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Streaming in secondary schools is not beneficial for improving student outcomes of education with vast amounts of educational research indicating that it does not improve academic results and increases inequity. Yet teachers often prefer working in streamed classes, and research shows that teachers mediate the effects of streaming on students. This study sought to add to the understanding of teachers’ role in student learning by investigating how teachers conceptualise the students in streamed classes. A qualitative case study approach was used, where 18 teachers were interviewed in-depth to create narrative examples, three of which are presented here. These narratives summarise the research findings that teachers saw students in high and low streams as having homogenous characteristics according to five dichotomous categories: approach to learning, attitude to learning, learning style, autonomy and background. Students in mixed-ability classes were viewed along these same continua, but as more heterogeneous groups. Furthermore, these views of students had direct implications for how teachers planned for learning and the expectations that they held of their students. The discussion links streaming research with teacher expectation research, suggesting that teachers of streamed classes in this secondary school hold specific whole-class ideas that affect student learning. The article concludes with recommendations for further inquiry that links these two important fields of educational research. 相似文献
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Johan Liljestrand 《British Journal of Religious Education》2015,37(3):240-255
The purpose of this paper is to empirically explore and theoretically discuss Swedish religious studies (RE) teachers’ understanding of religions as similar and different. In Sweden, RE is a mandatory subject and presents all the world’s major religions to students. Teachers of RE therefore need to relate to the various relations between the religions. A qualitative interview study with Swedish RE teachers (n?=?7) in Swedish secondary schools was performed to determine how they conceptualise religion and present ‘religion’ to their students. The teachers (m?=?3; f?=?4) were chosen from schools with a variety of ethnically homogenous and heterogeneous compositions of students. The teachers’ conceptions of ‘religion’ can be described according to two main categories: as something universal or as something dependent on the cultural context. These two main orientations are described more closely in this paper. The teachers’ conceptions are also discussed from the perspective of possible consequences for educating citizens in the Swedish school system. It is suggested that RE teachers’ conceptions of religions as similar and different facilitate and constrain identification and encounters with others as religious subjects. 相似文献
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On the basis of a recent ethnographic study at the University of Warwick of the religious identity formation of young people in ‘mixed‐faith’ families, this article focuses on their (and their parents’) experiences and perceptions of religious education (RE) and of religious nurture in the community. The young people’s experience of RE differed between primary and secondary school and only a few were engaged in supplementary classes. We highlight the complementarity between school and home in young people’s religious learning and draw out implications for RE. 相似文献
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Jo Fletcher Faye Parkhill Amosa Fa'afoi Leali'ie'e Tufulasi Taleni Bridget O'Regan 《Teaching and Teacher Education》2009
The changing ethnic population of schools in New Zealand challenges our educators to respond proactively in reviewing how students from minority groups develop effective literacy and learning skills. Pasifika students' achievement levels in literacy, particularly reading and writing literacy, has been an area of national focus for the Ministry of Education, teachers, teacher educators and the Pasifika community. For many students from a minority ethnic group, the interpretation of texts from a different culture provides challenges for teachers that require mediation in the construction of meaning. Our previous research accordingly asked Years 5–9 Pasifika students in mainstream schools in the South Island of New Zealand to tell us what they saw as supports and barriers to their literacy learning. The study that is the subject of this present article built on that research by asking the teachers and parents of Pasifika students in a cluster of schools to state what they thought supported or hindered literacy learning for these youngsters. Our particular aim was to enhance identification and understanding of pedagogical practices and family/community factors which influence literacy learning outcomes for Pasifika students during the primary school years. The research found that Pasifika students' literacy learning, and overall learning, was more likely to be enhanced when Pasifika values, language identities and cultural knowledge were made an implicit part of teaching and learning practices. 相似文献
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Florentia Loizou 《Education 3-13》2016,44(4):371-390
This article aims to explore what changes two Cypriot primary school teachers brought in their teaching in order to help students with learning difficulties improve in their classes. The study was qualitative and used non-participant observation in two primary classrooms in different primary schools and semi-structured interviews with the main teachers of these classes. The findings revealed that the main changes implemented by these teachers were a differentiated programme of literacy and numeracy, and opportunities to students to process information through many senses. In addition, the teachers boosted the learning of students with learning difficulties by focusing on essentials, using process-oriented praise, peer tutoring, and regular communication with parents. The article concludes with suggestions about how Cypriot primary school teachers can boost the learning of students with difficulties and how leaders can support their efforts. 相似文献
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Kjell Lars Berge Synnøve Matre Randi Solheim Lars S. Evensen Hildegunn Otnes 《Assessment in Education: Principles, Policy & Practice》2019,26(1):6-25
