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1.
There has been a rapid increase in the integration of new technologies in early education. While research has examined how technology can benefit classroom instruction, few studies have looked specifically at how technology is used by early educators to enhance their classroom assessment practices. The current study examined educators’ approaches towards the integration of technology in assessment in 20 play-based kindergarten classrooms. The majority of educators described technology as improving the efficiency of their assessment practices, while a minority of educators described technology as meaningfully extending student learning in assessment. Implications of different uses of assessment technology are discussed. 相似文献
2.
《Teaching and Teacher Education》2005,21(7):787-798
This article discusses two projects that were aimed at enhancing the opportunities for professional development of the participants through collaboration between classroom teachers and teacher educators. The two projects, the Australian Project for Enhancing Effective Learning (PEEL) and the Canadian Learning Strategies Group (LSG), focused on the teaching and learning practices in secondary school classrooms. We examine those features that we contend have resulted in long-term sustainability and the success of these partnerships. An analysis of our own experiences and other empirical data from both projects illustrate our claims that these small-scale projects have: improved the learning environment in classrooms for students and teachers; created models of professional development for school and teacher educators; and provided valid knowledge about learning and teaching issues in classroom settings. The potential of such projects to achieve these aims depends upon: (a) a mutually held understanding of what types of classroom practices nurture good teaching and learning, (b) a setting where teachers have a strong commitment and control over the project and decide on its direction, and (c) a structure that allows teachers and teacher educators to meet regularly in an atmosphere of trust and mutual understanding. 相似文献
3.
In teaching science, the beliefs of teachers may come into conflict and inhibit the implementation of reformed teaching practice.
An experienced biology teacher, Mr. Hobbs, was found to have two different sets of epistemological beliefs while his classroom
practice was predominantly teacher-centered. A case study was then performed in order to investigate the underlying issues
that contributed to his classroom practice. Data sources included preliminary and follow-up interviews and classroom observations.
Data analysis indicated that factors that prevented the epistemological conflict from reaching a resolution included Mr. Hobbs’
beliefs about learning, contextual teaching factors, personal experiences as a student, and views of the nature of science.
The findings from this case indicate that science teachers possess complex belief systems that are not immediately obvious
to either the teacher or science teacher educators, and science teacher educators need to address teacher beliefs when they
encourage teachers to implement reformed teaching practices. 相似文献
4.
Uta Papen 《Ethnography and Education》2018,13(1):119-134
This paper examines the role of religious literacy practices such as hymns, prayers and Bible stories in the context of literacy teaching in primary schools in England. Drawing on data collected through a classroom ethnography of a year 1 class (five and six-year-olds) conducted in a Catholic primary school in 2013 and 2014, I suggest that religious literacy practices contribute to children’s literacy learning in various ways. They focus children’s attention on a text’s meaning, not on decoding, as other literacy lessons do. They do not privilege rational thinking but afford more emotional and bodily experiences of meaning-making. These practices also offer opportunities for collaborative engagements with literacy, supporting learning through participation. My findings suggest that educators, researchers and policy-makers should pay greater attention to the range of literacy practices children engage with and how they contribute to their literacy learning. 相似文献
5.
Dialogue, as a communication form characterized by its commitment to inclusiveness and rationality, has long been advocated by educators as a mechanism for helping students become better thinkers. Unfortunately, numerous claims about the educational potential of participating in dialogue have not resulted in substantial changes in classroom practices. Studies have consistently shown that in today's schools the dominant discourse remains largely monologic. In this article, we present a testable theory of change that suggests how sociocultural processes in a dialogic classroom influence students’ development. We identify and discuss three learning outcomes of dialogic teaching, including epistemological understanding, argument skills, and disciplinary knowledge. We then critically review empirical research related to the proposed theory, highlighting unsolved questions, inconsistencies, and directions for future studies. Finally, we focus on the implications of the proposed integrated theory and reviewed research for teachers and their language use in a classroom. 相似文献
6.
