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1.
Drawing on data collected during the second year of a longitudinal qualitative study that followed over 10 Latino/a bilingual students, this article foregrounds the experiences of participants during their sixth-grade year. The principle data sources included structured and unstructured interviews with teachers and students, school observations, and weekly small-group conversations in a courtyard outside of their classrooms. We focus on the experiences of Leila, Maricela, and Esperanza who were three of the sixth-grade girls actively recruited by their teachers to attend the district’s magnet school program for their upcoming seventh grade-year instead of their neighborhood middle school. We found that much of the reasoning behind their decision-making process centered around issues of status (e.g., how the magnet school offered better academic, economic, and professional opportunities for their future) and solidarity (e.g., attending the neighborhood school with their friends and siblings). In conclusion, we problematize the very nature of these so-called educational ‘choices’ for bilingual Latino/a youth.  相似文献   

2.
Classroom teaching is complex. In the classroom, teachers must readily attend to disruptions and successfully convey new tasks and information. Outside the classroom, teachers must organise their priorities that are important for successful student learning. In fact, differing gaze patterns can reveal the varying priorities that teachers have. Teacher priorities are likely to vary with classroom expertise and can conceivably change with culture too. Therefore, the present study investigated expertise related and cultural teacher priorities by analysing their gaze proportions. To obtain this data, 40 secondary school teachers wore eye-tracking glasses during class time, with 20 teachers (10 expert; 10 novice) from the UK and 20 teachers (10 expert; 10 novice) from Hong Kong. We analysed gaze proportions during teachers' attentional (i.e., information-seeking, e.g., teacher questioning students) and communicative (i.e., information-giving, e.g., teacher lecturing students) gaze. Regardless of culture, expert teachers' gaze proportions revealed prioritisation of students, whereas novice teachers gave priority to non-instructional (i.e., not students, teacher materials, or student materials) classroom regions. Hong Kong teachers prioritised teacher materials (e.g., whiteboard) during communicative gaze whereas UK teachers prioritised non-instructional regions. Regarding culture-specific expertise, with Hong Kong experts prioritised teacher materials more than UK experts who, in turn, did so more than UK novices. We thus demonstrate the role of implicit teacher gaze measures as micro-level indicators of macro-level and explicit aspects of instruction, namely teacher priority.  相似文献   

3.
Creativity is a fundamental skill to prepare individuals to work and live in a changing world. Educators have recognised its value and advocate that schools can provide an environment for fostering the creative thinking skills of students. Makerspaces are emerging in school contexts, and they carry great opportunities for engaging students in creative thinking processes. The school makerspace also offers a professional learning space for teachers and artists to collaborate to support students’ creative potential through making activities linked to the curriculum. This paper proposes a teacher–artist partnership framework within the makerspace to support mutual professional growth and opportunities to foster a learning environment conducive to creative expressions. The framework consists of three non-linear and iterative processes, namely (a) developing craft knowledge, (b) co-constructing knowledge, and (c) reflection and researching, supported by a community of practice and internal and external communities. Expected outcomes from the partnership for students, teachers and artists, and recommendations are discussed.  相似文献   

4.
This study compared college course grade outcomes, both during and after high school, of dual-enrollment students to those of traditional students. The study was based on a large, multiyear sample of Iowa high school and community college students. The results showed that while in high school, dual-enrollment students consistently outperformed traditional students in community college courses. However, much of the difference might be due to underlying differences in the two groups associated with the type of college the students chose to attend after high school (i.e., four-year vs. two-year). Dual enrollment students tended to perform about the same as traditional students in terms of post-high-school community college course grades. For students who enrolled in four-year institutions after high school, analyses of college course grade data suggested a small positive effect of dual enrollment on first-year college grade point average (GPA).  相似文献   

