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2.
Background: The active involvement of learners as critical, reflective and capable agents in the learning process is a core aim in contemporary education policy in Australia, and is regarded as a significant factor for academic success. However, within the relevant literature, the issue of positioning students as agents in the learning process has not been fully examined and needs further exploration.

Purpose: This study aims to explore ways in which aspects of self-regulated learning theory may be integrated with the concept of agentic engagement into classroom practice. Specifically, the study seeks to scaffold students’ self-assessment capabilities and self-efficacy by using a formative assessment-as-learning process. The research examines how scaffolded planning, as part of the forethought phase in the Assessment as Learning (AaL) process, influences self-regulation and student agency in the learning process.

Sample: 126 students from school years two, four and six (student age groups 7, 9 and 11 years), and 7 teachers at an independent (co-educational, non-religious) primary school in the Northern Territory, Australia, participated in the study.

Design and methods: Conducted as a one-setting, cross-sectional practitioner research study, the data sources included students’ planning templates, writing samples, interviews with students and teachers and email correspondence with teachers. The data were analysed for emerging themes and interpreted from a framework of social cognitive theory.

Findings: In this study, students were given the opportunity and support to exercise agentic engagement. Findings suggested that, in particular, students who were identified by their teachers as low-achieving and/or with poor motivation, were perceived by the teachers as exceededing expectations by demonstrating relatively greater motivation, persistence, effort and pride in their work than would be the case usually.

Conclusions: The findings from this formative AaL study suggest that AaL has the potential to help scaffold primary students’ development of assessment capabilities.  相似文献   

3.
Abstract

Dyslexics have many problems, and spelling difficulties often persist long after reading has improved. It is therefore imperative that a well structured, sequential, thorough and cumulative multi‐sensory teaching programme is used to enable dyslexies, and others to reach their potential. Some excellent software, designed by experienced educators to help students improve their literacy and access learning, is described. Pointers are given to help teachers and others choose and use this good software and a list of some of the best software is given. All students, not only those with literacy difficulties, can benefit from using this software.  相似文献   

4.
Summaries

English

An inventory which consisted of 12 objectives of chemistry teaching was constructed from lists compiled from the responses of 12th‐grade students and given to 10th, 11th and 12th graders and to their teachers. All four groups were asked to rank the objectives according to their order of significance.

The analysis of the order of rankings gives an insight into what are considered as the most important and interesting aspects of chemistry by students and by teachers.

The use of an objectives questionnaire in this manner is recommended to curriculum developers as part of the process of development and implementation of any curriculum. This may help to make the subject matter more suitable for the needs of both students and teachers.  相似文献   

5.
Jia Wei Lim 《Literacy》2020,54(3):91-98
This article is based on the premise that mandated reading in literature classrooms may be perceived as an imposition and disliked by students. Attempts to address that scenario have suggested that text selection should be given more consideration to promote reading engagement, particularly by choosing texts which are familiar to the lifeworlds of students. Aside from ideas of familiarity and student preferences in reading, this article argues that text selection could also take into account text potentialities, as proposed by Louise Rosenblatt, from which three aspects are discernible; potentiality for participation, potentiality for a sustained reading experience, and potentiality for an enjoyable reading experience. These aspects of potentiality are illustrated and discussed through the literature classroom experiences of two Malaysian pre‐university English literature students. This article contends that ideas of text potentiality help us interpret students' responses to mandated texts and informs discussion among curriculum constructors and teachers about text selection in the literature classroom.  相似文献   

6.
《师资教育杂志》2012,38(1):39-61

A method of mentoring pre-service teachers in a US setting aimed at enhancing their understanding of and sensitivity towards disabled learners is described and discussed. The study assumes that pre-service teachers need the opportunity to process and overcome their fears and assumptions about difference. The contemporary value of inclusiveness in education was made explicit through a teaching intervention that engaged pre-service students in learning about severely disabled persons and their issues. Student awareness of the disability literature was expanded through an encounter with a congenital amputee, a disabilities specialist who communicated how she wants teachers to relate to her. The data for this study were based on these reflective teaching methods, including class discussion, essay writing, and a survey, and on interviews conducted with the guest speaker.  相似文献   

