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1.
ABSTRACT

Science educators demonstrated that students’ framings – their expectations of what is going on – influence how they participate, and what science knowledge they reveal, in clinical interviews. This paper complements research that explores how interviewers are likely to affect student framings, by exploring how subtler interactions can lead students to change their framings, and thus their behaviour, in unexpected ways. We present data from interviews with two students, Sarah and Omar, as they reasoned about evaporation and condensation. Sarah demonstrated spontaneous changes in how she participated over the course of the interview, whereas Omar demonstrated subtler changes that existing methods may not capture. These changes affected the nature of scientific knowledge and reasoning demonstrated by each participant, but could not be fully explained by response to interviewer behaviour. We use the constructs of footing and positioning theory to examine how students participated during the interviews, and how this affected the ways they demonstrated knowledge and reasoning about the interview topic. In both cases, footing and positioning theory allowed us to better understand the dynamic ways students engage in the interview. This paper contributes new methods for analysing complex interview dynamics, and suggests situations for which such methods are necessary.  相似文献   

2.
ABSTRACT

This article focuses on ‘transition’ and how it is understood within higher education. Drawing on data from concept map-mediated interviews at two institutions, we examine the conceptions of transition held by academic and professional staff, who work to support students’ learning into and through higher education. We suggest that normative understandings of transition often draw upon a grand-narrative that orchestrates and reiterates a stereotypic understanding of students’ experiences. Often this narrative involves students’ interpellation into a field of discourse where the subject is constructed as both homogeneous and in deficit: ill-prepared, lacking in independence, as vulnerable and in need of support. However, this study suggests that beneath this discourse lies a more nuanced picture: one where students’ experiences can be conceptualised as diverse and fluid. Moreover, we employ the concept of pedagogic ‘frailty’ to expose the significance of the environments and wider contexts in which students ‘transition’, and to explore the impact of systemic tensions upon students’ experiences. This article further argues that future research should shift discussions away from the deficits of students, and examine how we can make underlying environmental and systemic challenges more explicit, in order to widen our understanding and discussions of these constraints.  相似文献   

3.
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4.
Background: Creativity is often cited as one of the capacities that needs to be actively encouraged in all aspects of schooling. However, what creativity is and how it may be promoted through formal teaching and learning approaches remain contested. There are also differences between educators in terms of how they understand, discuss and conceptualise this complex concept.

Purpose: This paper focuses on the difficulties associated with talking about creativity in education. It considers the ways in which schoolteachers who are involved in the area of arts education understand, describe and discuss the concept of creativity and how it interacts with their classroom practice.

Sample: Twenty-three educators who taught Arts (either as generalist primary classroom teachers or as specialist teachers), and the leadership team from a Kindergarten to Year 9 (pupil ages 5–15) school in the suburbs of a city in the Australian state of Victoria participated in the project.

Design and methods: In this phenomenological study, data were gathered from participants through questionnaires, discussion groups, email prompts and reflective journals. The material was analysed qualitatively.

Findings: By examining the teachers’ dialogic and discursive responses about creativity, it was possible to capture some broad ways in which the participants spoke about creativity. Data were analysed thematically and grouped into categories that represented the connected ‘creative orientations’: thinking orientations, action orientations, emotion orientations and skill/outcome orientations.

Conclusion: There is a need for educators in and across a range of discipline areas to share, map and think about creativity. The approach adopted in this exploratory study offers a way that could be used to focus discussions and help facilitate educators’ talk about creativity.  相似文献   

5.
Background: Literature contends that a teacher’s knowledge of concept map-based tasks influence how their students perceive the task and execute the creation of acceptable concept maps. Teachers who are skilled concept mappers are able to (1) understand and apply the operational terms to construct a hierarchical/non-hierarchical concept map; (2) identify the legitimacy of the constructed concept map by verifying its graphical structure and its educational utility; and (3) determine the inherent ‘good’ and ‘poor’ qualities of the resulting graphical structure to reiterate the ‘good’ qualities and to coach and provide feedback to alleviate ‘poor’ qualities.