This article reports consequences for student writing quality based on a long-term professional learning project. Project teachers, representing all school subjects in grades 3–7, were presented with a writing construct, ‘Wheel of Writing’, and norms of expectation for writing proficiency. Participating teachers used the writing construct and norms as a basis for writing instruction and writing assessment. The project was conducted in 24 schools across Norway. 3088 students from 20 project schools participated. Two hundred and thirty three students from 4 schools were used as a comparison group. The investigation showed that students in primary school improved their writing quality significantly. Students in lower secondary school did not. However, there was substantial variation in writing quality effects between schools, classes, and individual students. For instance at a number of schools, project students from lower secondary school improved their writing quality significantly. The article discusses potential explanations of the effects. 相似文献
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Polikarpos Karamouzis 《British Journal of Religious Education》2015,37(2):170-181
In this article, we attempt to conduct a comparative study of two different groups. The first group consists of Greek student teachers (1009) while the second comprises Greek in-service teachers (432) of primary education, namely current teachers with several years of experience. These teachers do not have training in theological studies, but they do have some knowledge of religious education (RE; With the term RE, we refer to the ‘subject of RE’ and not an everyday lesson of RE. In Greece, there is a debate on the teaching methodology of the course, i.e. utilising catechistic manners of teaching or teaching Christianity and different religions under historical/cultural criteria) after attending the Greek pedagogical faculties and receiving other forms of special training in the teaching of RE, especially the teaching of different religions from a historical/cultural point of view. Our aim in this paper is to offer a better understanding of how teachers aim to reproduce and change religious capital and examine if religious capital is tailored to the needs of schools or whether it operates independently. The paper will also examine how teachers themselves assess the effectiveness of their practices when teaching RE. 相似文献
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James Arthur 《International Journal of Educational Research》2011,50(3):184-189
Research evidence from UK primary and secondary schools suggests that students expect teachers to engage in character development and values education and that this assists in their holistic learning. This article is based on a major UK research study which indicates that explicit and implicit attention to values in schools is positively welcomed by students. Students of all ages believe that the teacher can make a difference in contributing to their personal moral development. According to the students in this study, a successful values education program relies on the teacher as model and mentor, as well as pedagogue. This article considers the role of teachers on the character development of young people aged 10-19, largely based on the perceptions of over 5000 students in England. The data includes documentary analysis, interviews and surveys with teachers and students. 相似文献
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Kit Ling Lau 《教育心理学》2012,32(4):427-450
This study investigated the relation between teachers’ instructional practices and students’ self-regulated learning (SRL) in Hong Kong Chinese language classes using quantitative and qualitative methods. Participants were 1121 Grade 10 students from six secondary schools in Hong Kong. A Chinese reading comprehension (RC) test was used to assess the students’ reading performance and a self-reported questionnaire measured their perception of reading instruction, strategy use and reading motivation. Classroom observations and in-depth interviews were conducted in one class at each school to explore what and how instructional practices supported or impeded SRL in real contexts. The findings of this study generally support the positive relation between SRL-based instruction and Chinese students’ SRL. Among the four instructional variables, instrumental support from teachers showed the strongest relation with students’ strategy use, motivation and RC. The degree of autonomy was low in Chinese language classes and was associated with students’ negative reading behaviours. 相似文献
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Toke Elshof 《British Journal of Religious Education》2019,41(3):261-271
Religious education (RE) in secondary schools in the Netherlands is challenged to redefine the educational aims. Concerning this debate, the preference for a cognitive approach is remarkably dominant, not only among scholars but among RE teachers as well. This appeal for a cognitive turn is based upon two hypotheses: first on the presumption of religious blankness among religiously unaffiliated pupils and second on a specific view on the way religious affiliation, religious reflectivity and religious tolerance are intertwined. The current article elaborates on a empirical research that questions both hypotheses. It first discovered the ongoing connection religiously unaffiliated pupils have with a former and conventional type of Catholicism, which impedes the development of their reflective personal religiosity as well as that of their interreligious openness. Second, this investigation revealed that personal connectedness with contemporary Catholic faith encourages these two developments. As such, this research contributes to a nuanced perspective on the chances and bottlenecks within religious learning by religiously unaffiliated and affiliated pupils. Concerning the redefinition of religious educational aims, it provides empirical arguments for a balanced combination of cognitive, attitudinal and experiential aims and advocates a preference for experiential and attitudinal aspects as a didactical starting point. 相似文献
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小学生在进行语文学习的过程中,阅读能力是必不可少的一项能力。阅读教学活动中,教师通常会通过一篇很长的文本来向学生渗透阅读方法、文章情感等方面的内容,以期能够深化学生对文本的理解,使学生对文本的情感能够有更加深刻的感悟,在此基础上,实现阅读教学目标的达成。但是从现阶段的情况来看,通过这样的教学方式组织学生进行阅读学习,多数情况下都是无用功,不仅无法实现学生阅读能力的提升,也无法帮助学生养成良好的阅读习惯,更不利于激发学生的学习兴趣。因此,探讨提升小学语文阅读教学有效性的措施十分有必要,希望本文的研究能够带给大家一些有益的启发。 相似文献
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Bruce Burton 《The Australian Educational Researcher》2012,39(1):45-58
This article reports on a major action research program that experimented with the use of cross-age peer teaching in schools
to assist teachers to manage conflict issues in their classrooms, and to re-engage disaffected students in learning. The research,
which was conducted in a range of elementary and secondary schools in Australia, was part of a larger international project
using conflict resolution concepts and techniques combined with drama strategies to address cultural conflict in schools.
