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1.
Shaalan Farouk 《Cambridge Journal of Education》2010,40(4):353-368
This article examines the cognitive appraisals associated with the emotion of anger based on interviews with teachers. An analysis of these appraisals demonstrated that teachers experienced different forms of anger depending on whether they were relating to other adults or their pupils. Anger in relation to children was based on persistent goal blockage, the build up of frustration and the assignment of blame. Such anger, referred to here as restricted anger, was expressed at the time and seemed to involve limited cognitive elaboration. By contrast, anger in relation to parents and colleagues was associated with blaming others for having brought about an unfair/unjust outcome and a perceived threat to self. Such anger, referred to here as elaborated anger, was not displayed immediately but appeared to be cognitively dwelled upon and maintained. These two forms of anger and their appraisals are examined and their implications for teachers and teaching considered. 相似文献
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Primary mathematics teachers’ (N = 521) personal goal orientation and instructional practices were examined based on questionnaire responses. The teachers (grades 2 and 3) were oriented towards mastery goals and mastery approaches to instruction, and reported high teaching efficacy. Strong positive relation between performance orientation and performance instructional practices was established, and correspondingly between mastery orientation and mastery instructional practices. Positive relations between students’ (N = 9,980) basic mathematics performance (measured by paper and pencil tests) and both teacher mastery orientation and teaching efficacy were also found. Results indicate that mastery oriented teaching strategies are crucial for fostering basic mathematical competencies in primary students. 相似文献
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Yvonne Griffiths 《通化师范学院学报》2007,(2):25-31
This article will focus on five key areas relating to Primary TEFL in China.Firstly,the real TEFL context in Chinese primary schools will be discussed in terms of its special characteristics.Secondly,the current methodological approach will be examined from both a theoretical perspective,focusing on government(MOE)policy for primary TEFL,and a practical perspective,based on personal observations of classroom practice.The third section of the article will highlight some perceived shortcomings of current practice,while the fourth will outline the actual needs of primary learners in the Chinese educational system.Finally,the question of how teachers can meet these needs will be examined in relation to:methodological integration; integration of skills and sub-skills teaching/learning;and the exploitation of materials and activities to provide learners with three different types of language input and output opportunities(extensive,intensive and analysed:Swan,2006). 相似文献
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《Reading and Writing(初中版)》2007,(Z1)
My primary school is a delightful1 memory. It is full of joy and happiness. The memory of it always makes me happy. To tell the truth I was not a good pupil at that time. I didn't work hard, but I was not bad. Our school was located in a three floor2 bu… 相似文献
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WAN Zhan-hong SUN Zhi-lin YOU Zhen-jiang 《浙江大学学报(A卷英文版)》2007,8(9):1435-1442
The linear stability of fiber suspensions between two concentric cylinders rotating independently is studied. The modified stability equation is obtained based on the fiber orientation model and Hinch-Leal closure approximation. The primary instabilities and bicritical curves have been calculated numerically. The critical Reynolds number,wavenumber and wave speeds of fiber suspensions as functions of the aspect ratio,volume concentration of the fibers and the gap width of cylinders are obtained. 相似文献
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Inquiry- and context-based teaching strategies have been proven to stimulate and motivate students’ interests in learning science. In this study, 12 teachers reflected on these strategies after using them in primary schools. The teachers participated in a continuous professional development (CPD) programme. During the programme, they were also introduced to a teaching model from a European project, where inquiry- and context-based education (IC-BaSE) strategies were fused. The research question related to teachers’ reflections on these teaching strategies, and whether they found the model to be useful in primary schools after testing it with their students. Data collection was performed during the CPD programme and consisted of audio-recorded group discussions, individual portfolios and field notes collected by researchers. Results showed that compared with using only one instructional strategy, teachers found the new teaching model to be a useful complement. However, their discussions also showed that they did not reflect on choices of strategies or purposes and aims relating to students’ understanding, or the content to be taught. Before the CPD programme, teachers discussed the use of inquiry mainly from the aspect that students enjoy practical work. After the programme, they identified additional reasons for using inquiry and discussed the importance of knowing why inquiry is performed. However, to develop teachers’ knowledge of instructional strategies as well as purposes for using certain strategies, there is need for further investigations among primary school teachers. 相似文献
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Valentina Theodosiou Yiasemina Karagiorgi 《International Journal of Leadership in Education》2017,20(6):661-681
This article explores Cypriot primary school heads’ professional socialization (PS), in terms of their preparation for headship. A study in three phases involving a survey and interviews indicates that, to ‘learn what it is to be a head’ prior to headship, Cypriot heads resort to personal initiatives for training and development in school management and leadership; deputy headship, along with practising leadership in small primary schools, also appears to contribute to PS. In light of these experiences, heads take up headship with some preconceptions about the headship role. Upon entry to headship, networking and collaboration, as well as the formal training scheme for newly appointed school heads are also considered as useful, but heads set directions in which this programme could further be enhanced. In view of these findings, leadership development could address the contribution of previous heads, counterparts, colleagues, mentors and trainers to Cypriot school heads’ PS in both preparation as well as induction programmes. 相似文献
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The purpose of this study, which is part of a larger research program, was to investigate teachers’ conceptions about assessment. A mailed questionnaire sent to 5th and 6th grade teachers in Cyprus and Greece produced a rather optimistic picture about the investigated issues. However, some semi‐structured interviews, which followed, showed that teachers in both countries seemed to have a rather vague understanding of relevant key concepts. 相似文献
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Eileen G. Merritt Jennie Chiu Erin Peters-Burton Randy Bell 《Research in Science Education》2018,48(6):1321-1337
The Next-Generation Science Standards (NGSS) challenge primary teachers and students to work and think like scientists and engineers as they strive to understand complex concepts. Teachers and teacher educators can leverage what is already known about inquiry teaching as they plan instruction to help students meet the new standards. This cross-case analysis of a multiple case study examined teacher practices in the context of a semester-long professional development course for elementary teachers. We reviewed lessons and teacher reflections, examining how kindergarten and first grade teachers incorporated NGSS scientific and engineering practices during inquiry-based instruction. We found that most of the teachers worked with their students on asking questions; planning and carrying out investigations; analyzing and interpreting data, using mathematics and computational thinking; and obtaining, evaluating and communicating information. Teachers faced challenges in supporting students in developing their own questions that could be investigated and using data collection strategies that aligned with students’ development of number sense concepts. Also, some teachers overemphasized the scientific method and lacked clarity in how they elicited and responded to student predictions. Discussion focuses on teacher supports that will be needed as states transition to NGSS. 相似文献
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Likonelo Constance Bitsot 《美中教育评论》2005,2(11):1-9,17
This paper explores a participatory process of Environmental Education （EE） networking in Mafeteng primary schools. It gives an overview of the existing EE efforts in Lesotho, particularly the models schools of the National Curriculum Development Centre. It also provides information about Lesotho Environmental Information Network as the body that drove the networking process. The paper discusses cycles of the participatory process undertaken for the EE networking in Mafeteng schools, including identification of problems, problem solving, reflective workshop and study tour. Finally the paper outlines issues that emerged in participatory EE networking, which include school governance, teachers＇ existing knowledge, communication, decision-making and power relations. 相似文献
14.