Purpose: The purpose of this study was to investigate the nature of prospective teachers’ knowledge underpinning the technique used to construct concept maps and thus, explicate their facility to construct concept maps.

Sample, Design and Methods: Data consisted of 200 concept maps constructed by prospective teachers in an elementary science methods course.

Results: Analysis revealed that the prospective teachers had predominantly constructed either hierarchical and/or non-hierarchical concept maps. It is likely that their maps reflect the teaching that they themselves would have experienced in their science classrooms during their own education. Additionally, most of these concepts maps only contained the root concept and subordinate concepts and lacked directional linking lines, linking phrases, labelled lines and propositions.

Conclusions: We argue that teacher educators need to assess their prospective teachers’ understanding of concept mapping in relation to the legitimacy (the nature and quality) of the end-products (graphical structures) of such practices. Prospective teachers also need to understand the educational utility of concept mapping in terms of how these end-products impact and/or effectuate learning.  相似文献   

6.
Summary

It has been shown that the interview has an important role to play in selection provided that it has been adequately planned. If the interviewer has decided what he wants, what to look for, and how to find this, the interview procedure used can be adapted to suit the requirements of the employing organization.

Despite the criticisms of the interview, the critics have not as yet, in the author's opinion, offered any satisfactory alternatives. This they would be able to do, perhaps, when employers become willing to employ staff without face to face contact. ‘The value of the interview—of “the meeting face to face”—has’ in Oldfield's [28] opinion ‘grown rather than diminished’ because it provides a ‘contrast with a background of uncommunicative correspondence’.  相似文献   

7.
Abstract

The qualitative Early Childhood research project analyzes how children, aged five to six years, talk about the dimensions of diversity they recognize in their kindergarten and how two kindergartens in Austria deal with diversity. The children talk about age, gender, size, language, religion, different countries of origin, and skin colors. With regard to the kindergarten organization, there is a tendency toward normativity in dealing with some dimensions of diversity. Religious education may contribute to develop safe and brave spaces where differences are allowed and discrimination against children is avoided.  相似文献   

8.
ABSTRACT

This paper introduces existential configuration as a concept possibly used to describe, talk about and discuss peoples’ meaning-making, not least in religious education classrooms. The article builds on an interview study of 21 Swedish young adults from 19 to 29 years of age. Many of these young adults displayed complex methods of meaning-making that challenge some established ways of conceptualising it. Findings showed that the young adults did not all share a single political, philosophical or religious outlook on life. Some had religious beliefs and some did not, but this does not mean that the latter group did not interpret and/or desire to understand their existence. The article argues that a person having any specific outlook on life cannot be assumed if the concept is understood as a cognitive decision in relation to life questions. Based on analysis of empirical material, the article suggests the concept of existential configuration as an alternative way to conceptualise people’s meaning-making. Concepts suggested here are potentially of value for religious educators in helping open classroom dialogue on issues of existential meaning and for enabling deeper understanding of how individuals interpret and understand life in relation to others.  相似文献   

9.
Purpose: In this paper, we explore the strategic role of Multi-stakeholder processes (MSP) in agricultural innovations and how it has impacted livelihood assets’ (LAs) capital dynamics of stakeholders in platforms in West Africa.

Design/Methodology/Approach: We demonstrate how LA capitals and socio-economic dynamics induced by MSP can enhance cassava production efficiency but also create opportunities and challenges that influence platform dynamics and impacts. We use a multistage sampling procedure and sustainable livelihood model (e.g. stochastic frontier functions and Tobit regression) to analyse LA capital dynamics of the stakeholders.

Findings: We showed that the LA of the MSP participants (0.72) was found to be significantly higher (χ2?=?3.732, p?Practical implications: We recommend the institutionalization of MSP in the Agricultural Research for Development (AR4D) with more extension follow-up services so as to adequately and appropriately unleash the potentials in social capital networks that enable the development, effective dissemination and adoption of agricultural innovations.

Theoretical implications: This study suggests that soft-transfer of technologies seems to dominate at MSP inception. But at maturity, the results of the struggle between researchers and farmers would lead to co-reaction and community-based research. Consequently, the knowledge and power dynamics that take place within the MSP should be considered the centre of co-construction and platform dynamics.