5.
The low status of the foundation subjects (e.g. Music and Physical Education (PE)) in English primary schools is well documented. Using PE as an illustrative example, a thematic analysis of 51 PE trainee students’ assignments, based on their perceptions of a two-week experience in a primary school, highlighted a number of areas of concern (e.g. limited/inadequate preparation; insufficient teacher knowledge/confidence; variable/limited subject leadership and non-qualified teachers delivering the curriculum). The possibility of teachers, coaches and other external specialists learning collaboratively with and from each other within a community of practice/learning is proposed as one way of strengthening the foundation subjects within the primary school curriculum.  相似文献   

6.
Although children with autism spectrum disorder (ASD) are increasingly being placed within mainstream classes, little is known about the challenges that teachers encounter with including them as full participants in the class. This qualitative study draws on a purposive sample of 13 educators who have experience teaching children with ASD within two cities in Ontario, Canada. Through in-depth interviews we asked about teachers’ challenges regarding creating an inclusive environment within their classroom. Teachers reported several challenges, including: understanding and managing behaviour; socio-structural barriers (i.e., school policy, lack of training and resources); and creating an inclusive environment (i.e., lack of understanding from other teachers, students and parents). Teachers recommend that more resources, training and support are needed to enhance the education and inclusion of children with ASD.  相似文献   

7.
The literature on teacher turnover has traditionally focused on teachers whose destinations are external to the school (be it another school, district or state, or profession). In this article I examine internal turnover that takes place among teachers who remain at their school but change their subject assignments. I analyze the levels, causes, and impacts on school reform of internal turnover within the science faculties at three urban middle schools during 4 years of a whole-school reform program. Major findings include the following: (a) Internal turnover levels are high, higher than external turnover; (b) subject assignments made without regard to both teachers' subject interests and stability of assignments appear to be the primary causes of internal turnover; (c) district policies allowing elementary-certified teachers to teach any subject foster internal turnover; and (d) internal turnover has serious detrimental impacts on school reform. I identify district and school-level policy options to reduce the level of internal turnover to support reform.  相似文献   

8.
This study examines the effect of teacher reasoning level (i.e., concrete versus formal) and teaching style preference (i.e., inquiry vs. expository) on improvement in student reasoning ability. A random sample of fourth and seventh grade teachers and their students were selected to participate over one school year. Students completed a reasoning test in the early fall and late spring. Teachers completed two instruments in the Spring, a reasoning test and a teaching style preference questionnaire. Students of concrete operational teachers showed greater gains in reasoning ability than students of formal operational teachers while students of inquiry teachers showed slightly greater gains than students of expository teachers. Possible explanations are discussed as are suggestions for future research.  相似文献   

9.
The Early College High School (ECHS) initiative developed in response to calls to significantly decrease the number of first-generation college and underserved students of color and from poverty who are high school dropouts or marginally graduates (i.e., ill prepared for college). The ECHS model is different from other educational reforms in that secondary and postsecondary faculty work collaboratively to align curriculum and supports that facilitate a successful high school-to-college transition. The purpose of this study was to evaluate the effects of the initial implementation of ECHS on student achievement and nonacademic indicators in a high-poverty setting. Results indicated that, after an initial year of implementation, achievement results on criterion-referenced tests were significantly higher for all students relative to matched control students, but the statistically and practically significant impact on norm-referenced tests was limited to students enrolled in ECHS courses; school attendance remained the same, but suspensions were decreased. Implications for high school reform and research are discussed.  相似文献   

10.
Since the 1970s, a large body of research has reported on the differences between deep and surface approaches to student learning. More recently, however, this metaphor for students’ approaches to learning has been applied to the practice of teaching. Studies at the university level have identified two approaches to teaching: the information transmission/teacher-focused approach and the conceptual change/student-focused approach. The present study analyzes the relationship between teachers’ approaches to teaching and high school students’ approaches to learning. The data were analyzed by fitting a two-level structural equation model based on the hypothesis that student academic achievement is significantly determined by the way they study and that the way they study is partially determined by the way teachers teach. The participants were high school students (778 twelfth graders) enrolled in biology courses and their teachers (40 total). The same model was proposed at both levels (i.e., within and between levels) and fit the data quite well. As expected, within level, the effects of the ‘approaches to learning’ on ‘biology achievement’ regression were far larger than the corresponding effects at between level. The central findings suggest worthy directions for future research.  相似文献   