The use of formal cross-age peer teaching emerged as a highly effective strategy in teaching students to manage a range of
conflicts in schools, and especially in learning to deal with bullying. Operating as peer teachers also enabled a number of
students in the study, with serious behaviour problems, to re-engage with their learning. The article therefore evaluates
the effectiveness of peer teaching in both conflict management and student re-engagement. 相似文献
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熊焰 《课程.教材.教法》2005,25(11)
中小学教师培训首先显示为教师学习,而且是校本学习。校本培训转为教师校本学习的过程,是教师自我教育自我提升的过程,也是学校文化建设的过程。学校引导教师展开学习的活动,教师将从“读书”中获得“自我超越”的热情,学校教育改革将由原来的自上而下转向自下而上,既有针对教育问题的教师学习又有引起行动的反思的校本教研。 相似文献
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The article draws on experience of teaching, teacher education and qualitative research related to an impartial approach to inclusive religious education (including pupils from families who identify with or do not identify with religion or belief groups), in publicly funded schools in England. Such religious education is considered to be intrinsically worthwhile and instrumentally important in contributing to pupils’ personal and social development. The approach considered is hermeneutical, bringing reliable information into relationship with knowledge and experience of pupils and teacher through active learning, including dialogue. Qualitative research on student and early career teachers suggests that appropriate skills and attitudes supporting an impartial approach can be developed, facilitating a relationship of trust between teacher and students. A condition is the development of teachers’ knowledge and understanding of the stances of pupils in their classes. However, some student teachers or teachers with very firmly held views find it very difficult to adopt an impartial approach. On the basis of examples from qualitative research, it is argued that good quality teacher education can assist in developing appropriate skills and attitudes for those wishing to take an impartial approach. Further research, ideally involving partnership between researchers and practitioners, is recommended. 相似文献
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The question of where to locate teaching about the relationships between science and religion has produced a long-running debate. Currently, science and religious education (RE) are statutory subjects in England and are taught in secondary schools by different teachers. This paper reports on an interview study in which 16 teachers gave their perceptions of their roles and responsibilities when teaching topics that bridge science and religion and the extent to which they collaborated with teachers in the other subject areas. We found that in this sample, teachers reported very little collaboration between the curriculum areas. Although the science curriculum makes no mention of religion, all the science teachers said that their approaches to such topics were affected by their recognition that some pupils held religious beliefs. All the RE teachers reported struggling to ensure students know of a range of views about how science and religion relate. The paper concludes with a discussion about implications for curriculum design and teacher training. 相似文献
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Leni Franken 《Religious education (Chicago, Ill.)》2017,112(5):491-503
This article focuses on Islamic education in Belgium. First, attention is given to the organization of Islamic classes in state schools, where some important problems occur, such as the lack of appropriate teachers and inspectors, the mono-confessional content of the curricula, and the absence of state control. Next, the content of religious education (RE) classes in Catholic schools, which are also attended by many Muslims, will be addressed. Finally, the author argues that a shift within the current RE classes is not sufficient today. Based on autonomy-based, epistemological, and societal arguments, the author proposes a shift from confessional to non-confessional RE. 相似文献
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This article uses a case study approach to explore the impact of two school environmental education programmes, from the perspective of participating students, their teachers and their parents. A total of 152 students (79 from primary schools and 73 from a secondary school), 3 teachers and 62 parents contributed their perceptions regarding the impact of the programmes. Each programme is described in detail and students' responses compared across the two programmes and across different class groups participating in each programme. It is concluded that both programmes were successful in engaging students in thinking and learning about environmental issues, although some programme features were more likely than others to lead to impacts beyond the bounds of the classroom. Recommendations are made regarding those features that need to be included in school environmental education programmes in order to maximise student and family learning outcomes. 相似文献
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This article reports findings from a classroom environment study which was designed to investigate the nature of Chinese Language
classroom environments in Singapore secondary schools. We used a perceptual instrument, the Chinese Language Classroom Environment
Inventory, to investigate teachers’ and students’ perceptions towards their Chinese Language classroom learning environments
using six dimensions, namely, Student Cohesiveness, Teacher Support, Involvement, Cooperation, Task Orientation and Equity.
The investigation was carried out using a sample of 1,460 secondary three (Grade 9) students from 50 Chinese Language classes
in 25 Singapore government secondary schools. The nature of the Chinese Language classroom learning environments was interpreted
from analyses of the perception scores obtained, as well as from various comparisons of the perception scores between different
groups. Although both the Chinese Language teachers and students perceived their present classroom learning environments positively,
they would like improvements in all the six dimensions of the classroom learning environments under investigation. Also teachers
perceived a more positive classroom learning environment than their students in the same class. In addition, female students
perceived their actual and preferred classroom environments more positively than their male counterparts. 相似文献