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1.
Riikka Hohti 《International journal of qualitative studies in education》2016,29(9):1148-1160
This article presents an empirical study of everyday life in school and a methodological attempt to emphasise children’s views and to find ways other than representation to analyse them. The empirical portion took place in a Finnish elementary school in which the author was the class teacher. The ten-year-olds in the class engaged in an unstructured classroom diary activity in which they freely wrote their observations, thoughts and stories. The study takes a relational materialist approach to the children’s writings focusing on various moments and gatherings in the classroom as assemblages and illustrates how time, things, teacher and pupils are co-produced in them. Temporality and materiality are also considered in relation to research methodologies. Research with children is reconceptualised based on the focus on mattering. The analysis is enacted as a non-linear and nomadic process through retelling and responding to the children’s texts. It highlights particular situations, unstabilities, ‘tiny’ things and the complexities of children’s lives in educational environments. 相似文献
2.
This article argues that the instructional scaffolding metaphor may be reconceived as distributed scaffolding when multiple means of influence are provided in a service-learning setting. In the service-learning course described here, the professor's role is largely as designer of activity settings for preservice teacher candidates, through which the students construct their own conceptions of teaching culturally diverse populations. The course involves a set of interrelated settings: a tutoring experience at the city's alternative high school; the reading of books from a menu of texts that cover a range of diversity topics; the discussion of these books in book club meetings independent of the professor's direct influence; and the whole-class discussion of these texts, led by each student book club. The distributed nature of the course scaffolding is illustrated with an excerpt from one book club's discussion. 相似文献
3.
幼儿故事在幼儿发展和幼儿园教学中起着非常重要的作用,不同的幼儿在不同的故事呈现方式中表现出不同的复述特点。本文采用多彩光谱语言评估标准,对从西安市市区4所不同类型幼儿园中获得的126份语言样本进行了分析。研究结果显示,图书组和录音组幼儿的故事复述能力差异不显著,视频组幼儿在故事复述能力测试中总体得分较低。尽管从总体上看,许多幼儿的复述能力处于同一水平,但构成复述能力的要素却存在较大的个体差异。不同幼儿在同一语言活动中复述故事的字数和语言特点各不相同。 相似文献
4.
Ottavia Albanese Carla Antoniotti 《European Journal of Psychology of Education - EJPE》1997,12(3):249-259
The three components of the dialogue style are: a) a great number of questions asked by the teacher during the storytelling; b) three exclusive types of questions asked; and c) a variety of questions. The present study is intended to analyse the relationships between these components and children’s story comprehension. The subjects were 48 children, aged 4;4 to 6;2, randomly divided into four groups of 12 children each: the number, exclusive types, and variety groups, and a control group (the reading group). Twenty-four teachers were also divided randomly into four groups of six teachers each, and assigned to the four children’s groups. Each teacher told the story to two children at a time; the children were chosen and paired randomly. Each child, singly, retold the story and then answered a questionaire on the structure of the story. The responses of each child were compared with the story text and considered correct if approriate to the contents of the story. The mean percentages of correct responses in the three experimental groups were higher than those of the control group. This difference is significant in the free retelling situation. 相似文献
5.
In considering scaffolding as it is enacted across two disciplines – literacy and science – the focus of this paper is specifically on issues related to teacher scaffolding of pupils' learning in these areas. Features of scaffolding in action are drawn out that reflect a concern with developing a principled approach to instruction and learning. The three notions around which the paper pivots are: scaffolding the processes of learning in classroom; the importance of this type of scaffolding for independent learning; and the idea of appropriateness as it relates to the level of scaffolding employed by the teacher. The strategies used by teachers to encourage groups of pupils to adopt and use ways of thinking appropriate to the subject context are explored, and this is linked to Mercer's (2000) conception of the Intermental Developmental Zone, which explored how the concepts of scaffolding and the Zone of Proximal Development ( Vygotsky, 1978 ) might be extended to group contexts, rather than dyadic ones. Some consideration is given to how individual pupils may conceive of the teacher's structuring of thinking as scaffold or straitjacket. 相似文献
6.
We apply a literary definition of story (struggle, protagonist, and resolution) to an American primary school teacher's reflections on experimenting with new teaching practices. This definition makes issues of equity explicit and revealed what the teacher saw as possible for changing her practice. By re-storying her stories – offering evidence from interviews, video, and surveys to affirm or complicate interpretations – we consider the power of storytelling to deepen commitments to reform and challenge skepticism. When done collaboratively between teacher educators and teachers, restorying could be a generative analytic process of learning from practice. 相似文献
7.
