learning disabilities》2005,38(2):159-174
In this article, I discuss the 11 diverse responses to Reid and Valle's work on the discursive practice of learning disabilities (LD), implications for instruction, and parent-school relations. I highlight key ideas from each article and then focus on three common areas of interest shared by most respondents: the unacceptable status quo of schooling practices; desired changes in schooling practices; and knowledge production in the field of special education and its relation to schooling practices. In light of the many issues raised, I urge the need for a reflective turn in the field of LD and for openness toward diversification of thought. 相似文献
2.
Lisa P. Kuh 《Teachers and Teaching》2016,22(3):293-314
Reflective practice has potentially positive effects on an organization’s capacity to focus on student learning and teaching practices. In an effort to comply with policy and provide teachers with opportunities to reflect on their practice, districts, schools, and teachers have turned to various models that feature collaborative experiences. One such model is the Critical Friends Group (CFG), focusing on the improvement of practice and learning experiences for children, using protocol-driven structured conversations. This article examines the mechanisms that support and sustain reflective practice within a community of practice and utilizes Wenger’s three dimensions of practice – mutual engagement, joint enterprise, and shared repertoire. The study followed a CFG in an elementary school using ethnographic case study methods to conduct a close examination of CFG meetings, protocol use, and analysis of teacher interviews. The propensity to ‘look out’ at school-wide issues vs. looking in at classroom practices, perceptions about feedback on classroom practice, and using protocols to guide conversation emerged from the data as prominent mechanisms in communities of practice. CFG facilitators and coaches, as well as participants must be explicit about the purposes of their work and protocol use alone does not ensure a focus on student learning and teaching practices. 相似文献
3.
This article reports the findings of a survey of 558 teachers in England. It describes how conceptual and empirical insights from the literature informed the construction of questionnaire items to provide answers to questions about the way in which teachers value different classroom assessment practices and how congruent with these values they perceive their practices to be. Results from item, factor and cluster analyses reveal three underlying dimensions of assessment practice, sizeable values-practice gaps on two dimensions that appear to be in tension (promoting learning autonomy and performance orientation), and differences among teachers which show that over half of this sample report that they are unable to sustain practices across all dimensions in line with their values. We conclude that teachers are demonstrably committed to the values (not just the methods) of assessment for learning within a moral framework that gives importance to the quality of students' learning, yet they experience and need to resolve contradictions in order to realize their values. 相似文献
4.
Lloyd Bond 《Educational Measurement》2020,39(3):86-89
Three examples of extant testing practices (i.e., a classroom instructor's use of a simple pre-post design, the practice of teaching to the test, and the think aloud verbal protocol) are discussed to illustrate the contention that assessment in the service of testing and learning does not necessarily involve radically different assessment practices. It is demonstrated that activities already familiar to teachers and assessment specialists can powerfully inform student learning and teaching practice. 相似文献
5.
The TESSA (teacher education in sub Saharan Africa) programme aims to improve teacher education at scale by developing open educational resources (OER) that allow sustainable and locally managed pedagogical change in higher education institutions and schools. The article offers a sociocultural theoretical rationale for the pedagogy of mutuality represented in the TESSA OER; and for the research approach to understanding pedagogical change that recognises the dialectical relationships between national policies and institutional structures and practices, and the consequent impact of these on teachers’ practice and pupils’ learning. It reports from an interview-based enquiry, from the project1 ‘Extending and embedding TESSA OER’, looking at how teacher educators at a Kenyan University served to broker changes in pedagogy within the institution and its partner schools. Two school-based cases are discussed that highlight the role teachers, who take up these pedagogical challenges play in further brokering change in their local institutions; some of the influences that support the process of institutional change are identified and how these are understood and reported to increase access and enhance learning for all pupils. 相似文献
6.
Louise Starkey 《Critical Studies in Education》2019,60(3):375-390
While the terms student-centred and learner-centred are used to describe a range of neo-liberal educational policies and practices around the world, the meaning is not clearly defined. This limits its utility as a concept in policy, research and practice. This article applies abductive reasoning to explore how student-centred education is theorised in academic literature and articulated within a sample of New Zealand school principals’ visions for their schools. The findings suggest that student-centred education can be synthesised into a conceptual framework that includes three overlapping dimensions; humanist, agentic and cognitive. The humanist dimension encompasses getting to know students as unique human beings, the agentic focuses on empowering students and the cognitive dimension considers each student’s learning progress. There was diverse understanding of what it meant to be student-centred by the principals with the humanist and agentic dimensions dominating. It is anticipated that educational outcomes for disadvantaged students would improve when the three dimensions are applied together. The proposed framework could be applied by policymakers, practitioners and researchers to enhance clarity of student-centred education policies and practices. 相似文献
7.
This article focuses on the use of portfolios for learning and professional development in Higher Education (HE). Recent research findings related to learning and assessment help to contextualize the study. The use of portfolios for summative assessment and development of teaching and reflective practice dominates the literature. What is lacking is research that provides insights into how a portfolio for learning can be used in HE to develop understanding into one’s own learning, assessment and professional practices. The action research findings related to portfolio use for learning purposes identified in the three case studies include: the importance of establishing the purpose of the portfolio; the impact of portfolio use on the approach to learning, to teaching and to professional development; the changes to professional practice brought about as a result of the learning; and the need to consider issues related to ethics and confidentiality. 相似文献
8.
