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1.
This account of a programme for PGCE Art/Design students at University College Bretton Hall, Wakefield (UK) describes an attempt in initial teacher training to develop a course of study which links art, design, environment and education. It seeks to develop a range of perceptions of the built environment, including those of the artist, the critic and the designer. The ideas and methods of working developed on this programme support students’ work in schools. The paper explains the rationale and describes the intensive workshop programme, which includes streetwork, studio sessions and critique. It reports on students’ research and their work in schools. Issues include the place of built environment studies in the Art/Design curriculum, the use of the environment as an educational resource and learning methods and teaching strategies. It comments on the satisfactions and frustrations of developing such a programme in initial teacher education. It presents the work at Bretton Hall as a case study in a wider range of work currently being developed by students, tutors and teachers involved in other courses. They have come together through the ‘Site Specific Project’ to create a research network to support curriculum innovation and teachers’ professional development. 相似文献
2.
The purpose of the present study is to investigate the factors which affect attitudes towards multiculturalism among Jewish and Arab graduate students who experience intercultural learning in an Israeli-Jewish academic college of education. In Israeli society, it is in higher education institutions where young people from different ethnic groups first encounter the ‘others’. This is due to the structure of the Israeli elementary and secondary education system, which is divided into Jewish and Arab segregated sub-systems. In contrast, the country’s higher education institutions are open to everyone. The research population was composed of first and second year graduate students, all of whom were practicing teachers or involved in other educational work. Participants completed questionnaires and a smaller sample was also interviewed. All of the students are practicing teachers or involved in other educational work. Everyone perceived the college’s socio-cultural climate as an open and multicultural one in both years of study. However, these positive feelings characterized Jewish students to a larger extent than Arab students, while the socio-cultural aspect as well as the quality of the academic experience had a positive impact on multicultural attitudes primarily among Arab students. Thus, a multicultural climate is not enough to effect a positive change in entrenched attitudes toward multiculturalism. Multicultural education policy should also be reinforced through a formal academic curriculum, so as to set an example for ongoing social change which will further encourage graduate students—majority and minority alike—to implement their multicultural positive experiences in their own schools in the future. 相似文献
3.
Heidi Pustjens Eva Van de gaer Jan Van Damme Patrick Onghena 《School Effectiveness & School Improvement》2013,24(2):155-182
The major aim of educational effectiveness research is to examine and explain school, class, and teacher differences with respect to relevant educational criteria. Until now, in the large majority of studies, language and mathematics scores were used as a criterion. In the present study, the educational track students choose at the start of secondary education (at the age of 12) and their success in the chosen curriculum are examined in relation to primary school and classes (Grades 1 to 6). Two-level models show that students had higher aims in secondary education if they had attended primary Catholic schools and/or primary schools with high average curriculum advice. The latter schools were also highly effective with respect to achievement, and their students had a high socioeconomic status and background. Multilevel models with a cross-classified structure showed no direct long-term effects of primary schools and classes. 相似文献
4.
Patrick Baughan 《International Journal for Academic Development》2013,18(4):319-332
Various studies have investigated the views of higher education staff and students about sustainability, yet educational developer perspectives are under-represented in the research. This project gathered educational developer perspectives about sustainability in the curriculum. It sought to capture their views about a national sustainability policy; about the relationship between educational development and sustainability curriculum change; and whether sustainability should form part of their own roles. It was informed by the ‘theory of the second-best’ and involved nine interviews. Educational developers raised concerns about the policy, whilst opinions about their own involvement varied. It is argued that policy should provide clearer statements about curriculum, and educational developers should be involved in its development. 相似文献
5.