7.
ABSTRACT

Providing computers and in‐servicing staff is not enough to get teachers and students using technology for teaching and learning. Schools of teacher education can prepare teachers better by helping college and university education faculty model technology use throughout the teacher credentialing curriculum. Another approach is to help teachers construct a model for identifying and developing factors that will support their own technology initiatives. The literature on technology integration reveals eight success factors for schools attempting to help teachers adopt technology in their classrooms. This article examines those success factors and looks at strategies for implementing them.  相似文献   

8.
ABSTRACT

Background: The primary-secondary transition is recognised as a challenging time for students, and poor transition processes can negatively affect the students’ development. School professionals play an important role in enhancing the students’ transition experience, but international literature calls for more research concerning their perspective on this transition.

Purpose: The aim of this study was to investigate what lower secondary school leaders and teachers in Norway emphasise when supporting the primary to lower secondary school transition.

Methods: A qualitative single case study approach was used. The participants were ten form teachers, their team leader and the principal (n = 12) within one lower secondary school. These were the individuals overseeing the transition process on behalf of a cohort of students who transferred to their school in August 2017. Data were collected through observations and focus group interviews. The data were transcribed and analysed qualitatively, inspired by the constant comparative method of analysis.

Findings and conclusion: Framed by their own experiences, the leaders and teachers emphasised ensuring predictability, establishing a safe psychosocial learning environment, giving the students time to learn to be lower secondary school students, and collaboration at the school level and with the families. These efforts are largely in line with what the research recommends. The findings indicate, however, that the teachers need more support during this process. The article concludes that a closer dialogical interaction with colleagues at the primary and secondary levels, parents and students could support the leaders and teachers to promote an even better transition.  相似文献   

9.
ABSTRACT

Although more nuanced understandings of assessment have been proposed in the physical education literature, assessment practices remain relatively underdeveloped, and when used, tend to focus on traditional, summative evaluations of learning. However, physical education teacher education programs can be used as an intervention to help pre-service teachers develop assessment knowledge and skill. Toward this end, the purpose of this article is to propose an evidence-based framework for helping pre-service teachers develop assessment literacy that is rooted in occupational socialization theory. The framework provides a four-phase approach to integrating assessment into teacher education, and includes suggestions for how physical education teacher educators can progressively help build pre-service teachers’ assessment knowledge in line with the focus given to instruction and planning. These suggestions acknowledge the technical and sociocultural aspects of learning to use assessment. Implications are discussed along with the need to help graduating pre-service teachers transfer lessons learned into the workplace.  相似文献   

10.
Abstract

Originating from philosophy and science, many different ideas have made their way into educational policies. Educational policies often take such ideas completely out of context, and enforce them as general norms to every aspect of education; even opposing ideals make their way into school’s curricula, teaching techniques, assignments, and procedures. Meanwhile, inside the actual classrooms, teachers and students are left in limbo, trying to comply with, techniques, evaluation forms and a growing technical educational vocabulary. Here I would like to propose an antidote to this absurdity by reminding us what teachers and students already know. Such an antidote can be found in J. L. Austin’s speech act theory. In this paper, I propose we revisit speech act theory and treat it as an educational theory. That might help us dismantle false dichotomies troubling education for decades. The point is not that the discussion over educational policies and priorities should stop, but that it should be kept in appropriate perspective. A modified speech act theory can help us facilitate such a perspective.  相似文献   

11.
Misconceptions among students studying physics have been widely reported in the research literature. Many teachers are not acquainted with this literature. Moreover, many of them claim that only weak students have misconceptions. This paper reports on an online activity focusing on misconceptions of students regarding Newton’s 3rd Law, that is being carried out through the website of the National Center of Physics Teachers. The aims of the activity are: (1) To convince the teachers that sometimes difficulties in understanding concepts do not stem from the inability of certain students to understand the concept, but rather because of misconceptions in physics. (2) To present the teachers with the findings of studies on physics instruction that deal with the concepts under discussion. (3) To convince the teachers to try out new, innovative teaching strategies.  相似文献   

12.
Background: Data-based decision-making in education often focuses on the use of summative assessment data in order to bring about improvements in student achievement. However, many other sources of evidence are available across a wide range of indicators. There is potential for school leaders, teachers and students to use these diverse sources more fully to support their work on a range of school improvement goals.