Originality/Values: The study provided a practical experience on how MSP can be institutionalized in the AR4D programmes to support agricultural innovation systems and foster pro-poor growth and livelihoods.  相似文献   

10.
Classroom discussions have become a centerpiece of reform efforts in science education because talk mediates the joint co-constructing of knowledge in science classrooms. Although decades of research underscore the importance of talk in supporting science learning, the science education community continues to grapple with how to support teachers and students in navigating the uncertainty that is associated with doing knowledge building work. To address these challenges, we must examine not just what gets constructed (the scientific ideas), but how knowledge is co-constructed by teachers and students (the process of building those ideas) amidst uncertainty. In this study, we propose a conceptual tool for identifying organizational, epistemic, and interpretive metadiscourse markers (MDMs) in science talk. We highlight how teachers and students use these three types of MDMs as they navigate uncertainty while connecting ideas within and across multiple turns of talk, leveraging resources for knowledge building, and making interpretations about one another's ideas. We conclude with a set of suggestions for how researchers and teachers can utilize this framework to attend to the ways that MDMs index the organizational, epistemic, and interpretive dimensions of uncertainty in the knowledge building process.  相似文献   

11.
Background: This study deals with the application of concept mapping to the teaching and learning of a science topic with secondary school students in Germany.

Purpose: The main research questions were: (1) Do different teaching approaches affect concept map structure or students' learning success? (2) Is the structure of concept maps influenced by gender? (3) Is the concept map structure a reliable indicator of students' learning success?

Sample: One hundred and forty-nine high-achieving 5th-grade students from four German secondary schools participated in the study. The average age of participants was 10½ years. Gender distribution was balanced. Students produced concept maps working in small, single-sex groups.

Design and methods: There were two teaching approaches used: one based upon teacher-centred instruction and one consisting of student-centred learning. Both were followed by a concept-mapping phase. Student groups experienced either one or the other teaching approach. Concept map structures were analysed using of the method of Kinchin, Hay and Adams. We defined three different possible types of concept map structure: spokes, chains and nets. Furthermore, for assessing a student's short- and longer-term learning success, we constructed a multiple-choice knowledge test applied in a pre-, post-, retention-test design. Parametric tests, such as MANOVA, one-way ANOVA and t-tests were used to identify any differences in gender, teaching approach, number of nets per concept map and their interactions.

Results: Type of teaching approach had an effect on concept map structure but not on students' longer-term learning success. Students of the teacher-centred approach produced more net structures than those students who participated in the hands-on instruction. Subsequent analyses showed in total more net structures for female groups. The interaction of gender and number of nets per concept map showed a significant effect on students' longer-term learning success.

Conclusion: The study suggests that Kinchin's classification scheme for assessing concept map quality may be a good indicator of students' learning success when applied in combination with a knowledge test.  相似文献   

12.
ABSTRACT

This study examines the responses of pre-service teachers (PSTs) to the young adult novel All American Boys in light of their viewing the 2016 documentary 13th. In this paper, I use anti-racist English education scholarship to discuss how these two texts helped PSTs ‘refuse to start with secondly.’ I examine how Adichie’s concept of ‘refusing secondly’ within readings of literature both affords and constrains the anti-racist possibilities of literature teacher preparation courses. Using qualitative methodologies, I analysed student reflections, recorded class discussions, and co-constructed class documents. Students connected the historical and the contemporary in considerations of race and racism. They also implicated societal institutions before situating themselves within the continuing legacies of race and racism. These findings demonstrate the ways that ‘refusing secondly’ may offer space for PSTs and teacher educators to use literature to navigate the continuous and indeterminate process of becoming more anti-racist.  相似文献   

13.
ABSTRACT

Background: While the school leader’s role is undoubtedly instrumental in school effectiveness, the specific influence of formal leadership on pupil learning is indirect and can be difficult to determine. Research findings suggest that school leaders can influence school organisation and pupil learning by acting catalytically, thus unlocking their schools’ existing potential. In school-based development, school leaders and their staff undergo a workplace development process, using school resources to contribute to it.

