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1.
Multimedia literacy practices in the homes of young children are changing rapidly, but the use of them in the early years of education is moving slowly. This research was aimed to find out what teachers of 5‐year‐olds, in their first 6 months of compulsory schooling, think about the children's literacy practices at home, including the perceived use of digital media at home. We also wanted to find out what the teachers did in their classrooms that was similar or different to the students' experiences of literacy practices across several media. Parents of 76 children, and their teachers, from 10 classrooms in mid‐high and mid‐low socio‐economic areas completed surveys. The parents' survey asked about the literacy‐related experiences their children are involved in. The teachers' survey asked for their beliefs about the literacy‐related experiences the children in their classrooms engaged in, on average, including the use of digital media. The teachers were also asked about the literacy practices in their classroom and their use of media. This paper describes the teachers' beliefs and the similarities and differences in practices between home and school, including literacy practices using digital technology. 相似文献
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Sae Yeol Yoon Jee Kyung Suh Soonhye Park 《International Journal of Science Education》2013,35(16):2666-2693
Korean students have shown relatively little interest and confidence in learning science, despite being ranked in the top percentile in international evaluations of academic achievement in science such as the Trends in International Mathematics and Science Study. Although research indicates a positive relationship between student perceptions of science and their science learning, this area has not been sufficiently explored in Korea. Particularly, even though both students' perceptions of scientific practice and their understanding of the nature of science (NOS) are influenced by their science learning experiences at schools, little research examines how this perception, understanding, and experience are related to one another. This study aimed to uncover Korean students' perceptions of school scientific practice through exploring their drawings, writings, and responses to questionnaires. Participants were 500 Korean students in 3rd, 7th, and 10th grades who were asked to complete an open-ended questionnaire. The results indicated that Korean students typically viewed school scientific practices as experimental activities or listening to lecture; and that most participants held an insufficient understanding of the NOS. Overall, no significant relationship emerged between students' perceptions of school scientific practice and their understanding of the NOS. Our findings highlight the need to help both teachers and students understand the potential breadth of school scientific practices, beyond simple ‘activity mania.’ This study also suggests that teachers must balance implicit and explicit instructional approaches to teaching about the NOS through scientific practices in school science contexts. 相似文献
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This paper describes two studies that explore students' beliefs about critical and creative learning at two universities, and considers the implications of those beliefs in comparison to the universities' stated education goals. One is a mixed method study of students at a top university in Korea, and the second is a comparative study between the Korean university and a United States (US) university. The first study found that both high-achievers and the general population at a top Korean university perceived their critical and creative abilities as lower than their receptive learning abilities, and that higher achievers were neither more critical nor creative than lower achievers. The second study finds that the Korean university students, compared to US students, were more likely to rate their receptive learning ability as higher than their critical and creative learning abilities. Comparisons across year of higher education (HE) suggest that Korean students' perceptions did not significantly change with respect to year in school, while US students' perceptions of critical learning abilities significantly increased across school years. Results are discussed with respect to the impact of culture, epistemological beliefs, and HE instruction on critical and creative learning. 相似文献
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The assessment of literacy continues to be the focus of debate. Attention has been given to textual features of students' writing, such as vocabulary, grammar and generic structures. We demonstrate how students' success in school is also dependent on their enactment of the category 'child'. We examine the micro-sociological issue of how students and a teacher interpret and deploy practices appropriate to their status as 'child-student' and 'adult-teacher'. Drawing on work that examines the day-to-day, moment-by-moment enactment of institutional and folk theories of the 'child', we interrogate classroom talk and students' writing for the versions of the 'child' constructed there, the manner in which suppositions about the nature of childhood are enacted, and the implications of normative presumptions about the nature of the 'child' for students' assessment. 相似文献
5.
Bryan A. Brown 《科学教学研究杂志》2006,43(1):96-126
This investigation explores how underrepresented urban students made sense of their first experience with high school science. The study sought to identify how students' assimilation into the science classroom reflected their interpretation of science itself in relation to their academic identities. The primary objectives were to examine students' responses to the epistemic, behavioral, and discursive norms of the science classroom. At the completion of the academic year, 29 students were interviewed regarding their experiences in a ninth and tenth‐grade life science course. The results indicate that students experienced relative ease in appropriating the epistemic and cultural behaviors of science, whereas they expressed a great deal of difficulty in appropriating the discursive practices of science. The implications of these findings reflect the broader need to place greater emphasis on the relationship between students' identity and their scientific literacy development. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: 96–126, 2006 相似文献
6.