Despite decades of policy and practice oriented at improving educational outcomes for Aboriginal students in Australia, achievements on most measures indicate that there is a long way to go in this endeavour. One avenue for improving Aboriginal education that has received little attention is accessing the views of Aboriginal students themselves about best practice in engaging Aboriginal students. While there is a body of research in education that attempts to privilege ‘student voices,’ little work has explicitly focussed on accessing the voices of Aboriginal students. This paper reports on my study that involved asking Aboriginal students their views on schools, teachers and the curriculum in culturally safe discussion spaces. The Aboriginal students highlighted the need for their culture to be represented at schools and the recognition of their Aboriginality in safe environments at school. These findings reinforce the importance of engaging with Aboriginal people in the development of best practice so as to build Aboriginal understandings within a Western educational system. 相似文献
6.
This paper is a review of a sustained research effort in the field of learning styles and approaches to learning. In particular it focuses on how various aspects of the medical school environment (teaching, curriculum, assessment) effect students approach to their learning. It also shows that the more desirable ‘deep approach’ to learning is not as apparent in conventional medical schools as in the innovative problem‐based medical schools. The implications of these findings for undergraduate, postgraduate and continuing education are explored. Finally, there is an attempt to identify individual students who have learning problems and, thus, are at risk of academically underachieving. 相似文献
7.
Non-government education is often a highly emotive and frequently irrational area of educational debate, especially when it centres on the degree of government funding and support. Frequently people take fortified positions, being either for or against it, often on political grounds and often without taking into account the cultural contexts and complexities involved. The purpose of this article is to look beyond these confines. It is based on a research project focusing on ‘whole’ curriculum policy at the individual school level in non-government schools in a variety of English-speaking countries in the developed world. The article is in three parts. The first part outlines the conceptual framework employed to guide our research project on curriculum policy. The second part presents a case-study of Chinese High School (CHS) in Singapore. This is an exemplar of the type of case-study of curriculum policy in non-government schools being undertaken as part of our research. Also, it is an interesting case in its own right; while the school has developed a global orientation to its curriculum policy and has incorporated ‘the global’ into ‘the local’ extremely rapidly, this curriculum transition has not been without its tensions and costs. The third part of the article offers a discussion of the ‘bigger picture’ implications of the findings. 相似文献
8.
This study explores the expectations of teaching as a career held by beginning teachers who undertook a postgraduate certificate in education (PGCE) teacher training course for secondary schools at three institutions in the North of England. Over 300 student teachers completed a questionnaire at the beginning and at the end of their PGCE course. A sample of 28 students were then tracked through their first 2 years in post by e-mail communication. During this 3-year period, the most frequently cited positive factor was the pleasure generated by pupil success and the most frequently cited negative factor was workload. 相似文献
9.
关北光 《乐山师范学院学报》2014,(12):113-115
云课程是基于云计算技术的教育应用而出现的新的课程形态。面对教育技术日新月异的变化,体育教学论需要自觉加强云课程时代教学问题的系统研究。在理论上,需要关注云课程时代体育课形态的变化,把握体育云课程的教学机制。同时,需要体育教师作好自身的专业发展,开展云课程条件下体育教学活动的研究,促进学生健康成长。 相似文献
10.
Schools are currently undergoing a process of reconstructed educational thinking and practice in Queensland. They are being challenged to review their organisational structures, the curriculum they teach and their pedagogical practices with the intention of transforming their structures, curriculum and pedagogies to ensure that all students are truly included in the school community. This paper reviews the background research that has informed the inclusion movement and the role schools play in developing inclusive education and outlines the specific initiatives that have been undertaken in Queensland, Australia. 相似文献
11.
专业学位研究生的培养主要是以实践能力为导向。就教育硕士而言,其实践能力结构包括教学能力、管理能力、教育研究能力、课程开发与设计能力和心理健康教育能力五个方面。从"是否有学校教学工作经历"和"是否师范专业本科毕业"两个维度,可以将教育硕士研究生分为"有经历师范生""无经历师范生""有经历非师范"和"无经历非师范"四类,他们对硕士阶段的理论课程学习和实践教学皆表现出不同的反馈与诉求,需要从理论课程和实践环节的设计上做出区分以进行分类培养。 相似文献
12.
