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1.
Carolyn Nichol Alice Chow Scott Furtwengler 《International Journal of Science Education》2013,35(17):2099-2117
ABSTRACTWe first examined the effects of a year-long professional development (PD) programme for elementary science teachers on fifth grade student performance on state-mandated science achievement tests of students from a treatment and a comparison group of teachers in the 2009–2010 academic year. Then, we investigated the longer-term impacts by comparing the 2010–2011 student test results of the teachers one year after receiving treatment in 2009–2010 with the students of teachers who received treatment during 2010–2011. Test scores were analysed using a propensity score matching method to examine the relationship between the PD and student achievement. Results showed that even though the treatment teachers were out of the classroom 20% of the school year to attend the PD, there was no difference between their students’ science achievement scores and those of the comparison teachers who were in the classroom every day. This is an important finding because many principals and parents are reluctant to provide teachers with release time for PD. We also determined that students of teachers one year after participating in the PD significantly (p?<?0.001) with a medium effect size (η2?=?.088) outperformed students of teachers who had just completed the programme. This suggests that it takes time for teachers to implement new teaching strategies and that to observe the impact of an intervention programme, it may be important to expand the timeframe of the programme evaluation. 相似文献
2.
Siobhan Mac Cobb Brian Fitzgerald Carolyn Lanigan-O’Keeffe 《Emotional and Behavioural Difficulties》2013,18(4):410-425
This article reports on Phase 1 of a pilot programme on self-management of behaviour with challenging class groups of students as part of the evidence-informed practice of the National Behaviour Support Service. The Alert Program is a structured active learning programme using an engine analogy. The person’s engine runs on high, low or just right for the task in hand. The focus of this first phase of the pilot was on the appropriateness of module content, teaching approaches, resource materials and classroom management strategies. Eighty-five first year students (aged 12–13 years) and four teachers in four second level partner schools in areas of social disadvantage were involved. Trial 1 offered five class sessions and Trial 2 offered eight. Phase 1 was occupational therapist led with class teacher support. Perceptions from teachers and students were gathered by questionnaires. Teachers reported that the content and class management strategies were appropriate. Students gained an understanding of their behaviour and identified self-management strategies for use in the class. They recommended that all teachers working with the class group should be familiar with the language and techniques of the programme to reinforce learning. Feedback from 85% (72) of students confirmed that the learning tasks were considered by the majority to be enjoyable and relevant. The group of students perceived to be the most challenging gave the most positive scores, and 100% of these indicated their intention to use their new self-management strategies in class. The positive results led to Phase 2 of the pilot in which teachers took the lead role with occupational therapist support in a national pilot in 16 schools in areas of social disadvantage. 相似文献
3.
This study explores the perceptions of teachers with regard to professional skills in project-led engineering education experiences for first year engineering students at the University of Minho, Portugal. Their perception on which professional skills to include, how to develop these skills and how to assess them is studied through six semi-structured interviews with experienced teachers of the first year programme, who served as tutors as well as teachers in at least four projects. Analysis of their perceptions reveals a strong commitment to professional skills for engineering students, and also a lack of confidence in the support they can offer to help students develop these skills. 相似文献
4.
While the educational literature mentions several obstacles affecting the effectiveness of collaborative learning (CL), they have often been investigated through the perceptions of only one actor, either teachers or students. Therefore, some sources of obstacles that teachers and students encounter may not have been revealed. In this study, 19 teachers and 23 students in different disciplines at a pre-service teacher education faculty at a university in Vietnam were interviewed. In total, 47% of the teachers taught science subjects and 53% taught social subjects; 35% of the students majored in science subjects, 57% in social subjects, and 8% in primary education. With regard to study cohorts, 22% of the students were in the first and second year while 78% were in the third and fourth year of their four-year bachelor’s programme. These programmes produce qualified teachers for primary and secondary schools nationwide. Based on grounded theory analysis, four common obstacles to collaboration were identified: students’ lack of collaborative skills, free-riding, competence status, and friendship. Furthermore, the results showed three interrelated antecedents that contribute to these obstacles. Central to the antecedents is the strong focus of the teachers on the cognitive aspects of CL, which led the participating teachers to neglect the collaborative aspects of CL. These antecedents were demonstrated in the ways teachers set CL goals, provided instruction, and assessed student collaboration. This study may be useful for educators, designers, and researchers to foster the quality of student collaboration. 相似文献
5.