AbstractInspired by Theodore Schatzki’s ‘societist’ approach—in which he advocates a notion of ‘site ontologies’—in this article, we outline our theory of practice architectures (a theory about what practices are composed of) and ecologies of practices (how practices relate to one another). Drawing on case studies of four Australian primary schools, we examine how practices of leading relate to other educational practices: professional learning, teaching, student learning, and researching and reflecting. We find ‘leading’ not only in the work of principals and other formal leadership positions, but also in the activities of teachers and students. We show that changing leading practices requires changing more than the professional practice knowledge of individuals; it also requires changing the practice architectures (cultural-discursive, material-economic and social-political arrangements) in sites where leading and its interconnected practices are conducted. In order to study practices of leading, we adopt a philosophical-empirical enquiry approach, i.e. we conduct our research as a conversation between practice philosophy and theory and the empirical cases of leading we study. We study practices in the mode of research within practice traditions, sometimes described as ‘practical philosophy’, as a contribution to the self-reflective transformation of the practices we are studying. 相似文献
9.
Greg Winslett 《Discourse: Studies in the Cultural Politics of Education》2014,35(2):163-176
The exhortation to innovate is a pervasive one that occupies a central position across university mission statements, strategic plans, marketing literature and job titles. This article locates a discourse of innovation within a history of Australian federal higher education policy, a history that may bear similarity with other national contexts. The article names this discourse as an innovation talk that influences our teaching and learning practices, a discourse that can be reconfigured in a way that opens up the possibility for change. As such, the article presents an analytical process used to resist taken-for-granted views of what constitutes valuable teaching practices. Suggestions for re-conceptualising how universities govern and support teaching and learning innovation are drawn from analysis of key federal policies that have influenced university practices in recent years. 相似文献
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11.
Dina Zoe Belluigi 《Teaching in Higher Education》2016,21(6):700-715
This paper considers the influences of curricula content on the nuances of teaching and learning practices, and the ways in such influences are complicated by the contexts within which they are situated. Generated data from within the particularity of two fine art schools, one operating from the developed world in the global ‘north’ and another the developing world in the ‘south’, considers how they have negotiated the contemporary push from the professional community of practice, led by ‘western’ artmaking, towards the discourse-interest of contextualism in fine art practice education, compared to the focus on skills and mastery of more out-dated formalism. Particular emphasis is placed on the significance of such influences and pressures on the structures and cultures of teaching and learning. 相似文献
12.
Geir Afdal 《British Journal of Religious Education》2015,37(3):256-272
This article is a contribution to the discussion of learning processes in religious education (RE) classrooms. Sociocultural theories of learning, understood here as tool-mediated processes, are used in an analysis of three RE classroom conversations. The analysis focuses on the language tools that are used in conversations; how the tools mediate; the dynamics they create between pupils and teachers; and how new language tools are created and enrolled. The following three modes of learning are found: distancing, dynamic and expansive. These modes are collectively enacted by teachers and students in the context of the classroom. The article therefore argues that RE classrooms can best be understood as social practices, rather than sums of individual cognition. Empirically, religion is in the making in RE – in the shape of bits, pieces and processes. In the material, however, RE is an educational practice, not a religious practice. 相似文献
13.
This article explores the beliefs and practices of a high school biology teacher through three interrelated theoretical frameworks: common knowledge, collaborative learning, and communities of practice. The data were obtained from an in‐depth case study of Maria, a biology teacher from a Mexican public high school that was participating in a 4‐year international science project using collaborative learning and information and communication technology. Her beliefs and practices were explored by means of questionnaires, semi‐structured interviews, and nonparticipant observation of classes. Through the use of the three‐component framework, the degrees of coherence between practice and beliefs that guide the teacher's daily behavior became apparent, as well as the difficulties of incorporating innovations due to institutional constraints. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 465–491, 2005 相似文献
14.
The centrality of service learning in the development of students’ professional practice has received worldwide attention. Exposure to appropriately designed service learning experience determines the acquisition of graduate attributes. This article addresses a study in which the key question was: What methods and strategies do students and their clinical supervisors find beneficial in improving their learning experiences during service learning placements? Drawing on the views and experiences of a group of final year occupational therapy (OT) students and their supervisors, the initial focus is on concepts in learning relevant to service learning and professional development, including Vygotsky's zone of proximal development (ZPD), the capability approach and collaborative and peer assisted learning. This is followed by an overview of the methodology and an analysis of the students’ and clinical supervisors’ experiences during service learning. The discussion focuses on the implications of the study findings for practice within a service learning context to enhance the alignment of institutional practices with students’ needs. 相似文献
15.