Sebastian T. Opitz Ute Harms Knut Neumann Kristin Kowalzik Arne Frank 《Research in Science Education》2015,45(5):691-715
Energy is considered both a core idea and a crosscutting concept in science education. A thorough understanding of the energy concept is thought to help students learn about other (related) concepts within and across science subjects, thereby fostering scientific literacy. This study investigates students’ progression in understanding the energy concept in biological contexts at the transition from primary to lower secondary school by employing a quantitative, cross-sectional study in grades 3–6 (N?=?540) using complex multiple-choice items. Based on a model developed in a previous study, energy concepts were assessed along four aspects of energy: (1) forms and sources of energy, (2) transfer and transformation, (3) degradation and dissipation, and (4) energy conservation. Two parallel test forms (A and B) indicated energy concept scores to increase significantly by a factor of 2.3 (A)/1.7 (B) from grade 3 to grade 6. Students were observed to progress in their understanding of all four aspects of the concept and scored highest on items for energy forms. The lowest scores and the smallest gain across grades were found for energy conservation. Based on our results, we argue that despite numerous learning opportunities, students lack a more integrated understanding of energy at this stage, underlining the requirement of a more explicit approach to teaching energy to young learners. Likewise, more interdisciplinary links for energy learning between relevant contexts in each science discipline may enable older students to more efficiently use energy as a tool and crosscutting concept with which to analyze complex content. 相似文献
15.
Sekao David Engelbrecht Johann 《International Journal of Science and Mathematics Education》2022,20(7):1431-1453
This study aims to investigate the perspectives of primary school teachers in South Africa, who participated in a Lesson Study (LS) project, on this professional development process and about their professional learning. The study followed a mixed approach, with data collected through a questionnaire, followed up by interviews. A novel approach in this study was to source teachers’ experiences of the individual stages of LS as well as of the integrated process. Teachers’ perspectives on LS were categorised into 5 themes: collaboration — commitment and the free rider effect, confidence issues, teachers’ knowledge and skills, misconceptions about the LS approach, and external issues including concerns over time of teachers and learners, systemic challenges and school management. Using teachers’ individual and focus group inputs in the questionnaire and the interviews, we report about their experiences.
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So Winnie Wing Mui Chen Yu Wan Zhi Hong 《Journal of Science Education and Technology》2019,28(5):508-522
Journal of Science Education and Technology - Multimedia-supported e-learning is considered useful as it can offer an enjoyable independent learning experience to learners. However, the... 相似文献
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An Xuehui 《Chinese Education & Society》2018,51(2):103-116
AbstractTeacher salary level and structure are not only important factors affecting the supply of primary and secondary school teachers, but they are also crucial to attracting, training, and retaining high-quality teachers, thereby impacting the overall quality of education and teaching in schools. The reform of China’s basic education management system has ensured the fiscal security and steady increase of rural primary and secondary school teacher salaries and has effectively improved the supply and quality of rural teachers. The objective gap between urban and rural teacher salaries and benefits has, however, led to the one-way mobility of rural teachers, resulting in the loss of quality teachers and giving rise to a structural shortage in rural schools. To improve the supply and quality of teachers in rural areas, it is necessary to effectively and systemically increase rural teachers’ basic salaries and subsidies according to the law. There is the necessity through various channels to raise primary and secondary school teachers’ salaries and benefits, especially subsidy and allowance standards, to eliminate actual variances in teacher salaries. 相似文献
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《南京晓庄学院学报》2014,(2):123-124
Positive psychology focuses on positive energy and good training of students＇ positive psychological quality helps to better dig this paper, the positive psychological quality training should be the work. Pupils should develop their positive personality quality cooperative organization system should be built as a positive through qualiiies of human. In primary schools, the and exert students＇ psychological potential. In focus in the school mental health education positive emotional experiences. Parent-school psychological quality training platform. Parent-school cooperation, classroom teaching and students＇ club activities are three ways proposed in the paper for the cultivation of positive mental quality. 相似文献
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Research in Science Education - Textbooks play a significant role in education around the world. Although several studies have reported that textbook-led teaching and learning suggests a... 相似文献