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1.
This study investigated how professional development featuring evidence‐based customization of technology‐enhanced curriculum projects can improve inquiry science teaching and student knowledge integration in earth science. Participants included three middle school sixth‐grade teachers and their classes of students (N = 787) for three consecutive years. Teachers used evidence from their student work to revise the curriculum projects and rethink their teaching strategies. Data were collected through teacher interviews, written reflections, classroom observations, curriculum artifacts, and student assessments. Results suggest that the detailed information about the learning activities of students provided by the assessments embedded in the online curriculum motivated curricular and pedagogical customizations that resulted in both teacher and student learning. Customizations initiated by teachers included revisions of embedded questions, additions of hands‐on investigations, and modifications of teaching strategies. Student performance improved across the three cohorts of students with each year of instructional customization. Coupling evidence from student work with revisions of curriculum and instruction has promise for strengthening professional development and improving science learning. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 1037–1063, 2010  相似文献   

2.
In Portugal, the number of students in higher education increased from 80,000 in 1975 to 381,000 in 2000 (a change from 11% to 53% in the age group 18–22), meaning a major change in the diversity of student population with consequences well known and studied in other countries. The teaching of chemistry at the University of Aveiro, for the first‐year students of science and engineering, has been subjected to continuous attention to implement quality and student‐centred approaches. The work devoted to excellence and deep learning by several authors has been carefully followed and considered. This communication reports research work on chemistry teaching, associated with those developments for first‐year students. The work included the design of strategies and the adoption of teaching and learning activities exploring ways to stimulate active learning by improving the quality of classroom interactions. In addition to regular lectures, large classes' teaching based on student‐generated questions was explored. In order to improve students' motivation and stimulate their curiosity, conference‐lectures were adopted to deal with selected topics of wide scientific, technological and social interest. Quantitative analysis and discussion of selected case studies, together with the organization of laboratory classes based on selected enquiry‐based experiments, planned and executed by students, stimulated deep learning processes. A sample of 32 students was followed in the academic year of 2000/01 and the results obtained are here discussed in comparison with those of a sample of 100 students followed in 2001/02. Particular attention was paid to the quality of classroom interactions, the use of questions by students and their views about the course design.  相似文献   

3.
Student‐directed learning strategies involve teaching students to modify and regulate their own behaviour. Teaching students to self‐regulate behaviour has been identified as one means of promoting self‐determination, and promoting and enhancing self‐determination has become a valued outcome internationally. In addition, however, student‐directed learning strategies could prove important for including students with disabilities in general education classrooms by reducing the student's dependency upon others in the classroom setting. Four students with intellectual disability were supported to select an educational goal on which they wanted to work and were taught to self‐monitor their progress toward that goal in general education classrooms. Their progress toward the goal was evaluated through data collection activities and by using the Goal Attainment Scaling process. In general, students achieved their self‐selected goals. The potential contribution of student‐directed learning strategies to inclusion and promoting self‐determination are discussed.  相似文献   

4.
The flipped classroom is a teaching methodology that has gained recognition in primary, secondary and higher education settings. The flipped classroom inverts traditional teaching methods, delivering lecture instruction outside class, and devoting class time to problem solving, with the teacher's role becoming that of a learning coach and facilitator. This methodology provides an avenue for more hands‐on and student‐driven learning during class time. The benefits of a flipped classroom include increased student motivation, differentiating instruction, self‐pacing lessons and mastery learning, increased collaboration and instant feedback for formative assessment. Although limited research has been conducted regarding students with learning difficulties in inclusive settings using a flipped learning model, initial research indicates flipping a classroom can be beneficial. Information is provided on inclusive practices from numerous countries that are beneficial to students with learning difficulties, as well as strategies and resources for individuals who may want to implement a flipped classroom.  相似文献   

5.
Promoting self‐determination has been suggested as a means for students with disabilities to access the general curriculum. We surveyed 407 elementary educators to examine a) the effects of classroom setting and teaching self‐regulation strategies on the perceived importance and frequency of teaching self‐determination; and b) the severity level of student disability, teacher primary assignment, teaching experience, and classroom and school setting on self‐regulation instruction. Teaching experience and classroom setting predicted the use of self‐regulation strategies, but primary assignment, school setting, and student disability did not. Self‐regulation instruction predicted the frequency of teaching self‐determination, but neither it nor classroom setting predicted the perceived importance of teaching self‐determination. Limitations and implications of this study are discussed, and suggestions for future research are offered.  相似文献   