JoAnn Phillion 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):43-52
This article discusses a project which has the goal of raising the awareness of pre-service teachers about the needs and potentials of low-income minority students through using technology to develop a comentoring community composed of teacher educators, teachers, pre-service students and elementary students. Using the interactive capabilities of video conferencing over the Internet, pre-service teachers engage in a 'virtual' field experience with a bilingual grade three classroom in a distant inner-city school. Pre-service teachers involved in the programme have the opportunity to be involved with students they would not experience in the local area, to be mentored by a teacher with knowledge of diversity, and to use technology in meaningful, productive ways. Benefits for participants—faculty, pre-service teachers, teachers in the school, and students in host classrooms—implications for pre-service teachers' understanding of diversity and limitations of the technology are discussed. 1 相似文献
6.
Four year initial teacher education courses have recently undergone radical reform, in particular in relation to the time that students spend in schools. Through the introduction of mentorship programmes, teachers have become very much more involved in training the students whilst they are in school. How do teachers view the changes that have been introduced? Do they agree with the principles and models that guided the developments? Headteachers and class teachers who acted as mentors for students from the University of Reading have supplied some answers. They are very committed to the model of student learning upon which the mentorship programme is built, the belief that schools and the university must work in partnership to implement and further develop the mentorship programme and the view that schools need to adopt a whole school approach to their involvement in initial teacher education. These findings indicate that the teachers agree with the underlying principles that guided the development of the mentorship programme in which they are involved and they are supportive of the resulting changes to school experience. 相似文献
7.
University can be a challenging learning environment for students entering with a lower level of English. This report focusses on a mentoring scheme which aims to enhance undergraduate students’ English language skills so that they gain the most from their studies. Around 200 students participate in this mentoring scheme each academic year and the programme involves around ten university English teachers who act as mentors. In this report, we describe the programme and reflect on our experience as mentors. 相似文献
8.
Turkish student teachers' concerns about teaching 总被引：1，自引：1，他引：0
Yezdan Boz 《欧洲师范教育杂志》2008,31(4):367-377
9.
Line Massé Caroline Couture Vanessa Levesque Jean-Yves Bégin 《Emotional and Behavioural Difficulties》2013,18(3):327-343
A collaborative school consulting programme model, using functional assessment and applied behavioural techniques, was offered to secondary school teachers in two modalities: individual consultation and small-group consultation. The objective was to facilitate the integration of students with behavioural difficulties into mainstream secondary school classes. Both consulting programme modalities shared the same postulates. This article presents the stakeholders’ perceptions of the consulting model and its impacts on teachers and students. Presented here are the results of semi-structured interviews conducted with teachers (N = 42), resource persons accompanying individuals or groups (N = 11) and school managers (N = 8) in the programme’s first year of implementation. According to qualitative analysis of the interviews, these two models seem to have had positive impacts on teachers, especially in relation to their perceptions of students with behavioural difficulties and their understanding of behavioural problems. However, the group model is the one that elicited the most adhesion in all groups of actors. 相似文献
10.
The results of a constructivism‐based teaching programme on human nutrition for students in the second year of secondary education (13‐ and 14‐year‐olds) are analysed in light of the ideas held by the students before and after implementation of the programme. The results show how most of the students who participated in this programme reorganized their ideas concerning the nutritional process and achieved a fuller understanding of how nutrition comprises a series of related and integrated processes. Other students, who followed a more conventional method based on the teacher explanation and textbooks, tended to have erroneous or incomplete ideas concerning the nutritional process. 相似文献
11.
