共查询到20条相似文献，搜索用时 31 毫秒
1.
Dorothy Valcarcel Craig 《Early Childhood Education Journal》2000,27(3):179-184
As today’s preschoolers become the school-age children of tomorrow, early learning educators are faced with a unique and exciting
challenge of integrating technology into mathematics instruction. This article examines theory, standards, guidelines, and
rationale that supports technology in the preschool environment. Examining practices at 12 diverse preschool sites, four designs
emerge as the “typical” models that enable early learners to engage and experience technology within a developmentally appropriate
learning environment. The designs outlined are viewed through the lens of preschool mathematics instruction and provide early
learning educators as well as parents with models for replication. 相似文献
2.
David Hawkridge 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):15-24
Mentoring has had a key role in the British Open University's intricate distance education system for more than 30 years. However, it has changed very substantially as the system's technology has changed. In this article, after providing some definitions, I review the early history and the changes that have put mentoring online. I describe my own experience as a tutor in the university's online MA in Open and Distance Education, and explain Salmon's model for e-moderating (e-mentoring) developed in the university's Business School. Finally, I reflect on mentoring online today: what is essential for us to understand is how the best of 'old-fashioned' mentoring face-to-face can be built into online mentoring together with the best of what the technology enables us to do. Mentors must learn to weave ideas online, with their students, empowering them to do likewise. The mentor, 'the human in the machine', is indispensable. 相似文献
3.
Sue Willis 《The Australian Educational Researcher》2002,29(2):115-129
For over a decade I have been involved in state and national Level curriculum and professional development projects that have required of me that I ‘act’. During the same period my research has focused on educational reforms within a social justice framework and on the development of informed numeracy in children and adolescents. In this paper I consider how children, different children learn and understand counting. In doing so, I reflect upon my experiences as a curriculum developer who is constantly uneasy, often frustrated and occasionally made anxious by the disjunction between what she understands and what she does and perhaps more importantly what she doesn't understand but nevertheless does. 相似文献
4.
“Tjaa,I Do Have Ears,But I Do Not Hear”: New Literacy Studies and the Awakening of a Hearing Teacher
Karen Rut Gísladóttir 《Studying Teacher Education》2014,10(2):179-194
To address the low literacy achievement of minority students, the sociocultural movement of the New Literacy Studies (NLS) encourages us to expand on current understandings of literacy. Instead of thinking of literacy as a neutral set of skills transferable from one setting to another, NLS researchers encourage us to contextualize literacy within individuals’ social and cultural realms. In this view, there are multiple literacies. As a literacy teacher of students who are deaf, I have witnessed students struggling with school-based literacy learning. As I began to examine what I was doing within the classroom, I realized that my assumptions about literacy instruction were the main source of students' struggles. In this study I explore how I used the theoretical perspective of the NLS to expand my understanding of literacy. The findings suggest that, in order to base literacy instruction on students' resources, teachers need to learn to negotiate conflicting educational Discourses on reading and writing, to create a space within the classroom for students to bring in their literacy practices, and to recognize and preserve students' agency and identity in their learning. Findings also indicate the vital role of writing in deaf students' learning of Icelandic. 相似文献
5.
Many child care directors inherit their role of supervisor without having had adequate training or experience. Given the wide
disparity in the field with respect to staff preparation, child care directors, in their role as supervisors, are called on
to develop, train, evaluate, and appraise child care workers on a daily basis. The literature in the field suggests that there
are common threads among supervisory models in early childhood and that directors of child care programs can benefit from
in-service training that specifically addresses their supervisory functions.
“The most difficult part of my job as Director is trying to get my staff to change certain practices.” Director, Church Preschool
Program
“I don't feel comfortable with my role as evaluator; I guess I don't like telling people they're doing something wrong.” Director,
Day Care Center 相似文献
6.
Science instruction literature provides us with goals for laboratory instruction and guidelines for designing and implementing science labs in the post‐secondary setting. How well are we doing in our attempt to provide a meaningful and positive learning experience for our students? This paper describes the results of a study to determine whether students view the lab component of second‐year physics courses at a mid‐sized Canadian University as a valuable learning experience. The results of a survey, administered over six semesters and completed by 168 students, indicate that students do acknowledge the value of labs. The results also identify the factors that influence the students’ perceptions of value in physics labs. This paper discusses the four factors found to have the greatest influence on students’ perceptions of the value of labs: (1) the pressure to complete an experiment within the allotted time, (2) the information provided on the lab instruction sheets, (3) the help provided by lab staff and graduate teaching assistants, and (4) the students’ level of preparedness. 相似文献
7.
8.
《校园英语(教研版)》2015,(3)
<正>As we all know,being a volunteer can help us learn many things,such as new skills,staying active,improving our social skills,accumulating work experience,making new friends with those who have the same topic,helping us grow more rapidly...I can still recall the days when I worked as a volunteer in a hospital in my city.The unforgetable experience was not only a volunteer work,but also a small society to me.It was in the summer vocation after high school entrance examination,when I had nothing to do but to play computer 相似文献
9.