6.
The purpose of this article is to describe student perceptions of their experiences around social justice discussions in the social work classroom through a qualitative, grounded theory framework. Student responses from a qualitative section of a survey were analyzed and sorted into three categories: perceived discrimination, heightened self-awareness/self-assessment, and future social work practice. Each of these categories was derived from comparable multiple themes stemming from the student responses. A conceptual model resulting from the analysis suggests that students who shared experiences of perceived discrimination during classroom discussions could develop an enhanced self-awareness, which would result in an added empathy for clients in their future social work practice. Suggestions for teaching strategies and directions for future research are also discussed.  相似文献   

7.
课程学习是研究生教育阶段学生培养的重要环节。以加拿大不列颠哥伦比亚大学教育学院一门研究生研讨式课程作为对象,综合运用案例研究、教学观察等方法,深入剖析研讨式课程的理论基础、教学设计和实践策略。研究发现,基于对话教学观和建构主义知识观所设计的研讨式课程,有利于打破以往研究生教学中教师唱独角戏、学习者主体缺失和沉默的课堂等魔咒,形成既有教学计划又有对话自由的课堂。在具体的教学实践中,综合运用积极学习教学法,还能更好地促进学生的投入与探究性学习。这对我国研究生课程建设的政策变革和课堂教学的实践探索有一定的启示意义。  相似文献   

8.
As Australia endeavors to sustain growth of its international education industry, there have been major concerns regarding the experience of international students. This review examines the international student experience in Australia, particularly issues surrounding study–work–life balance (SWLB), acculturation, health, and well-being. The current university initiatives of pastoral care services and peer mentoring are evaluated and noted to be underutilized by students. Consequently, an internationalized, university-wide peer-mentor-embedded classroom initiative is proposed. While attempting to overcome the main methodological issues identified, future research is invited to test whether such an initiative is effective in producing positive acculturation, SWLB, health and well-being outcomes for both international and local students.  相似文献   

9.
Teachers’ confidence in their ability to perform the actions that lead to student learning is one of the few individual characteristics that predicts teacher practice and student outcomes. Teachers and especially student teachers need strong efficacy beliefs in order to continue teaching during in‐service education. The current study explores the factors that precede student teachers’ beliefs of teaching efficacy and determine their conviction that they can influence instructional strategies, classroom management, and students’ engagement. In the study 198 fourth‐year students from two primary education departments in Greece completed a Teacher Efficacy Sources Inventory and a Teachers’ Sense of Efficacy Scale. It was found that self‐perceptions of teaching competence, personal characteristics, and motivation for teaching were contributory factors to teaching efficacy. The search for this type of information from student teachers is based on the assumption that feedback from students comprises a substantive factor in relation to the evaluation and improvement of teacher training programmes.  相似文献   

10.
An American artist and art educator discusses her experience teaching at the American University in Cairo, Egypt (AUC). Students are confronted by local and international discourse about authenticity, integrity and influence. They express their frustration and anxiety about their chances for success in the global art market. The author questions the effectiveness and function of art education at the AUC, describes the atmosphere of the local Egyptian art scene and communicates teaching strategies she used in the classroom at AUC. From this experience the author proposes the need to cultivate a more experimental, flexible pedagogy that encourages art students to take risks, instead of focusing on the economic viability of their work.  相似文献   

11.
Middle-level students have unique emotional and academic needs. As a result, it is important for middle-level educators to realize these needs when creating a caring and engaging classroom climate that results in successful student achievement. This article describes the Caring Community Teaching Model (CCTM), which is a synthesis of affective teaching as well as learning practices tailored to meet the unique needs of middle-grade students. The CCTM is designed as a program with a two-function approach to enhance student engagement: (1) caring relationships and (2) instructional strategies. The authors describe the theoretical framework that underpins the CCTM as well as the emerging literature that creates its needs. Additionally, the CCTM is highlighted through the lens of a case example in which the authors provide concrete examples of CCTM being used in a middle-level classroom.  相似文献   