Purpose: This article explores the concept of leadership in school-based development, focusing on leading teacher learning processes in relation to pupil learning. The research problem is formulated in the following question: How is the school leader’s role enacted and experienced when enhancing teachers’ learning in school-based development? The intent of the study was to further the understanding of leadership in school-based development.

Sources of information and method: A qualitative interview study was conducted with teachers and leaders from three lower secondary schools, roughly 2 years after the schools participated in a formal school-based development project which was initiated by the Norwegian education authority. To present the findings based on the collected data, narrative texts were constructed.

Findings: The findings draw attention to the importance of leaders’ participation in the teacher learning processes of school-based development. The study highlights the importance of leaders building trust in their schools: development processes must be collegium-rooted with common goals for the whole school. The interplay of culture, structure and content is found to be necessary for successful school-based development. Furthermore, school leaders need to balance internal and external accountability, moving school practices towards local goals, which are constructed within national overall aims.

Conclusions: The study suggests that leaders require an overview of developmental processes to manage to support and progress development; leadership needs to be distributed. Further research on leaders’ learning in relation to school-based development can generate knowledge that serves as a thinking tool, thereby informing leaders’ actions in support of school-based development.  相似文献   

14.
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15.
职前教师缺乏对极限内容的深刻理解,可以运用画思维导图、访谈和讨论等方法深化职前教师对概念的理解.高师教育不应该削弱基础数学课程的教学,应在帮助职前教师深入理解数学本质上下工夫.  相似文献   

16.
Abstract

Purpose: Capacity development for agricultural research and development is missing an opportunity. Initiatives tend to focus on developing capacity of individuals and even when the ultimate aim is social change leave the transformation of individual into social learning largely to chance. I use the lens of social learning systems, particularly concepts from Community of Practice theory, to explore how that theory can provide practical insights into transforming individual into social learning and the design considerations that would support this.

Design/methodology/approach: Using as a case study a professional development programme, African Women in Agricultural Research and Development (AWARD), I conducted a use-oriented systemic inquiry among 26 AWARD participants, with myself as informed investigator within the system of inquiry. Data from interviews and questionnaires were subjected to qualitative analysis using analytic induction with sensitizing concepts from Community of Practice theory.

Practical implications: I identify strengths and challenges, and provide five design considerations that might enable the individuals participating in a capacity development programme to continue to engage after the programme ends and self-organize for concerted action.

Originality/value: The originality of this research article is the use of the three central Community of Practice concepts of domain, community and practice as analytical tools for understanding individual and social learning among the alumni of a professional capacity development programme. This has value for designers of capacity development initiatives.  相似文献   

17.
Background: Schools should be safe spaces for students, teaching staff and non-teaching staff. For the concept of ‘safety’ to be meaningful, it must be interpreted broadly to encompass well-being in its widest sense. A common challenge for schools and educational authorities is, therefore, to manage school safety appropriately not only to prevent physical accidents and incidents, but also with the purpose of creating an environment that promotes physical, emotional and social well-being, both individually and collectively.

Purpose: The aim of this research paper is twofold: (a) to explore the concept of safety as it is interpreted by schools and analyse the extent to which schools are committed to the goal of creating safe and healthy school environments; and (b) to identify organisational and management practices that promote the safety of school staff and users.

Design, sample and methods: The research was carried out from a qualitative perspective, based on a study of multiple cases carried out in Catalonia, Spain. The case studies (N = 9 schools) were selected by means of a purposive sampling process in order to obtain a selection of schools covering different education stages and under different types of ownership. The data collection process involved carrying out semistructured interviews (N = 39) with school principals, health and safety officers, teaching staff and non-teaching staff; focus groups with families (N = 2) and a review of general documentation and specific safety documents (N = 58). The data collected were completed and verified by means of interviews with experts (N = 3). The interviews, focus groups and notes arising from the document review were transcribed literally and analysed thematically, following a cross-case analysis structure.