Lena Fung Lina P.Y. Chow 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):313-321
An understanding of student teachers' pedagogical images plays an important role in helping teacher educators plan learning experiences. The purposes of this study were to obtain a profile of pedagogical images of a group of student teachers, and to assess whether there is congruence between their pedagogical images and classroom practices. Applying the conception of teaching model proposed by Pratt, Chan developed a questionnaire to evaluate teachers' views about teaching, which was modified here and administered to 59 first-year student teachers before and after their teaching practicum in physical education for secondary schools. Results indicated that the student teachers possess a Nurturing image, whereas in actual classroom practices, their approach was a mix between the Apprenticeship and the Transmission approaches. In other words, whereas student teachers conceive themselves as having a more child-centred approach to teaching, in reality, their practices constituted more a teacher-centred approach. The investigators considered that this type of information would be helpful for teacher educators when planning learning experiences. 相似文献
7.
8.
Darryl Dymock 《Studies in Continuing Education》2013,35(1):88-90
Many adult educators are familiar with the term dialogue ‐akey concept in education guided by a sense of social justice. In this paper I want to reclaim some of the political agendas which are lost when the term is incorporated into education paradigms which present justice as a product to be distributed to the ‘disadvantaged’. This approach seems to ignore the role ‘advantaged’ groups play in maintaining ‘disadvantage’ (Lankshear, 1991). It also evades the issue of relations of power; relations which remain unchanged through the simple redistribution of resources. In recent times an orientation to competency based teaching has encouraged educators to focus their energy on identifying the learning outcomes one might expect from a course of study and to gear teaching behaviour to meet these outcomes. While learning outcomes are important I believe it is unrealistic to create simplistic links between teaching acts and learning outcomes. My concern is that complex and highly political processes like dialogue are being reduced, at least in some training discourses, to a series of orderly steps. This has two consequences. First, it falsely presents classroom life as a relatively predictable event. Second, these orderly steps imply that educational success lies in efficient and effective delivery techniques which may or may not take account of the political and social context of learning settings. If the techniques do not “work” educators may be left wondering what they did wrong rather than considering the viability of the steps in the first place. 相似文献
9.
Katie Burke 《British Educational Research Journal》2019,45(5):961-978
Home education, or home schooling, is a rapidly growing global educational phenomenon. Given the emphasis that educators, policy makers and researchers have placed upon the arts as an important element in a holistic education, the ways in which the growing home education community are facilitating arts learning warrants consideration. Facilitating quality arts learning has been found to be extremely challenging, especially for generalist classroom teachers who may not possess background learning across the range of arts subjects represented in most arts curricula. Revelations from this study on Australian home educating parents identifies a similar dilemma with the facilitation of arts learning in home contexts, and a significant proportion of the home educating participants acknowledged little to no educational or artistic training. In this project, an online survey was conducted to develop insights into the ways Australian home educators (n = 193) approach arts education, the challenges associated with facilitating arts learning and the strategies they employ in light of these challenges. The research highlights that, while home education is pedagogically unique and distinct from traditional classroom education, the challenges participants expressed regarding teaching in the arts aligned closely with those expressed by classroom teachers in wider research; however, the uniqueness of home education contexts means that support structures for classroom teachers are less helpful for home educators. Implications arising from the research are thus beneficial in understanding the nature of support that might be tailored for arts learning in home education. 相似文献
10.
Louise Mifsud 《Learning, Media and Technology》2014,39(1):142-149
The use of socio-material perspectives as a perspective for understanding new technologies in education has experienced a resurgence. At the same time, mobile learning as a concept is growing fast. This paper takes up the notion of mobile learning and classroom practices from a socio-material perspective, and looks at what socio-materiality has to offer for the understanding of mobile learning and classroom practices. 相似文献
11.