12.
The development of student teachers’ professional identity   总被引：4，自引：3，他引：1  
This study focuses on student teachers’ perceptions of their professional identity. The respondents are students enrolled in a three‐year course in secondary education teaching at bachelor level. Questionnaires were filled out by first‐year, second‐year and third‐year students from two colleges. The questionnaire included four scales: commitment to teaching, professional orientation, task orientation and self‐efficacy. In the first five months of the first‐year course, a shift in students’ task orientation was observed: students developed a more pupil‐centred view on teaching. Practical experience with classroom teaching again caused a shift: students focused less on the subject matter, on maintaining order in the classroom, on the long‐term educational qualification targets and self‐efficacy decreased. Students with work placement experience developed a more ‘realistic’ view of learning and teaching compared to students without this experience. A final important difference in professional identity is based on students’ gender: while male students tend to attach more importance to discipline in the classroom, their female counterparts focus more on student involvement.  相似文献   

13.
Abstract

A graduate course in Early Childhood Education assessment which combines coursework and a practicum with young children is designed and implemented using constructivist principles and practice. Teacher education is more effective when field work and coursework are combined, and when students are able to apply what they learn in class to real life experiences with young children [Journal of Early Childhood Teacher Education 21 (1) (2000) 65], learning is enhanced. This course was constructed in a way that incorporated theory, application, reflection, and reconstruction, allowing students an opportunity to rethink their teaching practice through the experience of an early childhood practicum. The key components of the model — the components that are thought to most effectively help students to apply theory to practice, change some of their ways of thinking about teaching and learning are the following: the relationship of the coursework to the setting, continuity from previous courses, the laboratory school environment, the intensive faculty involvement, the co‐constructivist, collaborative nature of the faculty team, the collaborative nature of student work, the use of the three curriculum models, the use of embedded assessment, formative nature of the assessment, informed teaching (on‐going use of student feedback), the tools provided to student that assist in the process, and the practical hands‐on assessment techniques.

Changing students’ ways of thinking about the teaching, learning and assessment process is considered a vital part of the course. [Journal of Early Childhood Teacher Education 17(1) (Marshall, 1996) 43] has identified constructivist principles to guide teacher education. She believes that students must experience first‐hand those behaviors that she hopes they would exhibit in their own teaching (Rand, 1999, p. 126). It is through the processes of the course that graduate students are challenged to experience the implementation of emergent curriculum, examine their own beliefs in relation to their practice, articulate why they do what they do and see how classroom assessment strategies help to support meaningful teaching and learning. Furthermore, collaborative practice is considered an important factor that encourages and facilitates reflection, supports a more multi‐dimensional view of teaching and assessing young children, and enables students to listen and observe more effectively and look for the impact of children making choices. Through participation in this course, students became more aware of the impact their view of children and respect for children has on their ability to implement effective and appropriate assessment practices in the classroom. Students gained more of a conceptual understanding of the role of assessment in informed teaching, and were better able to meet individual children's instructional needs.

Finlly, students learned how to use tools inquiry, collaboration and reflection that are likely to assist them in future personal professional growth.  相似文献   

14.
The Dresden University of Technology takes part in various international student exchange programmes as part of the overall policy of the German Democratic Republic in favour of international understanding and co‐operation. Various kinds of student exchange and travel programmes are offered, and the ambition of the university is to generalize them so that all graduates will have completed some of their academic work abroad. The author cites the example of his institution's programme of promotion classes for talented students as being particularly valuable for the involvement of research‐oriented honours students in exchange projects. Yet he also argues that average students too should be involved in student exchanges.  相似文献   

15.
Classroom teachers are in the front line of introducing students to formal learning, including assessments, which can be assumed to continue for students should they extend their schooling past the expected mandatory 12 years. The purpose of the present investigation was to survey secondary teachers’ beliefs of classroom and large‐scale tests for (a) providing information about students’ learning processes, (b) influencing meaningful student learning, and (c) eliciting learning or test‐taking strategies for successful test performance. Secondary teachers were surveyed because a majority of large‐scale tests are developed for secondary students (e.g., PISA, TIMSS). Results suggested that in comparison to large‐scale tests teachers believe classroom tests provide more information about student learning processes, are more likely to influence meaningful student learning, and are more likely to require learning over test‐taking strategies. The implications of these results for assessment literacy are explored.  相似文献   