Preparing to transition to secondary education: perceptions of Dutch pupils with migrant backgrounds
Rosa G. Rodrigues Ton Notten Sabine E. Severiens 《Educational research; a review for teachers and all concerned with progress in education》2018,60(2):222-240
Background: The transition from primary school to secondary school is a crucial period of time for children and this may be especially the case for pupils with migrant backgrounds. While there has been considerable research on the transition from primary to secondary school, more needs to be known specifically about the experiences of this group of pupils during their final year of primary school, as they prepare for their transition to secondary school. Purpose: The study investigated how Dutch children with migrant backgrounds in their final year of primary school perceive the preparatory process for the transition to secondary school. In particular, we were interested in who the children felt were the important ‘actors’ (e.g. pupils, parents, teachers and others) in the preparatory process. Sample: We collected data from 76 primary school pupils from three schools in an urban city in the Netherlands. The sample included pupils who, according to the Dutch system, were preparing to follow an academic pathway (i.e. the tracks known in this system as ‘HAVO’ or ‘VWO’) and those who were preparing to follow a vocational pathway (i.e. the track known as ‘VMBO’) in secondary education. Design and methods: We used photo elicitation (N = 76) and also conducted semi-structured interviews with a subsample of the pupils (N = 25) to examine the roles of the important actors in the preparatory process. Data were analysed qualitatively; responses were coded and underwent pattern analysis in order to identify and describe repeating structures in the data. Data were grouped according to whether the pupils received school recommendations for an academic track or a vocational track. Results: Findings suggested that the pupils perceived the most important actors to be the pupil, the classroom teacher and the parents. Both teachers and parents were considered valuable resources for pupils in the preparatory process. Patterns representing the participants’ perceptions of the roles of three actors – namely, (1) the child, (2) the classroom teacher and (3) the parents, were identified. Six patterns were identified with respect to the child, four with respect to the classroom teacher and two with respect to the parents. For some patterns, it was apparent that the responses of children in the vocational group and the academic group had different emphases. Conclusions: The study highlights the importance for teachers and parents of children in their final year of primary school to be aware of the pupils’ perceptions of and feelings about their preparation for secondary school, so as to be in the best position to support them collaboratively. 相似文献
8.
The necessity for parents and teachers to work together collaboratively to optimize children’s learning and development in early childhood education is well recognized. Yet, ways in which initial teacher education programs might prepare teachers for professional relationships with parents are rare in the literature. This paper reports on the use of field experience in family homes that occurred in the 1st year of a teacher education program. A case study of two student teachers is discussed to illustrate the potential of such an approach to this aspect of teacher preparation. These student teachers experienced the realities of the daily lives of families with young children. Six months later, their experiences appeared likely to have had a positive influence on their understanding of parenting and their attitudes towards establishing and maintaining effective partnerships with parents in their future professional role. 相似文献
9.
Bonnie Thompson Long 《Irish Educational Studies》2018,37(2):205-225
This paper describes the conceptualisation and appropriation of narrative in the design of digital storytelling technology (DST), to augment reflective practice among Irish pre-service teachers. Reflective practice remains a predominant professional formation component of programmes of teacher education. In this key developmental activity, teacher education traditionally privileges written reflections, e.g. pro forma post-lesson evaluations and essays. Our aim in this research was to supplement, not supplant, these important written reflective modalities, and by doing so, open up a wider set of possibilities for using narrative and technology to support creative, potentially transformative reflection on practice. We have been inspired significantly in this DST work by Bruner’s ([2002]. Making Stories: Law, Literature, Life. Cambridge, MA: Harvard University Press) functional view of narrative inquiry – that storytelling serves as the principal, foundational means by which we form our identities, relate to others and make sense of our place in the world. We thus sought to explore how innovative storytelling designs, combined with, and augmented by digital technology, might afford new narrative inquiry possibilities for pre-service students to conceptualise, create and collaborate in their early-career, reflective practices. This paper presents R-NEST, the educational design we developed in a principled and participatory fashion over 3 years, collaboratively with 323 student teachers. We trace the narrative of the development and refinement of the bespoke R-NEST design, illustrated with analysis of an exemplar, student-designed digital story. The paper concludes with insights regarding the creative, reflective use of DST, suggesting potentially wide scope for this mode of narrative technology in education. 相似文献
10.
本研究通过对90名4-6岁儿童自主阅读图画书后的故事复述语料进行分析,探讨汉语学前儿童的图画故事书阅读理解能力发展.研究发现汉语学前儿童对图画故事书中图画形象、事件行动和角色状态的理解水平随年龄增长而显著提高;儿童对图画故事书的理解遵循由图画形象到事件行动再到角色状态的发展顺序;有利于学前儿童阅读理解的是容易引起儿童关注的图画形象、由不同图画形象之间的关系直接表现的事件行动、由图画形象的大小、色彩等可直接观察到的信息表现的角色状态;儿童图画书阅读理解的难点分别为不容易引起注意的图画形象、未由不同图画形象之间的关系直接表现,需要联系前后页图画信息进行理解的事件行动、与未关注和理解的图画形象相关的事件行动和角色状态,以及角色的内部心理状态等. 相似文献
11.