A rich body of research on streaming or tracking conducted mainly in the USA and UK suggests that teachers have lower expectations of students in lower education streams and adapt their curriculum and pedagogy in line with such expectations. Recent large‐scale quantitative research conducted in Flanders (Belgium) shows that teachers teaching in lower status technical/vocational streams share a lower ‘study culture’ and perceive their students as less teachable than teachers teaching higher status general education students, which in turn influences students’ educational outcomes. This research builds on these studies by using data from qualitative interviews with secondary school teachers in two Flemish secondary schools to explore teachers’ perceptions of students in different streams and their adaptations in terms of curriculum and pedagogy. In addition, the relationship between students’ educational achievement and stream allocation is analysed using survey data collected in these two Flemish schools. The results further support the findings of research in this area but also suggest that stratification occurs within streams. Furthermore, students from different streams are perceived to value different forms of cultural and social capital, suggesting the prevalence of social class cultures in different streams. The conclusions discuss implications for further research on streaming or tracking in (Flemish) secondary schools. 相似文献
13.
Dorit Alt 《Learning Environments Research》2018,21(3):387-406
This study was aimed at detecting the most frequently-used teaching and assessment activities in secondary school science classes, identifying links between these variables, and revealing possible challenges in these processes. To this end, data were gathered from 155 secondary school science teachers in 56 Israeli public schools and 380 grade eight and nine students from 22 of these using the What Is Happening In this Class? Teachers were also asked to indicate their perceptions of the extent to which they used formative assessment tasks provided by the curriculum and to specify, in their own words, the reason for insufficient usage of these tasks. Task orientation was highly used in science classes, whereas investigation was the least employed activity, according to both teachers’ and students’ perceptions. The most-frequently used tasks to evaluate students were final tests and quizzes. Path model analysis revealed that teachers who tended to use teacher-based approaches also employed traditional assessment tools, whereas teachers who allowed students to cooperate rather than compete with one another tended to use formative assessment tools. Implications limitations, and directions for future research are discussed. 相似文献
14.
This paper sets out to outline current discussions in Ireland around teachers being responsible for assessing their own students’ work, and the subsequent impact such a perspective is having (or not) on the delivery and assessment of physical education in Ireland. Our intention is to contribute to assessment considerations, while acknowledging the nuances of the Irish education context, and the positioning of physical education within such nuances. This discussion is particularly timely given the very recent endorsement for the introduction of the new Leaving Certificate Physical Education as a full optional subject. We begin by discussing more specifically assessment in Irish primary and post-primary schools, drawing attention to the limited Irish assessment-related research being conducted in both contexts. We then explore assessment developments related to Irish primary physical education and post-primary physical education and compare the extent to which such developments are limited in comparison to international assessment interests and practices in physical education. We conclude with suggestions related to studying (pre-service) teachers’ and students’ exposure to assessment in order to understand how we could alter the balance of assessment purposes and uses in Irish schools. 相似文献
15.
For the past 20 years, researchers worldwide have shared a consensus that tracking leads to failure in school. But educational systems continue to use this practice for many reasons. One argument used to support the practice is that students who enter the vocational track early in their careers tend to enter the labour market more quickly. Data show, however, that when these people are in their 40s, they become the most vulnerable to poverty, especially during periods of economic recession. In addition to moving towards more comprehensive educational systems as the best long-term way to improve the chances of all future adults, our research demonstrates that schools can play a key role in preventing and reversing the risk of unemployment and poverty of low educated youth. The INCLUD-ED project has analysed effective actions in eight European countries (Slovenia, United Kingdom, Italy, Austria, Romania, Belgium, Finland, and Spain) that respond to the educational needs of those who have experienced tracking. These effective alternatives are vocational programmes that include an academic-type of curriculum and allow students to move to higher education, as well as adult education programmes in schools which meet families' training needs, improving their opportunities in the labour market. 相似文献
16.