Purpose and sources of evidence: To explore data-based decision-making for school improvement, this theoretical paper discusses recent research and literature from different areas of data use in education. These areas include the use of formative assessment data, educational research study findings and ‘big data’. In particular, the discussion focuses on how school leaders and teachers can use different sources of data to improve the quality of education.

Main argument: Based on the literature reviewed, an iterative model of data use for school improvement is described, consisting of defining goals for data use, collecting different types of data or evidence (e.g. formal data, informal data, research evidence and ‘big data’), sense-making, taking improvement actions and evaluation. Drawing on the literature, research insights are discussed for each of these components, as well as identification of the research gaps that still exist. It is noted that the process of data use does not happen in isolation: data use is influenced by system, organisation and team/individual level factors.

Conclusions: When it comes to using data to improve the quality of teaching and learning, it is evident that some of the most important enablers and barriers include data literacy and leadership. However, what is less well understood is how we can promote the enablers and remove the barriers to unlock, more fully, the potential of data use. Only then can data use lead to sustainable school improvement.  相似文献   

13.
Abstract

This article is set within the context of a school‐based change initiative, where we studied a number of teachers and students in order to understand the ways in which they understood and experienced the complexities of the change process, and to add their voices to the ongoing discussions around restructuring and school‐based change. We found that although there were some commonalties between how teachers and students experienced the changes being implemented, there were also some profound differences between the curriculum as planned by teachers and the curriculum as experienced by students. For the teachers, the themes of caring for students’ lives, recasting themselves as classroom practitioners and of working as collaborative colleagues were identified; for students, the themes were those of getting used to the place, and of re‐establishing their preferred way of working in this new setting. In our discussion and analysis of these themes we look at the implications for future school‐based change initiatives, and at some of the complexities and difficulties which present themselves as schools take on increased authority and responsibility for self‐management and for the creation of improved learning environments for students and teachers. We suggest that future change efforts should give more importance to the perspectives of teachers and students, and to the interactive and programmatic exchanges of teachers and students. We suggest also that changed school structures should originate in a focus on the improvement of teaching and learning, and on the facilitation of teachers’ and students’ collaborative efforts to create a curriculum for the classroom and a learning community which is both enabling and transformative for both.  相似文献   

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15.

Workers spend three-fourths of their time on the job communicating orally and in writing, but only 10 percent of all social science faculty members teach writing-intensive classes. Faculty members argue that grading is too time-consuming, class time is already full, students don't like to write and they themselves are not writing experts. This article is designed to help teachers overcome each of these problems and to reassure them that “your students can too write—and you can show them how.” As teachers, we are the standard-bearers: We can hold students to whatever standards we choose, as long as we give detailed instructions and provide illustrative examples.  相似文献   

16.
ABSTRACT

Problem solving is perhaps the key characteristic that makes us human. Given the kinds of problems that we face in a competitive economy and society, the new generation of learners is ever more required to have problem-solving abilities. By drawing from the literature on technological pedagogical content knowledge, design thinking, general and specific methods of problem solving, and role of technologies for solving problems, this article highlights the importance of problem solving for future teachers and discusses strategies that can help them become good problem solvers and understand the requirements of teaching their students problem solving in technology-rich contexts. This article consists of two main parts. Part 1 focuses on strategies required to help preservice teachers to be better problem solvers, and Part 2 summarizes approaches to introduce preservice teachers to the methods of teaching problem solving. The strategies reviewed provide a tangible guidance for teacher education programs regarding how to promote future teachers’ problem-solving skills.  相似文献   

17.
Background: Efficient classroom management and adequate discipline are major issues for teachers in schools worldwide, with the guiding of students’ behaviour as one of the primary challenges. Teachers’ knowledge, skills, attitudes and behaviour play central roles in the appropriate handling of classroom disturbances.