Not just ‘sunny days’: Aboriginal students connect out‐of‐school literacy resources with school literacy practices 
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下载免费PDF全文 Lynne Wiltse 《Literacy》2015,49(2):60-68
In this paper, I report on a school‐university collaborative research project that investigated which practices and knowledges of Canadian Aboriginal students not acknowledged in school may provide these students with access to school literacy practices. The study, which took place in a small city in Western Canada, examined ways to merge the out‐of‐school literacy resources with school literacy practices for minority language learners who struggle with academic literacies. Drawing on the third space theory, in conjunction with the concept of “funds of knowledge,” I explain how students' linguistic and cultural resources from home and community networks were utilised to reshape school literacy practices through their involvement in the Heritage Fair programme. I analyse a representative case study of Darius, a 10‐year‐old boy who explored his familial hunting practices for his Heritage Fair project. This illustrative exemplar, “Not just sunny days,” highlights the ways in which children's out‐of‐school lives can be used as a scaffold for literacy learning. In conclusion, I discuss implications for educators and researchers working to improve literacy learning for minority students by connecting school learning to children's out‐of‐school learning. 相似文献
7.
Sabina Neugebauer 《The Journal of educational research》2016,109(4):391-404
Teachers' skill in inferring students' reading motivation influences their ability to provide responsive literacy instruction. Yet, studies show that convergence between students' and teachers' reports of students' affective experience with reading is moderate to poor. The present study, with a sample of 140 students, and 15 middle school teachers, examined the convergence across different rater reports (teachers, students, and research observers) of reading motivation and behavioral engagement in daily reading activities as well as the factors that explain teachers' perceptions of students' daily behavioral engagement with reading. Results indicate that there was no correlation between teacher or research observer reports with student ratings. However, teachers' perceptions of students' behavioral engagement in reading was explained by stable as well as situated student indicators of reading engagement. Additional measures to help teachers more easily detect shifts in motivation as a function of classroom practices are discussed. 相似文献
8.
Barriers to teachers using digital texts in literacy classrooms 总被引：1，自引：0，他引：1
Eileen Honan 《Literacy》2008,42(1):36-43
In many accounts of school literacy teaching and learning, there are claims that young people's familiarity with digital texts (ICTs) could provide teachers with opportunities to plan exciting and innovative activities. It would seem, however, that despite intensive research and exemplary practices over the last 20 years, the infiltration of ICTs into literacy classrooms is not widespread. This paper reports on one study where teachers discussed, argued and thought about their uses of digital texts in their classrooms. It provides some insight into the reasons why literacy teachers do not engage with digital texts as part of their everyday literacy activities. It also shows teachers using institutional and societal discourses about the value of students' home experiences to their schooling, the production of digital texts for presentation of print‐based work and the importance of technical knowledge about computers and new technologies, to describe and in part to overcome the barriers to using new technologies in their literacy classrooms. 相似文献
9.
Katherine L. McNeill 《科学教学研究杂志》2011,48(7):793-823
Science includes more than just concepts and facts, but also encompasses scientific ways of thinking and reasoning. Students' cultural and linguistic backgrounds influence the knowledge they bring to the classroom, which impacts their degree of comfort with scientific practices. Consequently, the goal of this study was to investigate 5th grade students' views of explanation, argument, and evidence across three contexts—what scientists do, what happens in science classrooms, and what happens in everyday life. The study also focused on how students' abilities to engage in one practice, argumentation, changed over the school year. Multiple data sources were analyzed: pre‐ and post‐student interviews, videotapes of classroom instruction, and student writing. The results from the beginning of the school year suggest that students' views of explanation, argument, and evidence, varied across the three contexts with students most likely to respond “I don't know” when talking about their science classroom. Students had resources to draw from both in their everyday knowledge and knowledge of scientists, but were unclear how to use those resources in their science classroom. Students' understandings of explanation, argument, and evidence for scientists and for science class changed over the course of the school year, while their everyday meanings remained more constant. This suggests that instruction can support students in developing stronger understanding of these scientific practices, while still maintaining distinct understandings for their everyday lives. Finally, the students wrote stronger scientific arguments by the end of the school year in terms of the structure of an argument, though the accuracy, appropriateness, and sufficiency of the arguments varied depending on the specific learning or assessment task. This indicates that elementary students are able to write scientific arguments, yet they need support to apply this practice to new and more complex contexts and content areas. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 793–823, 2011 相似文献
10.