April Lynn Luehmann 《International Journal of Science Education》2013,35(13):1831-1855
Science enrichment programmes housed outside traditional school settings can offer students from traditionally under‐resourced schools valuable opportunities to access authentic scientific tools and practices. The present study contributes to our understanding of this potential and how it can best be realised through an analysis of the students’ own perspectives on a specific out‐of‐school programme—a one‐year partnership with a university‐based science outreach programme, which culminated in a half‐day laboratory experience for a total of 292 secondary students (ages 11–18 years). Extensive data were collected on this experience, including detailed field notes and video recordings of the classes’ visits to the university as well as the planning meetings with teachers at the beginning and end of the school year, surveys of the participating students, and surveys and interviews of the teachers, and were analysed both qualitatively and quantitatively using a grounded theory approach. Building on the valuable perspectives of the participating students, and comparing them with those of their eight teachers, this study confirms that carefully designed collaborative out‐of‐school inquiry programmes have the potential to broaden students’ (especially those from under‐resourced schools) experiences of science as well as bridge them to school science. 相似文献
12.
Danling Fu Lynn Hartle Linda Leonard Lamme Jeane Copenhaver Diane Adams Carlene Harmon Stephanie Reneke 《Early Childhood Education Journal》1999,27(2):73-80
This article describes the start of the school year in three multi-age classrooms where 8 new kindergarten children join 16 returning first and second graders. The authors (professor/observers and teachers) describe what happens during the first week of school in this setting where the students remain with their teachers for 3 years. They explain what the start of the year is like for the returning students (first and second graders), the new students (kindergartners), the parents, and the teachers. 相似文献
13.
《Journal of moral education》2012,41(2):90-111
Abstract An experiment is reported on the effect of a moral discussion programme taught in the schools by regular classroom teachers. Number of discussions and type of teacher preparation were varied. Students’ moral judgment stage was assessed before and after the programme and teachers were observed throughout the course of the year. A substantial degree of moral judgment stage change was shown in some but not all of the classrooms. Three variables associated with likelihood of student moral judgment change were number of discussions, range of pre‐test moral judgment stage within the classroom, and teachers’ skills in eliciting moral reasoning from students during the discussions. 相似文献
14.
Keith Trigwell Katia Caballero Rodriguez Feifei Han 《Assessment & Evaluation in Higher Education》2012,37(4):499-511
Four different indicators are used to assess the impact of a year‐long university teaching development programme in an Australian research‐led university. All four indicators show small positive outcomes. Teachers who complete the programme have higher rates of receipt of teaching awards and teaching development grants than their colleagues who do not participate in the programme. Students in the classes of teachers who complete the programme report, on average, higher satisfaction scores than students in the classes of the same teacher before she/he completed the programme. Students in the faculties where the programme is completed by a higher proportion of academic staff report greater change to levels of satisfaction in the quality of their degree over the seven‐year period of the study. The methodology adopted involves several new approaches to evaluation and confirms the need for the use of an evaluation framework and multi‐indicator strategy. 相似文献
15.
Garry Hoban 《Asia-Pacific Journal of Teacher Education》2000,28(2):133-147
This paper describes a two-year professional development programme in which three secondary science teachers listened to audio-tapes of interviews conducted with their own students describing their school experiences. The audio-tapes were compiled from interviews with 30 year 9 students who identified aspects of teaching and learning across different subjects in their secondary school. This study shows how listening to student data on the tapes provided teachers with a different perspective on classroom practice which confirmed or challenged their assumptions about student learning. The student data were a catalyst for the three teachers to reflect on their practice and to consider changes in their teaching. 相似文献
16.