Kenneth E. Colwell 《TechTrends》2004,48(3):35-39
It goes without saying that the expression “garbage in, garbage out” still applies. Poorly designed instruction cannot be
saved by a flashy, high-tech presentation. Flashy garbage is still garbage. But a high-tech presentation can be a very useful
tool for instructors and trainers to employ if the instructional material is well designed, and learning objectives require
it. If a quality presentation has been developed, it is apparent that students find the use of the graphics tablet to enhance
presentations a useful instructional technique.
I found myself, as the instructor, to be more in touch with the presentation when I used electronic mark-up of presentation
materials. The lectures felt more integrated. I could interact with the presentation more easily and effectively. I’m reminded
of what I teach in my public speaking class about visual aids — use them as an aid to, but not a replacement for, well-prepared
material — but use them. They can help clarify content, maintain interest and increase retention. Enhanced presentations can
do that even more effectively. 相似文献
10.
KATE PARSONS 《The International Journal of Art & Design Education》1995,14(2):193-203
My initial interest in multi-cultural art education coupled with a wish to promote more cultural equality was inspired by my two years teaching experience in Kenya, Africa. The contrast of cultures gave me an objective view of my own culture on my return home and I found that I had not only changed as a person as a result, but wanted to continue that change, which gave me the motivation to become a research student, whilst lecturing. As a lecturer in and around the Bristol area it came to my notice through informal conversations with my colleagues at work that they held quite racist views. This I felt was a very insular way of viewing the world when global communications were very efficient and wide spread. In view of this, I chose to investigate to what extent Further Education staff in art and design were racist, and to consider how that might affect students' performance in terms of self-esteem, achievement and assessment. I took a psychodynamic approach to the interview schedule which was based on my experience and training as an art therapist, as well as an artist-sculptor and lecturer, and used Race Awareness Training (RAT), and specific criteria to base and analyse the data collected during the research. An interpretative paradigm was used in the final analysis and evaluation of this small scale study. The qualitative methodology used was felt to be more applicable to a personal approach because it gained clearer and more honest information in this sensitive field. 相似文献
11.
Hugh Philp 《Asia Pacific Journal of Education》1984,6(2):3-14
I should like to talk to you about a matter which was a great concern to Ruth Wong, as it is to me – the question of what ‘education’, in the brod sense, can or should do to alleviate the plight of the many millions of the world's children, who, for one reason or another, are unlikely to live full, healthy, productive and happy lives as their more fortunate fellows. ‘Disadvantage’ has been interpreted in many ways. Indeed, each of us has his or her own concept of what constitutes the term, just as each of us has personal ideas about ways of eliminating or minimizing its effects. What I have to say represents my own feelings and opinions. I hope you will forgive me if I begin with some general ideas, one or two of which may seem a little academic, but I think it is important to be clear as a great deal of damage has been done because of confusion of thinking. 相似文献
12.
Barbara Comber 《English in Education》2007,41(2):7-26
This paper provides a retrospective account of three decades of my work as a literacy educator and researcher. Taking key insights from feminist sociologist, Dorothy Smith, including women's standpoint, the everyday world as problematic, institutional capture, a sociology for the people, I revisit my research on literacy, poverty and schooling. I argue that understanding better the effects of what we do in educational institutions, through collaborative research with teachers, can lead us to generate positive alternative equity‐driven practices. 相似文献
13.
Teacher education programs are being encouraged to collaborate with K‐12 partners to develop and implement contextually rich field experiences that integrate methods course instruction with public school practices. As a result, we outline four models of integrating methods instruction and field experiences and raise the question “How does the classroom and school context of the field experience influence what prospective teachers learned in the methods courses?” This study examines the way two different cohorts of prospective elementary teachers who learned to teach in two different contexts define their own social studies pedagogical content knowledge. The students' espoused philosophies of education offer insight into how different models of integrated field experiences may impact on their beliefs about social studies teaching. Through this study we raise questions that should be considered in constructing methods courses linked to field experiences and suggest Bronfenbrenner's model as a tool for looking at these contextual influences. 相似文献
14.
Mary Renck Jalongo 《Early Childhood Education Journal》1996,23(4):187-189
Conclusion When you think about it, many of the things we do are expressly designed to maintain a sense of wonder because once it is
lost, childhood is lost. I still vividly recall a class discussion with one of my teachers about the existence of Santa Claus
when I was 10 years old. By that time, nobody in the class was a believer. Sister Christopher told us that she still believed
in Santa until she was 13. When we asked her how she could have been so gullible, she said that just about the time she was
beginning to question the myth, her father (she later found out) climbed up on the roof in the middle of the night to make
“reindeer tracks” and lines from the runners of the sleigh. Now that was a man who really wanted to keep the wonder alive!
If you reflect on all of the people you know and love, I'll wager that most of them are individuals who have managed to keep
some sense of awe intact despite its erosion throughout life. Early childhood practitioners are fortunate because we have
the best possible role models of wonder to follow. Being in the company of young children whose sense of wonder is at a lifetime
high helps to keep us from becoming jaded and disaffected. For if we allow children to show us the way, they can lead us back
to wonder. 相似文献
15.