This article considers the relationship between policy and practice in the early childhood mathematics curriculum for reception-class (RC) children of five years in England. It explores what the policy requires RC teachers to do in terms of curriculum implementation; what RC teachers’ views and understanding of the early childhood mathematics curriculum are; how RC teachers implement early years mathematics policy; and how RC children respond. A case study design included interviews with elite participants who influenced the policy-making process, survey of RC teachers and a detailed investigation of RC classes on three school sites. As elite interviews underlined, international comparison studies have had an important influence on early childhood mathematics policies by creating top-down pressure for standards. Elites and practitioners drew attention to a tension between a play-based pedagogy and a standards agenda. Tensions in policy text were reflected in mixed and ambivalent views and reported practices by elites and practitioners. RC teachers did not merely receive and implement policy expectations but brought their own values and understandings to practice. The study reveals interplay between local and global influences in a context of changing views of early childhood, early learning and early years pedagogy. 相似文献
16.
This article presents an in-depth case study of a complex community of inquiry. In this community, teachers worked collaboratively to build from situated assessments of students' learning through reading to refine and monitor practices designed to enhance student learning in their subject-area classrooms. In this report, we present evidence to address three questions: (1) What did inquiry look like within this community?; (2) How was collaboration implicated in teachers' inquiry?; and (3) How was engagement in inquiry related to meaningful shifts in teachers' practice and learning? This research contributes by uncovering important links between teacher inquiry, collaboration, and educational change. 相似文献
17.
This article explores the idea of pedagogic affect in both onsite and online graphic design learning spaces, and speculates on the role that this affect plays in the formation of the design student. I argue that embodied design knowledge is built by interactions with design professionals, activities that mimic the daily work of designers, and practices of display such as exemplar student work galleries within design schools. Therefore bodies in motion, and the places they move within, take on more importance in the making‐up of a graphic design student than we may expect. This idea has obvious implications for online design learning. Drawing on concepts from both Actor‐Network Theory (ANT) and Non‐Representational Theory (NRT), this article works three empirical instances of affect. The analysis presented is targeted towards exploring the contribution of affect to teaching in onsite and online learning spaces. As the practices described here carry through time and space to other design schools, the findings put forward have implications for a broad suite of practices in design education. Thinking through how affect plays out in the onsite design school points the way towards the creation of more vibrant online learning spaces. 相似文献
18.
Christine Edwards-Groves Peter Grootenboer Karin Ronnerman 《Educational Action Research》2016,24(3):369-386
AbstractPractices such as formal focused professional dialogue groups, coaching conversations, mentoring conversations and professional learning staff meetings have been taken up in schools and pre-schools as part of long-term action research and development activities to improve the learning and teaching practices. The development of relational trust has long been described in the literature as pivotal for the ongoing ‘success’ of such research and development in sites. In this article, we attempt to re-characterise relational trust as it is accounted for by participants in action research. We present data from a cross-nation study of middle leaders from Australian primary schools and Swedish pre-schools. Middle leaders are those teachers who ‘lead across’; they have both an acknowledged position of leadership or responsibility for the practice development of colleagues and a significant teaching role. The larger study examined the practices of middle leaders; and in this article we draw on interview data from one of the case-study sites that illustrate how colleagues in schools recognise the role middle leaders have for facilitating action research and teaching development. This article specifically presents excerpts from semi-structured interviews with 25 teachers, three principals, three executive teachers and three district consultants. Interviewees described how nourishing a culture of relational trust and mutual respect are critical features in the change endeavour. For them, the practices of the middle leader who facilitated the action research were instrumental in developing trust for teacher development. Analysis of participant accounts revealed five dimensions of trust: interpersonal trust, interactional trust, intersubjective trust, intellectual trust, and pragmatic trust. 相似文献
19.
In the Work-Integrated Learning (WIL) curriculum, reflection on workplace activities is widely used to support student learning. Recent critiques have demonstrated the limitations of current approaches to support students' reflective learning of workplace practices. By employing a practice-based approach, we seek to refocus WIL reflection on workplace practices, emphasising the ‘embedded (social), engaged (practice) and embodied (material) aspects' of students' reflective practices in the workplace. We argue that reflection-in-the-midst-of-action includes an often-overlooked phenomenological contribution that shifts attention from cognition to action. This study uses a case study of one typical WIL student to illustrate the importance of reflection-in-the-midst-of-action and the limitations of pedagogical structure using an e-log and reflective journal to capture reflection-in-the-midst-of-action. We argue that the move to consider reflection as a practice, and the move to refocus reflection to reflection-in-the-midst-of-action, supports a learning approach that is more congruent with workplace action and context. 相似文献
20.
Shengli Dong Linda Miles Neil Abell Jadelyn Martinez 《International journal for the advancement of counseling》2018,40(4):469-480
Professional identity development (PID), which involves transformational learning, is crucial for counselors and trainees. However most current training approaches focus more on specific tasks related to PID without focusing on the transformational learning aspect. Mindfulness is an important component for transformational learning; however, limited effort has been focused on its likely impact on PID. This conceptual article describes the need for integrating mindfulness into PID, and explains applications of mindfulness practices in assisting counselors to enhance development of a professional identity in the course of completing transformational tasks through a transformative learning process. Recommendations for future practice and research are included. 相似文献