Contending that justice experiences at school transmit messages about the wider society and affects students' attitudes and behaviour, we investigated the effects of students' sense of distributive and (school) procedural justice on their sense of belonging to school and on their social and institutional trust. The study was carried out among about 5000 eighth and ninth graders in a national sample of 48 middle schools in Israel in the 2010–2011 school year. The two‐level data—individual and school—were analyzed by HLM7 (Hierarchical Linear Model). Findings basically support our hypotheses: sense of distributive justice, especially, with regard to teachers'–students' relation positively affected students' sense of belonging and their trust in people and formal institutions; and school (aggregate) sense of procedural justice added to these positive effects. However, these attitudes were also dependent on sectorial affiliation (Jewish secular, Jewish religious, Arab), which explained a considerable portion of between‐school variation in student attitudes. 相似文献
11.
Comfort M. Ateh 《Educational Assessment》2013,18(2):112-131
In evaluating teachers' instructional decisions during instruction, it is clear that the nature of their elicitation is crucial for student learning. When instructional decisions are informed by information about students' conceptual understanding, significant learning is possible. This article examined the elicitation practices of two high school science teachers who indicated that they made instructional decisions based on the elicited evidence of students' knowledge but whose elicitation practices were characteristic of low-level elicitation. The teachers focused on students' responses that used canonical terms and expressed acceptable knowledge. The teachers demonstrated low-level responsiveness because they did not have full access to students' knowledge. The elicited evidence of students' knowledge that was used in making instructional decisions was not representative of students' conceptual understanding. There was, thus, a mismatch between the teachers' perspectives about their formative assessment practice and what is considered effective formative assessment. 相似文献
12.
Marged D. Howley Aimee Howley John E. Henning Mary Beth Gilla Ginger Weade 《Educational Assessment》2013,18(1):26-48
This study used qualitative interviewing with teachers at three high schools to answer research questions about teachers' assessment knowledge, school-specific assessment cultures, and teachers' perceptions of the assessment literacy of other key stakeholders. Data analysis revealed shared knowledge and practices across schools—use of formative assessment to guide instructional decision making; reliance on collaborative processes as the basis for cultivating school-wide assessment practices; and the belief among teachers that students, parents, and school administrators often hold naive views about the relative primacy of summative over formative assessment. Data analysis also identified distinctive features of the assessment culture at each of the schools. 相似文献
13.
Maria A. Ruiz‐Primo Min Li Carlos Ayala Richard J. Shavelson 《International Journal of Science Education》2013,35(12):1477-1506
The idea of using science notebooks as a classroom assessment tool is not new. There is general agreement that science notebooks allow teachers to assess students' conceptual and procedural understanding and to provide the feedback students need for improving their performance. In this study we examined the use of science notebooks as an unobtrusive assessment tool that can also be used by individuals outside the classroom (for example, school district personnel), and as a means for obtaining information about students' learning and their opportunities to learn. More specifically, in this study students' science notebooks were used as a source of data about the (a) implementation of a curriculum's intended activities, (b) students' performance, and (c) quality of teachers' feedback. Our results indicated that: (1) Students' science notebooks can be reliably scored. Unit implementation, student performance, and teacher feedback scores were highly consistent across raters and units. (2) High and positive correlations with other performance assessment scores indicated that the student performance score can be considered as an achievement indicator. And (3) low performance scores across the two units revealed that students' communication skills and understanding were far away from the maximum score and did not improve over the course of instruction during the school year. This result may be due, in part, to the fact that no teacher feedback was found in any of the students' notebooks across the six classrooms studied. This may reflect some characteristics of the teachers' assessment practices that may require further professional development. 相似文献
14.