《Critical Studies in Education》2013,54(2):203-214
This article raises the recurrent question whether non-indigenous researchers should attempt to research with/in Indigenous communities. If research is indeed a metaphor of colonization, then we have two choices: we have to learn to conduct research in ways that meet the needs of Indigenous communities and are non-exploitative, culturally appropriate and inclusive, or we need to relinquish our roles as researchers within Indigenous contexts and make way for Indigenous researchers. Both of these alternatives are complex. Hence in this article I trace my learning journey; a journey that has culminated in the realization that it is not my place to conduct research within Indigenous contexts, but that I can use ‘what I know’ – rather than imagining that I know about Indigenous epistemologies or Indigenous experiences under colonialism – to work as an ally with Indigenous researchers. Coming as I do, from a position of relative power, I can also contribute in some small way to the project of decolonizing methodologies by speaking ‘to my own mob’. 相似文献
16.
In this essay I explore the constraints and opportunities confronting me as a newly qualified teacher and how these affect my pedagogy. I have reflected on my own development from beginning to newly qualified teacher and considered how such forces have shaped my identity as a teacher, my values and my approach to the job. As part of my exploration of my practice and the values I hold, I have revisited ‘The Place of English’, an essay I wrote midway through my Postgraduate Certificate in Education (PGCE) year; I have reconsidered how the current climate of educational reform and my subsequent experience have altered or strengthened these initial perceptions. In what follows I have reflected critically on two episodes of teaching and learning with my Year 10 class, my most challenging group, in order to further understand the way in which I have responded to the responsibilities and pressures placed on a classroom teacher. These pressures, I suggest, are intensified by the preconceptions of age and gender within my school and implicit more widely in the traditional values of our culture. The fragments of my practice that I have explored reveal tensions that gesture at a gap between educational theory, first-hand professional experience and governmental policy. They present an argument to resist the temptations of oversimplified, linear conceptions of teaching and learning, and maintain the place of English as a subject of creativity, exploration and expression that, at its heart, values both individual and collective student voices and identities. 相似文献
17.
Reflection on subjectivity in the qualitative research process is fundamental to the methodology. Although much attention is paid to what to do (identify subjectivities), there is much less emphasis on how one should do this. Furthermore, a researcher engaged in an intimately familiar setting, such as a typical American classroom, faces the unique challenge of sifting through vast stores of prior knowledge and beliefs that influence perceptions of observed instruction, including experiences as a K-12 learner and classroom teacher. As a novice qualitative researcher and former special educator drawn to questions involving instructional practice in reading comprehension, I struggled to balance my emotional responses to observed instruction with my need to understand teachers' decision-making. I begin by sharing my own experiences as a novice researcher, brought forward from artefacts of that time. Moving to the present, I reflect on my early misperceptions, and conclude with recommendations for working with subjectivity in the research process. 相似文献
18.
This article outlines how I, as a primary teacher engaging with a self-study action research process, have come to a deeper understanding of my practice. It explains how I have also come to an understanding of why I work in the way I do; of how this understanding influences my work, and the significance of this new understanding. My work as a teacher frequently includes doing collaborative digital projects with my class. As I engaged in research on my practice, I initially experienced difficulties problematising this work. I struggled to achieve clarity not only with engaging in critical thinking but also with articulating my educational values. I found Mellor’s idea about ‘the struggle’ helpful as he explains how ‘the struggle’ is at the heart of the research process. My new understanding around these collaborative projects emerged in terms of holistic practice; clarifying my ontological values and learning to think critically. I am now generating an educational theory from my practice as I see my work as a process for developing spiritual and holistic approaches to learning and teaching. I conclude by outlining what I perceive to be the significance of my work and its potential implications for education. 相似文献
19.
Alberto Felisberto Cupane 《Cultural Studies of Science Education》2011,6(2):435-440
I am reflecting here my struggle to understand the issue of language in the science classroom and in our lives from three
different perspectives: before and after Mozambican independence and after completion of my doctoral research. The main method
used is auto|ethnographic inquiry in which I use the events in my life to question what is happening in my society. I have
used Maria Rivera Maulucci’s paper, Language experience narratives and the role of autobiographical reasoning in becoming an urban science teacher as a reference. This paper helps me to show how isolated and generalized is the Mozambican situation and the value of our
struggle in giving value to local languages. 相似文献
20.
Colette A. Granger 《Teachers and Teaching》2013,19(2):219-232
In this conceptual paper I draw on narratives from several contexts in my own educational history – a student‐teaching experience, a graduate course in educational theory, and my work as a preservice teacher educator – to consider, first, the Winnicottian notion of the split‐off intellect, in which individual subjectivity is skewed toward thinking and away from affect, and second, an inversion of that notion, in which affect splits off to form the central domain of experience, relationship, and defense against difficulty. Theorizing some of the ways in which thinking and affect can at times seem to get in each other’s way, and reflecting on what individuals might use that ‘getting in the way’ to do, I explore some ways in which educators in general, and teacher educators in particular, might facilitate the working‐through of intellect/affect splits with the aim of helping students integrate thinking and feeling as they begin or continue their work in the classroom. 相似文献