16.
This is an ethnographic study of the trajectories and itineraries of undergraduate physics students at a Mexican university. In this work learning is understood as being able to move oneself and, other things (cultural tools), through the space–time networks of a discipline (Nespor in Knowledge in motion: space, time and curriculum in undergraduate physics and management. Routledge Farmer, London, 1994). The potential of this socio-cultural perspective allows an analysis of how students are connected through extended spaces and times with an international core discipline as well as with cultural features related to local networks of power and construction. Through an example, I show that, from an actor-network-theory (Latour in Science in action. Harvard University Press, Cambridge, 1987), that in order to understand the complexities of undergraduate physics processes of learning you have to break classroom walls and take into account students’ movements through complex spatial and temporal traces of the discipline of physics. Mexican professors do not give classes following one textbook but in a moment-to-moment open dynamism tending to include undergraduate students as actors in classroom events extending the teaching space–time of the classroom to the disciplinary research work of physics. I also find that Mexican undergraduate students show initiative and display some autonomy and power in the construction of their itineraries as they are encouraged to examine a variety of sources including contemporary research articles, unsolved physics problems, and even to participate in several physicists’ spaces, as for example being speakers at the national congresses of physics. Their itineraries also open up new spaces of cultural and social practices, creating more extensive networks beyond those associated with a discipline. Some economic, historical and cultural contextual features of this school of sciences are analyzed in order to help understanding the particular way students are encouraged to develop their autonomy.  相似文献   

17.
英语教师要对英语课堂教学进行适当的创新,努力构建充满趣味的英语课堂,调动每一位学生的英语学习兴趣。构建英语趣味课堂的策略有:有效运用肢体动作,巧妙进行英语教学;将游戏融入课堂,增强英语教学生动性;创设相应教学情境,增强学生对话能力。  相似文献   

18.
This article details the transition of second career teachers to the workplace called ‘school’. Post‐baccalaureate students at a mid‐size comprehensive state university completed surveys pre‐ and post‐student teaching. Participants responded to the personal and professional challenges in changing careers. Issues faced by the non‐traditional students emerged. An increasing number of adults are changing careers and entering teacher certification programs. The study was conducted to discover the special challenges graduate teacher certification students encountered when leaving a career field and becoming novice teachers. Forty graduate students in the study completed an extensive certification program of courses related to the art and science of teaching. Open‐ended surveys were used for the students to reflect on personal and professional expectations prior to and following the student teaching semester. Teacher educators who address the needs of second career teachers, such as increasing field experiences, providing classroom management and time management strategies, may lead second career teachers to use the unique competencies they bring to the teaching–learning setting.  相似文献   

19.
Although international students studying in New Zealand desire and expect contact with their domestic peers, the level of cross‐national interactions remains generally low. This paper describes an initiative to promote more and better intercultural understanding within a target group of students having similar needs and interests in a higher education setting. A research‐based teaching approach progressively increased student engagement with higher order cognitive skills and both topic and process were aligned in such a way that training opportunities in intercultural competence were explored while also providing a process that offered further training in intercultural competence. Enduring appreciation of cultural diversity issues was achieved via deep styles of teaching and learning that raised awareness, changed attitudes and behaviour and ultimately impacted classroom culture. Initiative design, evaluation and results are described and limitations noted. The findings should be of interest to teachers of multicultural students and to academics studying cultural diversity issues.  相似文献   

20.
We present an inquiry‐based, aquatic science professional development (PD) for upper‐elementary, middle, and high school teachers and examine changes in student outcomes in light of participating teachers’ characteristics and the grade band of the students. Our study lends support to the assertion that inquiry‐ and content‐focused PD, paired with classroom implementation, can effectively improve student learning. Our findings indicate that students improved in their nature of science (NOS) and aquatic science content knowledge and that these changes depended in some ways on the participating teachers’ characteristics and adherence to the program. The students’ improvements were amplified when their teachers adhered more closely to the PD activities during their classroom implementation. The teachers’ previous science PD experience and pre‐PD understanding of inquiry‐based teaching also explained some of the variability in student growth. In both NOS and content, students of teachers with less prior science‐PD experience benefited more. Grade band also explained variation in student outcomes through interactions with teacher‐characteristic variables. In high school, students of teachers with lower pre‐PD inquiry knowledge appeared to learn more about NOS. Our results suggest that inquiry and content training through PD may minimize disparities in teaching due to inexperience and lack of expertise. Our study also demonstrates the value of PD that teaches a flexible approach to inquiry and focuses on underrepresented, interdisciplinary content areas, like aquatic science. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 54:1219–1245, 2017  相似文献   

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