11.
This research investigated pedagogical beliefs of teachers of “sacred” school subjects, curricular topics that the school community deems culturally valued, unassailable and inviolate. Two hundred and fifty-five teachers of girls only who taught sacred or secular subjects in Jewish modern religious high schools responded to questionnaires focusing on the discipline, on students and their learning and on the teacher role and 15 were interviewed. Results reflected systematic differences between teachers of sacred and secular subjects caused by multiple factors, some internal and some external to the underlying discipline. Variation among different sacred subjects was contingent mainly on external factors.  相似文献   

12.
Abstract

A formative, internal evaluation was conducted on the Connected Mathematics Project (CMP), a middle school reform mathematics curriculum used in Lafayette Parish, Louisiana, by the author (lead teacher of said project). Approximately 3,500 students in this public school system were enrolled in this program, and the district school board planned to expand the program to include all 12 public middle schools. An analysis of the Iowa Test of Basic Skills and the Louisiana Education Assessment Program mathematics data indicate that the program is working: The CMP schools significantly outperformed the non-CMP schools on both standardized tests. Questionnaires distributed to the teachers and to a sample of the students indicated that both groups believe the program is helping students become better problem solvers.  相似文献   

13.
We have developed a wet lab DNA microarray simulation as part of a complete DNA microarray module for high school students. The wet lab simulation has been field tested with high school students in Illinois and Maryland as well as in workshops with high school teachers from across the nation. Instead of using DNA, our simulation is based on pH indicators, which offer many ideal teaching characteristics. The simulation requires no specialized equipment, is very inexpensive, is very reliable, and takes very little preparation time. Student and teacher assessment data indicate the simulation is popular with both groups, and students show significant learning gains. We include many resources with this publication, including all prelab introductory materials (e.g., a paper microarray activity), the student handouts, teachers notes, and pre- and postassessment tools. We did not test the simulation on other student populations, but based on teacher feedback, the simulation also may fit well in community college and in introductory and nonmajors' college biology curricula.  相似文献   

14.
This study examined how perceived social support from parents, classmates, and teachers jointly and uniquely predicted psychopathology (i.e., internalizing and externalizing symptoms) and wellness (i.e., life satisfaction) in a sample of 390 middle‐school students. This study also explored the protective nature of high student academic achievement in the relationship between social support and mental health. Social support was a significant predictor of all mental health outcomes, particularly life satisfaction. Although classmate and teacher support were significant unique predictors of students' internalizing and externalizing symptoms, respectively, parent support emerged as the strongest predictor of all indicators of mental health. Academic achievement moderated the direction and strength of the relationships between externalizing behavior and (a) classmate support, and (b) parent support, respectively. Specifically, classmate support emerged as adaptive for average‐ and high‐achieving students only, whereas academic achievement functioned as a protective factor against the manifestation of externalizing psychopathology among students with low parental support. Implications for school psychologists and directions for future research are discussed. © 2011 Wiley Periodicals, Inc.  相似文献   

15.
This study investigated student teachers' efficacy beliefs, to determine if school setting (i.e., rural, suburban, and urban) impacted teachers' sense of efficacy. Each setting group exhibited significant increases in teachers' sense of efficacy following student teaching. The urban student teachers exhibited significantly lower teachers' sense of efficacy. We also examined the attributions (external or internal) the student teachers made following student teaching. The urban student teachers did not make more external attributions than the rural and suburban student teachers, and the patterns of the self-serving attributional bias as well as the fundamental attribution error were apparent.  相似文献   