《Early childhood research quarterly》1999,14(3):409-434
Five-year-old children (n = 31) watched a brief videotaped segment from a movie with their mother, discussed the movie story with her, and then retold it to an experimenter. The quality of the stories the children told was related to the scaffolding strategies used by their mothers. Children whose mothers focused their own and the children’s attention on the story, prompted the children’s memories with questions and explanations, talked about the characters’ emotions, corrected the children’s mistakes, and engaged in extended exchanges about critical topics in the story during the preparatory discussion told significantly better stories than children whose mothers did not use such strategies and children in a control group (n = 14) who did not discuss the story with their mothers. Children’s recall of objective actions in the story was most strongly predicted by joint mother-child attention, extended exchanges on critical topics, and the mother’s correction of the children’s mistakes. Children’s comprehension of characters’ internal states was most strongly predicted by the number of questions the mother asked, extended exchanges, and correction. These findings have implications for how adults can promote children’s ability to understand, remember, and narrate a story. 相似文献
12.
复述写作中交际策略使用的实验研究 总被引：1，自引：0，他引：1
刘瑜 《云南师范大学学报(教育科学版)》2008,(1):58-64
文章以限时“听后写”测试形式,通过对比学生书面复述的作文与例文之间的差异,考察学生交际策略的使用状况。学生在复述时,使用了回避策略、补偿策略和成就策略,频率较高的是换一种说法、话题放弃、内容缩减等策略。句子中的命题数量、命题之间的联系以及所处层面都对复述难度有所影响;学生使用可证性策略对故事进行有效复述;学生理解后形成的图式影响他们重组故事的表现。考虑交际策略的使用对评定学生汉语写作能力有一定的可行性。 相似文献
13.
《Journal of College Student Psychotherapy》2013,27(3-4):225-237
Summary This single session conversation demonstrates a post-modern approach to counseling. Using constructionist concepts, the therapist and student collaborated to create a common language. Through this shared meaning making, the therapist witnessed the student retrieve a preferred story of her life. Furthermore, the retelling of this story has helped others to find their own forgotten narratives. 相似文献
14.
Sarah Pearce 《Educational Action Research》2013,21(1):7-18
This article is an attempt to describe the development of my understanding of the purpose of practitioner research over the first 4 years of a project leading to a PhD. It tells the story of the evolution of my thinking, from an initial focus on the curriculum and the children's unsophisticated thinking about race as the source of the problem, to a more self-critical stance, in which I saw ‘whiteness’ as an important factor in structuring the children's experiences of schooling. Thus, the early outward focus of the research – the children, and their response to the curriculum – was replaced by an inward focus – on my own attitudes and actions as a white teacher, and the effect they have on the children I teach. The article argues that teachers should have the opportunity to reflect on aspects of their practice in this way as an integral part of their professional development. 相似文献
15.
Paul Parkison 《Teachers and Teaching》2013,19(1):51-60
In this study, we argue that a teacher has a crucial role in leading students into collaborative inquiry‐learning practices. While many studies have given the impression that students are able to engage in inquiry processes on their own, the role of social practices and teacher guidance often remains unexplained. However, even when the pedagogical setting is organized toward collaboration and student‐driven inquiry, it does not mean that students will, as a matter of course, collaborate and take collective responsibility for their own learning. This research has been conducted by a teacher and researchers, and reports on the teacher’s impressions about organizing and promoting a computer‐supported collaborative inquiry process in her classroom of the fourth and fifth grade levels of a Finnish elementary school. The ‘Artifact Project’ was collaboratively designed together by the class teacher and researchers, but the teacher was responsible for implementing and adapting plans in practice. The aim of the ‘Artifact Project – the Past, the Present, and the Future’ – was to support students’ (n = 32) understanding of the diversity of artifacts. Students were asked to analyze artifacts within the cultural context, to study physical phenomena related to them, and to design future artifacts. A collaborative learning environment, Knowledge Forum, facilitated the activities. During the process, the teacher wrote weekly in a reflective project diary. The template of the diary guided the teacher to reflect on the issues that she considered important at the writing moment: the organizing practices, topic content and process stages; how the classroom community functioned; as well as the role of technology as a support for the process. The contents of the diary were analyzed with qualitative content analysis with the help of AtlasTi software. This study depicts an experienced teacher’s practices, her efforts to promote pupils’ cognitive responsibility for advancing their collaborative object‐oriented inquiry process themselves. Instead of trying to control all aspects of pupils’ learning, the teacher assumed the role of an organizer concerning collaborative progressive inquiry and designing activities. Organizing and supporting activities were based on a continuous following of the pupils’ states of process. Knowledge Forum structured the process and mediated activities, and rendered their objects visible and accessible to the whole learning collective. We suggest that in order to expand and scale up advanced inquiry practices, teachers’ usually invisible work in guiding and directing classroom practices has to be made visible and should be analyzed in detail. 相似文献
16.