Results: The data analysis indicated that creating safe and healthy environments was not always an explicitly endorsed principle or goal for schools. However, all members of the educational community were involved in ensuring adequate levels of school safety; and diverse management and organisational actions and measures were implemented to ensure physical, emotional and social safety.

Conclusions: We conclude that according to a broad interpretation of safety, which encompasses well-being in its widest sense, a comprehensive school safety management approach had not been fully adopted by schools in the studied sample. Whilst involvement in safety practices was evident, many actions appeared to be carried out without full consideration of the wider promotion of school safety. The study suggests the importance of training and awareness activities for education professionals in order to build and promote safety culture and to facilitate the introduction of a comprehensive school safety approach in the day-to-day management of schools.  相似文献   

18.
Background: This paper discusses teachers’ perspectives on learning networks and their motives for participating in these networks. Although it is widely held that teachers’ learning may be developed through learning networks, not all teachers participate in such networks.

Purpose: The theme of reciprocity, central to studies in the area of learning in networks, is often approached from a rational exchange perspective. This study attempts to extend this approach with reference to the concept of symbolic interactionism. The study was guided by the following research question: What is the relationship between teachers’ perceptions of learning networks and their motives for participation or non-participation in these networks?

Design and methods: In order to address this research question, semi-structured interviews among 25 teachers in secondary education in the Netherlands were carried out. The semi-structured interviews consisted of three parts: background information, perspectives on learning networks and personal experiences with those networks. Data were analysed qualitatively and analyses consisted of within-case analysis, and cross-case analysis of interview fragments. Three themes were considered: (1) perspectives on learning networks, (2) motives for participation perceived as rational exchange, (3) motives for participation perceived as related to social order.

Findings: The findings are presented around these three themes. Each theme is discussed in relation to relevant aspects from the literature. Findings indicated that teachers perceived learning networks to be organised both within-school and outside school, and mostly focused around specific content knowledge. Reasons for participation or non-participation were related to rational costs and rewards (such as time, technology, self-efficacy); in symbolic motives (such as joy, sharing and mutual understanding), and also in a sense of meaning that resulted from networking activities.

Conclusions: We conclude that, in addition to social exchange motives, the data suggest that symbolic aspects of communication and interaction play an important role in considerations for participation in learning networks. This may be described in terms of four ‘types’ of networking teachers: the Community focused networking teacher, the Locally focused networking teacher, the Not-yet-networking teacher, and the Non-networking teacher. It is hoped that these exploratory findings could be helpful in supporting the development of learning networks for all teachers.  相似文献   

19.
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   

20.
Background: Research on teacher–student relationships has focused logically on classroom talk. Investigations of classroom talk range from broad consideration of the structures of such talk to a somewhat narrower focus on the interpersonal dimensions of such talk, and their consequences for student achievement and motivation.

Purpose: This study explores a relationship that the teacher defined as ‘difficult’, and attempts to understand, through analysis of classroom talk, how the complexities of full-class discussion contributed to the manifestation of a difficult relationship.

Sample: The analysis focuses primarily on one teacher and one student in a 31-student, grade seven (age 12–13) English/Language Arts class. The study was conducted in a seventh-grade language arts/social studies block class in Midwest Middle School (a pseudonym), a middle school of around 700 students in a mid-sized suburban community in the Midwest, USA.

Design and methods: The study draws from nine weeks of participant observation, isolating classroom episodes between the teacher and the specific student with whom she had a ‘difficult’ relationship. Interactions were transcribed and then analysed, using a mixed approach which drew upon research methods from conversation analysis (CA), classroom discourse analysis and Goffman's discussion of participation frameworks.

Results: Analysis suggested that the difficulty of the relationship between teacher and student was less the result of particular behaviours on the part of either participant and more the result of complications of interaction in full-class discussions.

Conclusions: In effect, the teacher, the particular student and the other students cooperated to create a difficult relationship. Despite that difficulty, however, other decisions the instructor made in structuring the classroom environment mitigated those complications, allowing the student to feel some success in the class and to continue to attempt to participate successfully in full-class interactions.  相似文献   

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