Purpose: The purpose of this study is to explore how practising teachers perceive classroom disturbances and to compare their views to those presented in the literature. By clarifying typical perceptions, this research is intended to give individual teachers tools to develop their insights by comparing their perceptions with those of other teachers.

Sample: The empirical material was collected by interviewing 14 home economics teachers in Finland. Home economics is a school subject that involves individual and group work as well as theoretical and practical work. In Finland, home economics is a compulsory subject for students aged 13–15 years, which are challenging ages in regard to classroom management.

Design and methods: The empirical research was completed via deep, qualitative theme interviews for data gathering and phenomenography for analysis.

Results: The analysis identified five dimensions in which interviewees expressed varying views of classroom disturbances: who or what disturbs, whose work is disturbed, why students disturb, who is responsible and how to prevent classroom disturbances. Based on the various perceptions within each dimension, the main perceptions for understanding classroom disturbances can be condensed into four categories: unavoidable nuisance, deficient resources, the matter of atmosphere and educational task.

Conclusions: Teachers who wish to develop their classroom management skills may use these findings as tools to compare their perceptions with those of other teachers. This knowledge may also be useful for developing teacher education.  相似文献   

18.
Abstract

One key to effective teaching is the ability to identify and understand the different ways students process information and acquire skills. The purpose of this study was to examine experienced and preservice teachers’ ability to diagnose student learning-style preferences. The subjects were 15 pairs of physical education teachers and their student teachers and 5 randomly selected students from each school site. To determine student learning styles, students completed the Canfield Learning Styles Inventory, and corresponding teachers and student teachers completed the Canfield Learning Styles Profile Assessment on each of their 5 students. The relationship between preservice/experienced teachers’ perceived scores and the students’ actual learning style scores was analyzed by the Pearson product-moment correlation technique. The results indicated that a wide variety of learning styles existed among the students and that neither experienced nor preservice teachers accurately diagnosed the learning styles of their students. The implications of this study are twofold. First, if teachers are going to make informed decisions about the teaching process, then they need to know the learning styles of their students. Second, information about learning styles should be included in the curriculum of professional preparation programs.  相似文献   

19.
ABSTRACT

Mindfulness offers a pathway for preservice teachers to develop self-awareness, which is an essential part of personal and professional growth. However, supporting teacher self-awareness is rarely given much attention in teacher education programs. The authors studied the use of mindfulness meditation in an early childhood college course with early childhood preservice teachers. This article reports the main findings that emerged from the students’ journals regarding the mindfulness meditation. Reflecting on the findings, this article suggests that educators need to provide meaningful learning experiences and activities, which could help their students develop the personal qualities necessary to teach with high self-confidence.  相似文献   

20.
ABSTRACT

In order to create conditions for students’ meaningful and rigorous intellectual engagement in science classrooms, it is critically important to help science teachers learn which strategies and approaches can be used best to develop students’ scientific literacy. Better understanding how science teachers’ instructional practices relate to student achievement can provide teachers with beneficial information about how to best engage their students in meaningful science learning. To address this need, this study examined the instructional practices that 99 secondary biology teachers used in their classrooms and employed regression to determine which instructional practices are predictive of students’ science achievement. Results revealed that the secondary science teachers who had well-managed classroom environments and who provided opportunities for their students to engage in student-directed investigation-related experiences were more likely to have increased student outcomes, as determined by teachers’ value-added measures. These findings suggest that attending to both generic and subject-specific aspects of science teachers’ instructional practice is important for understanding the underlying mechanisms that result in more effective science instruction in secondary classrooms. Implications about the use of these observational measures within teacher evaluation systems are discussed.  相似文献   

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