Anabela C. Alves Rui M. Sousa Sandra Fernandes Elisabete Cardoso Maria Alice Carvalho Jorge Figueiredo 《European Journal of Engineering Education》2016,41(2):123-141
Project-Based Learning (PBL) has been implemented in the first year of the Industrial Engineering and Management programme at the University of Minho, Portugal, since 2004/2005. The purpose of this paper is to analyse and discuss teachers' experiences in PBL in this programme and to explore its implications for student learning and for teaching practices in higher education. For data collection, the research method used was written narratives to these teachers, at the end of the PBL semester. Findings suggest that teachers express a positive view of PBL as a learning approach. They identify student motivation and engagement, along with a better understanding of the application of concepts in real-life situations, as important outcomes of the project for students. Besides this, teachers also highlight the importance of the development of transversal skills by students throughout the project. Recommendations for future work and implications for practice will also be discussed. 相似文献
17.
18.
We focus on assessing whether newly qualified teachers’ professional outcome expectations and their beliefs about students’ intellectual potential are associated with teachers’ self-reported classroom management and instructional practices. One hundred and eighteen novice teachers participating in the induction year programme were studied during their first years as full-time teachers. Results attest to a salient association between teachers’ more optimistic views of the malleability of students’ intellectual potential and teachers’ confidence in themselves as positive change agents in student outcomes. Also, teachers’ belief-set in the beginning of their career was shown to be associated with significant differences in the level of using instructional practices promoting mastery goal orientation in the classroom as well as offering students emotional support during the learning process. In the light of the significant belief–behaviour links demonstrated, more explicit attention to the sophistication of teachers’ ability beliefs in teacher education programmes is recommended. 相似文献
19.
James W. Youdas Brianna L. Hoffarth Scott R. Kohlwey Christine M. Kramer Jaime L. Petro 《Anatomical sciences education》2008,1(5):199-206
Despite nearly 200 accredited entry‐level physical therapist education programs in the United States that culminate in a doctoral degree, only a paucity of reports have been published regarding the efficacy of peer teaching in gross anatomy. No one has described the usefulness of peer teaching from the viewpoint of the peer teacher. An organized peer teaching method provided by four second‐year doctors of physical therapy (DPT) students in a semester course in gross anatomy had a positive impact on the academic performance in gross anatomy of first‐year DPT students. The unique feature of the weekly peer teaching sessions was a packet assembled by the second‐year peer teachers, which contained diagrams, fill‐in‐the blank questions, and helpful mnemonic devices. This study surveyed perceptions of first‐year DPT students in response to a peer teaching method, using a structured 10‐item questionnaire and a five‐point Likert scale. Second‐year DPT peer teachers provided written reflections about the benefits and challenges of serving as a peer teacher. Results revealed that 13 planned peer‐teaching experiences provided by four second‐year DPT students were valuable and promoted a firm understanding of anatomical relationships important for the clinical competence of physical therapist students. Moreover, peer teachers acknowledged acquiring clinically desirable teaching, academic, organizational, and time management skills from the experience. As a result, physical therapist educators may wish to consider this model of peer teaching to augment their teaching strategies for a class in gross human anatomy. Anat Sci Ed 1:199–206, 2008. © 2008 American Association of Anatomists. 相似文献
20.
Tomas Jungert 《高等教育研究与发展》2008,27(3):201-214
This longitudinal study draws on data from a larger project and examines how students’ perceptions of their opportunities to influence their study environment may be enacted in approaches aimed at influencing their studies, and whether this changes during the course of their studies. Ten students from a 4.5‐year Master’s programme in Engineering were studied throughout their education by means of semi‐structured in‐depth interviews, which were analysed thematically. The results indicate that students’ perceptions of their study environment were enacted in three approaches aimed at influencing their study environment: (i) to adapt to the environment and to study alone; (ii) to try to change the programme, to create an individual curriculum and to interact with teachers; and (iii) to cooperate with their peers. The thematic analysis suggests that students’ perceptions of their study environment were enacted in the different approaches and that these changed along with external demands in the programme. 相似文献