以国际比较的视野分析其他国家的教育教学实践 ,可以使我国的教育研究者和实践者了解教育教学的多种选择。基于对四所英国小学的参观访问 ,以及与英国教师及教师培训者的交谈 ,本文对英国小学班级和教学组织的一些特点进行简要分析。在教学环境方面 ,学校为保持校园和课堂秩序井然进行了许多细致的教育工作 ;教室甚至走廊等空间被充分利用 ,以为学生提供丰富多样的学习资源 ;大部分学校学生没有教材 ,课堂学习主要使用教师自制的或从教学参考书中复印的材料。在班级制度和管理方面 ,学生班级相对稳定 ,但各班的教室和教师则随年级增高而每年都有所变化。教师所在教室和所教年级相对稳定 ,且一般由一位教师教授大部分的课程。在教学组织形式方面 ,提倡集体教学与分组教学结合 ,且分组教学活动灵活多样 相似文献
12.
《学习科学杂志》2013,22(1-2):113-163
In this article, we describe a methodology for analyzing the collective learning of the classroom community in terms of the evolution of classroom mathematical practices. To develop the rationale for this approach, we first ground the discussion in our work as mathematics educators who conduct classroom-based design research. We then present a sample analysis taken from a 1st-grade classroom teaching experiment that focused on linear measurement to illustrate how we coordinate a social perspective on communal practices with a psychological perspective on individual students' diverse ways of reasoning as they participate in those practices. In the concluding sections of the article, we frame the sample analysis as a paradigm case in which to clarify aspects of the methodology and consider its usefulness for design research. 相似文献
13.
The value of research-informed classroom practices is well recognized and thus this qualitative study was designed to explore, from multiple perspectives, the experiences and influences of classroom practices for students with Fetal Alcohol Spectrum Disorders (FASD). The inductive analysis of 11 focus groups and three interviews involving 60 individuals working closely with this student population—31 teachers, seven administrators, 16 allied professionals, and six caregivers—generated three themes: understanding the whole student, responding within dynamic environments, and optimizing student-centered programming. This study provides an essential step toward better-prepared educators for meeting the learning and developmental needs of students with FASD as well as other complex populations. The implications for developing professional learning opportunities reflective of intentional, reflective, and assimilative classroom practices are discussed. 相似文献
14.
Adrian F. Ashman Robert N.F. Conway 《International Journal of Disability, Development & Education》1993,40(1):23-44
The assessment of students’ capabilities and learning outcomes has long been considered an important factor in instructional design and program planning and refinement. The information provided by clinicians, however, has not always been presented to classroom teachers in a form that will allow them to amend their classroom practices to the students’ advantage. This paper reviews the recent history of psychoeducational testing and examines several attempts to link assessment with instruction within the information processing domain. The authors present a case for the inclusion of testing procedures that inform teachers of students’ information processing capabilities and they argue that clinicians and educators must work together to translate these data into effective remediation and instruction practices. 相似文献
15.
Psychological models of learning have been shaped by information processing models for four decades. These models have led
to teaching models based on information transfer from teachers to students. However, recent research in many fields shows
that information processing models do not account for much of human competence in everyday scientific and lay contexts. At
the same time, situated cognition models have been developed that better account for competence in widely differing situations.
The implications of situated cognition are rather different from those of information processing. Teaching and learning are
no longer conceived simply in terms of information transfer but as increasing participation in everyday practices. Conceiving
of science learning as a trajectory of increasing participation asks educators to rethink the purpose of science education
from preparing scientists to preparing citizens to participate in public enactments of science, and this entails deinstitutionalising
school science to take science beyond the classroom walls. 相似文献
16.
Spirit of the game: Empowering students as designers in schools? 总被引：1，自引：0，他引：1
Cher Ping Lim 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(6):996-1003
The aim of this paper and the one which follows is to explore how the potential of computer games may be taken up in schools to support learning engagement among students. It is not the intention of the papers to dismiss existing classroom practices or overlook accounts of innovative practices in schools; the papers' aim is to provide educators who are interested in exploring the use of computer games in schools with information and ideas about how these games may be effectively used to engage students in their learning. This paper questions whether the empowerment of students to create games for one another based on the school curriculum may address the insignificance of computer games in the sociocultural setting of the school. Both papers have been commissioned by Microsoft (Asia‐Pacific) under the Partners‐In‐Learning Initiative. Under this initiative, Microsoft establishes partnerships with ministries of education, national and local government bodies, and other stakeholders to empower students and teachers to realize their full potential, mediated by information and communication technologies. 相似文献
17.