16.
This chapter describes effects on students social and ethical attitudes and behaviors of a comprehensive elementary school program that was implemented in 12 elementary schools in six school districts in the United States over a four-year period, with an additional 12 schools serving as a comparison group. The program as a whole is designed to promote a sense of the school as a community. Data, collected in a baseline year and each of three program years, included classroom observations and student and teacher questionnaires. Data analyses showed variability both within and between schools in teacher changes from baseline to classroom program implementation. Positive effects on students’s sense of community and on several social/ethical variables were found for the five program schools that showed adequate changes in implementation. Structural equations modeling analyses of classroom-level data showed clear support for a model in which program effects on social-ethical outcomes for students were mediated through intervening linkages with program implementation and with the sense of community.  相似文献   

17.
ABSTRACT

Historically, higher education research has focused on traditional students (i.e., recent high school graduates at a residential, 4-year institutions), but community college students are quickly becoming the new traditional student (Jenkins, 2012). In the fall of 2011, more than one third (36%) of all students enrolled in postsecondary education and almost half (46.7%) of all students enrolled in a public postsecondary institution were enrolled at a community college (Knapp, Kelly-Reid, & Ginder, 2012). However, community colleges have struggled to match the persistence rates at other institutional types. The 2011 2-year public community college national 3-year persistence-to-degree rate was 26.9% (American College Testing [ACT], 2011). The purpose of this paper is to review the literature regarding the most prominent theoretical frameworks for community college student persistence and suggest a new theoretical construct. The resultant framework is termed the Collective Affiliation Model because it views the student’s sense of belonging with the college as only one of many senses of belonging in the student’s life (e.g., family, work). The Collective Affiliation Model does not view student dropout as the student’s inability to integrate into the life of the institution; rather, it views it as the institution’s inability to collectively affiliate with the student. This model’s strength is that it does not work from a student deficit model. Instead, it provides a new framework for researchers and practitioners to better understand and address student drop-out at community colleges.  相似文献   

18.
Abstract

We evaluate a long-standing program run by one of the largest education foundations in Argentina that offers scholarships and nonacademic mentoring to secondary school students. We randomly assigned 408 grade 6 students within 10 public schools in the Province of Buenos Aires to either receive the program throughout secondary school or not to receive it. After three years, the program improved students’ academic behaviors (e.g., studying before an exam or catching up on missed work), but we find little evidence that these changes translated into broader improvements in students’ academic mindsets (e.g., self-beliefs about performance and efficacy), perseverance (e.g., grit), or learning strategies (e.g., metacognition). The program also improved students’ performance in school during the first year (e.g., grades, attendance, and passing rates), but we do not find similar gains in subsequent years. This may be due to a large share of treatment students being expelled from the program for not meeting its requirements. The program did not improve student learning or personality traits (e.g., conscientiousness). Finally, we find some heterogeneous effects for female students and students from low-income families.  相似文献   

19.
The authors examined the big-fish-little-pond effect (BFLPE) on academic self-concept (ASC) using different indicators of academic ability (i.e., achievement test, cognitive ability test, grades corrected for grading-on-a-curve effects, uncorrected grades). They investigated under what circumstances grades are suitable indicators of academic ability in BFLPE research. The sample comprised 730 sixth-grade students from 30 classes belonging to the top track of the German secondary high school system. Using multilevel models, all indicators of academic ability exhibited negative contrast effects on ASC at class level (i.e., BFLPE). The authors found the strongest effects for corrected grades, followed by achievement tests, cognitive ability, and, finally, uncorrected grades. Thus, the study provides evidence for the usage of grades within BFLPE research for investigating the BFLPE.  相似文献   

20.
对海安县831名义务教育阶段学生的问卷调查表明,课业负担的外在表现和内在感受随年级增长而增长,初中生课业负担较重。课业负担成因分析表明,初中生负担主要源于教师（学校）,小学生负担主要源于家长,教师和家长压力主要源于学校和社会。要减轻学生过重课业负担,小学要做好家长工作,初中要侧重做好学校工作。  相似文献   

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