Janise S. Parker Avery Amabile Emily Oliver Jasmine Garnes Ashwini Sarathy 《Psychology in the schools》2020,57(8):1289-1308
We conducted four focus group interviews with 24 high school youth to examine facilitators and barriers to African American high school students' expression of various self-determination skills (e.g., choice/decision making, self-advocacy, goal setting, and attainment etc.). The majority of our research participants were African American, with one student identifying as multiracial (African American and White). Key findings revealed that personal (e.g., desire to graduate from school) and contextual factors (e.g., school counselor and teacher support) influenced the participants' expression of multiple self-determination skills. We also found that some of the participants' motives for utilizing or not utilizing specific skills were influenced by what they perceived as racist, punitive, and restrictive school practices (e.g., teachers holding negative perceptions about African American students and school counselors restricting their access to advanced courses). Findings from this study support ongoing calls for educators to consider students' cultural backgrounds and lived experiences when promoting their expression of self-determination skills. 相似文献
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16.
Perceptions of school and future adjustment to life: A longitudinal study between the ages of 18 and 25 总被引：1，自引：1，他引：0
Bengt-Erik Andersson Kerstin Strander 《Scandinavian Journal of Educational Research》2013,57(5):459-476
A group of senior high school students, 18 years old, answered a questionnaire about their perceptions of their school situation. Around one-third of the group seemed to like school very much and another third seemed to hate or dislike school very much. This group was followed up until they were 25 years old. Of the original sample 82%, 462 persons, answered a new questionnaire about how they had succeeded in life, what kind of further education they had got, what kind of job they had, how they looked upon their future job and life careers, etc. They were also asked about their memories and feelings about their former school experiences. In the analyses we relate the students' school perceptions at age 18 to their memories of school when 25. A substantial number of the respondents remembered school in the same way as they perceived school when in school. Those who hated school seemed to be more vulnerable when they were adult. We also discuss what could be done to change school so that it does not loose one-third of its students. We introduce the concept of the 'learning centre', the aim of which is to teach the joy of learning and stimulate the students' thirst for knowledge. 相似文献
17.
We surveyed a national sample of 139 school psychology students to better understand their perceptions of their practicum experiences. Specifically, we examined the students' reports of the types of activities in which they engage during practicum experiences and their perceptions of their school‐based supervisors' activities. This information is potentially important as school psychology engages in a paradigm shift. Although most school psychology programs may teach students the proposed new and expanded roles, it is unclear whether field‐based experiences are congruent with such university‐based training. Results indicate that students spent the majority of their practicum time in assessment‐related activities. They were generally satisfied with their practicum experience and supervisor, although many knew little about the range of their supervisor's activities. Most field‐based practicum supervisors appeared to provide limited modeling of new and expanded roles. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 727–736, 2006. 相似文献
18.
Kit‐ling Lau 《Journal of Research in Reading》2016,39(2):153-170
This study aimed to expand on existing research about motivational change by investigating within‐year changes of adolescents' intrinsic reading motivation and perceived reading instruction among students from different grades and achievement levels. Six hundred and ninety five students from 10 secondary schools in Hong Kong voluntarily completed a questionnaire that measured these two variables at the beginning and near the end of a school year. The study's findings indicated that students' intrinsic reading motivation was generally stable over a school year. A significant increase in the perceived degree of mastery goal structure in reading instruction was observed near the end of the school year. Students' perception of instruction remained a strong and positive predictor of intrinsic motivation after controlling their prior motivation and other background variables. Different factors affecting students' motivational change are discussed to provide insights for promoting their reading motivation and counter the prevalent trend of motivational decline. 相似文献
19.
Eadaoin K.P. Hui 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):279-294
This paper is based on research investigating Hong Kong Chinese teachers' and students' perceptions of junior secondary students' concerns and of the causes of students' difficulties. Responses from 2,045 secondary students and 214 teachers revealed that both students and teachers had similar systems of beliefs about students' concerns and the causes of students' difficulties. As dimensions of most students' concerns, both groups referred to study and educational future; friendship; physical appearance; relationships at home, with peers and at school; and psychological well-being and maladjusted behaviour. Both groups in various degrees attributed students' difficulties to students themselves, the family, school or peers. Employing Moscovici's theory of social representation as a conceptual framework, the findings illustrated that students' concerns and causal attribution are social representations shared by both student and teacher groups. Mismatch between students' and teachers' perceptions was more a divergence of views than a disparity. Students' and teachers' different social identities and their protection of group self-esteem are offered as an explanation for the mismatch in perception. 相似文献
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