This paper examines a practical application of ecofeminism for classroom educators, particularly, science educators. Ecofeminism is often, but not exclusively, linked to projects aimed at assisting men, women and children in developing areas to organize and define development projects for their community. Mainstream applications of ecofeminism for science educators are frequently omitted from science education literature. This article gives the reader a basic understanding of ecofeminist theory as it applies to science education. Direct examples from classroom practices suggest five key points in the application of ecofeminism for classroom use. 相似文献
18.
《International Journal of Educational Research》2001,35(5):483-501
In this era of rapid change, educators increasingly recognize that students must learn how to develop and apply knowledge creatively, not simply remember what they have been told. To meet these demands, teachers need professional development opportunities that support them in a transformational process. New technologies appear to hold promise in overcoming the traditional limitations of professional development. In this chapter, we describe and analyze a program designed to provide such professional development. We begin by summarizing recurrent challenges and promising approaches to professional development organized around a set of qualities that characterize effective learning. Next, we use these qualities to describe a program that explicitly incorporates a model of teaching for understanding into the design of an online learning environment and professional development activities for educators. Finally, our analysis of this program emphasizes the Internet's unique advantages, as well as some remaining issues to resolve in online professional development for educators.In this era of rapid change, educators increasingly recognize that students must learn how to develop and apply knowledge creatively, not simply remember what they have been told. This goal requires shifting from traditional lessons based on transmitting information toward approaches that help learners build robust and flexible understanding. Such transformation of curriculum and pedagogy is a complex process for teachers who must develop new knowledge, skills and beliefs.To meet these demands, teachers need professional development opportunities that support them in a transformational process. Unfortunately, most learning opportunities for teachers fall short. They tend to be short-term workshops, focused on general topics rather than deep knowledge of subject matter and pedagogy, inattentive to teachers’ individual interests, disconnected from specific classroom practices, and isolated from ongoing support by coaches and colleagues. Formal professional development activities are often the antithesis of what is known to promote effective learning.New technologies appear to hold promise in overcoming the traditional limitations of professional development. The World Wide Web, with its rich trove of multimedia resources, interactive tools, and telecommunication facilities, accessible from anywhere on the planet, seems full of potential as a facilitator of teacher learning. Yet we know that mere access to technical resources is not sufficient to generate learning or to change practice. How might the Internet be used to support communities of reflective practitioners committed to teaching for understanding? 相似文献
19.
Ian M. Kinchin 《International Journal of Science Education》2013,35(12):1257-1269
Concept mapping is described repeatedly in the literature as a tool that can support and enhance students' learning in science classrooms. Despite such endorsements, the use of concept mapping as a basis for classroom activities in UK secondary schools does not seem to be widespread. Some of the flaws in the supporting literature are highlighted. The two main barriers to the extensive adoption of concept mapping as an integral component of typical classroom strategies are seen as the epistemological beliefs of classroom teachers and the underlying philosophy of the curriculum that they are asked to deliver. In conclusion, concept mapping is seen as a tool that may support learning within an appropriate teaching ecology. Such an ecological perspective may require, for some, a re-conceptualization of the teacher's role in which teaching, learning and change are seen as integrated components of effective teaching. 相似文献
20.
Clifford E. Knapp 《The Journal of environmental education》2013,44(3):192-193
This essay describes an educational initiative that used environmentally themed (green) hip-hop to stimulate learning in an environmental science classroom. Students were then challenged to compose their own green hip-hop and their lyrics demonstrated skills that have thematic consistency around what is called a Critical Ecological Literacy (CEL). An analysis of more than 200 creative pieces collected from eight runs of this curriculum over four years shows that CEL can be used as a guiding concept for the creation of curriculum targeting urban areas and racially diverse learners. Several examples of this student-produced green hip-hop are shared to delineate elements of CEL that can help educators evaluate student learning as well as their own teaching materials. 相似文献