Pornsawan Tripasai 《Changing English: An International Journal of English Teaching》2019,26(3):295-305
ABSTRACTThe history of English language teaching in Thailand is recorded in Anna Leonowens’ Orientalist text. In 1862, Leonowens came to Siam to work as an English teacher for King Mongkut’s children. She retired from her teaching position and left the country in 1867. Leonowens wrote an account of her experience in Siam, publishing it under the title The English Governess at the Siamese Court in 1870. Similar to other Orientalist texts about the East, Leonowens’ story of Siam is imbued with the Orientalist representation of the Orient. Siamese students are described as benighted Orientals who, under the English teacher’s guidance, are transformed into noble savages. The transformation process is reflected in the author’s depiction of her English classroom as a contested site of conflict between Siamese and Western ideologies, which finally gives way to the triumph of Western ideology. The purpose of this article is to explore how Leonowens’ Orientalist representation powerfully constructs Siamese students as ideological subjects. Although Leonowens’ text is set in nineteenth century Siam, it can be used as a metaphor to make understandable Thai students’ internalisation of Western ideology that gains their consent and directs their mind to the West. 相似文献
17.
Meesook Kim 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,25(2):177-190
A great deal of ethnographic research describes different communicative styles in Asian and Western countries. Asian cultures emphasise the listener's role in assuring successful communication, whereas Western cultures place the responsibility primarily on the speaker. This pattern suggests that Asian children may develop higher-level receptive skills and Western children may develop higher-level expressive skills. However, the language of children in formal education may develop in certain ways regardless of cultural influences. The present study quantifies the cultural and school-grade differences in language abilities reflected in middle-class Korean and white American children's story-telling and story-listening activities. Thirty-two Korean first- and fourth-grade children and their American counterparts were individually asked to perform two tasks: one producing a story from a series of pictures, and one involving listening to and then retelling a story. The individual interview was transcribed in their native languages and analysed in terms of ambiguity of reference, the number of causal connectors, the amount of information, and the number of central and peripheral idea units that were included in the story retelling. The data provided some empirical evidence for the effects of culture and school education in children's language acquisition. 相似文献
18.
Meesook Kim 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,49(1-2):177-190
A great deal of ethnographic research describes different communicative styles in Asian and Western countries. Asian cultures emphasise the listener's role in assuring successful communication, whereas Western cultures place the responsibility primarily on the speaker. This pattern suggests that Asian children may develop higher-level receptive skills and Western children may develop higher-level expressive skills. However, the language of children in formal education may develop in certain ways regardless of cultural influences. The present study quantifies the cultural and school-grade differences in language abilities reflected in middle-class Korean and white American children's story-telling and story-listening activities. Thirty-two Korean first- and fourth-grade children and their American counterparts were individually asked to perform two tasks: one producing a story from a series of pictures, and one involving listening to and then retelling a story. The individual interview was transcribed in their native languages and analysed in terms of ambiguity of reference, the number of causal connectors, the amount of information, and the number of central and peripheral idea units that were included in the story retelling. The data provided some empirical evidence for the effects of culture and school education in children's language acquisition. 相似文献
19.
20.
Karen Keats Whelan Janice Huber Chuck Rose Annie Davies D. Jean Clandinin 《Teachers and Teaching》2013,19(2):143-156
Drawing on a 3-year study focusing on the shaping influences of the professional knowledge landscape on the personal practical knowledge of experienced teachers, we first explore how stories are shaped as they are told and responded to in different places and, second, explore whether or not this sharing leads to imagining new possibilities for retelling and reliving stories. By sharing and exploring a story of a disagreement between a parent and a teacher, we focus on what we do when we tell stories in schools and what we do when we tell stories off the school landscape. In making meaning from this story, we show that both in the teacher's living of the story with the parent and in her numerous recountings of the story to others on the school landscape, she did not have opportunities to figure out new ways to relive the story. In our research group, she shared her story again. In this telling, we asked her to focus on who she, the mother, and the principal are in the story, and we inquire into what plotlines each were living. We ask questions about how they were positioned as characters in relation to one another. Re-searching the story in this way enabled us to understand the embodied nature of the teacher's knowing and how this knowledge shaped the events of the story as they were lived out, particularly how the teacher's living of a relational story countered the story of teacher and principal as positioned above parent. By drawing on Nelson's work on 'found' and 'chosen' communities, we imagine ways in which schools could become chosen communities where the story of school might be one of fostering the living out of multiple stories. We imagine the stories emerging from such communities might significantly shape the landscape of schools by opening up new possibilities for living in relation with others. 相似文献