International education is sought after by students primarily for career development. However, very little is known about other meaningful educational outcomes of students pursuing international education in a Malaysian university system. This paper investigates how international students perceive their meaningful contributions to society upon study completion in one research university in Malaysia. Semi-structured interviews were conducted in the university with 33 international students, mainly from Nigeria, Pakistan and China. Findings show that postgraduate international students not only want to contribute to their home society through research and teaching at higher education institutions but also to their host-country and third-country communities. The analysis illustrates the interplay between macro internationalisation of higher education policies and factors shaping the micro-level experiences of international students. This study contributes new insights into vital nuances of the international educational outcomes relating to meaningful contribution to society and community development. 相似文献
17.
秦婕 《宁德师专学报(自然科学版)》2011,23(4):437-439
对农村中学特殊体育教育在实施新课程标准中的问题进行了分析,提出县、镇教育主管领导要重视农村残疾学生的健康成长,中学校长要从根本上解决农村残疾学生体育课及自由活动存在的问题,转变家长只关心安全,不关注孩子身心健康的观念,引导残疾学生积极参与体育活动. 相似文献
18.
如东县马塘小学结合省＂十一五＂规划立项课题＂新课程背景下小学教师实践智慧的生成研究＂,通过探索小学教师实践智慧生成的路径和模式,促进教师将新课程理念转化成自身的教育思想,并有效地落实到教育教学管理实践中,打造一支科研型、智慧型教师队伍,从而推进新课程改革,全面提高教育教学质量,促进学生发展。 相似文献
19.
对培养高职师范生教育科研素质的思考 总被引：1，自引：0，他引：1
高职师范教育应培养师范生的教育科研素质。高职师范生教育科研素质的培养应多采用探究式、研究型的课堂教学模式，为学生提供参与学校管理、课程开发的契机，注意发挥隐性课程的作用，并结合专业课程的学习，为学生开辟实验基地。 相似文献
20.
As was true for many school districts across the United States during the early decades of the twentieth century, Houston Independent School District sought modernization through a multimillion dollar building program and curricular reform. Houston's new course of study, heavily influenced by the theories of child-centered pedagogy, received widespread praise from curricular experts at the nation's top schools of education. In the 1920s, Houston was a segregated, southern city that, in many ways, shared the conservatism of the region. Nevertheless, Houston's superintendent, E.E. Oberholtzer, was able to overcome resistance from taxpayers and teachers to successfully implement his program. Corporate élites from the petroleum industry, among the biggest boosters of progressive educational reform in Houston, believed that a child-centered curriculum would develop the leadership skills and creative ability needed to train white-collar workers for the expanding economy. Those left behind, primarily students of color, were further disadvantaged in the changing job market. Jim Crow was an essential component to the success of the reform policies in Houston. As twenty-five per cent of the population, African-American students deserved twenty-five per cent of the district's revenues. Segregation allowed the district to use almost one hundred per cent of the money for curriculum reform on only seventy-five per cent of the population. Nevertheless, Houston manufacturers were dependent on unskilled black labor and were hit hard by the exodus of the Great Migration. Thus, corporate élites could not be too blatant in their discrimination against African-Americans. The pro-industry school board responded to the threats of migration and the demands of Houston's vociferous black press by building two new modern African-American high schools, refurbishing "Old Colored High School," and vastly improving the number and condition of elementary schools for black children. Yet, although these new schools did represent a vast improvement over black education before Oberholtzer's arrival in Houston, in the face of massive expenditures and dramatic improvements in white education, the material gains of black students lagged far behind the educational opportunities for white students. While the new, child-centered curriculum excluded black students (except for the heroic efforts of individual black educators), curriculum development excluded the vast majority of teachers. White teachers lost considerable power over pedagogical decisions in their own classrooms as they faced onerous, top-down directives. The district maintained control over teacher education by opening a junior college in 1927 to train white teachers according to the new pedagogy. Many white teachers resented the district's efforts to tie salary raises to increased educational qualifications, even for experienced teachers. In 1928 conflicts with the superintendent contributed to the growth of new memberships in the all-white Houston Teachers Association. In response, the school district passed a significant salary increase for white teachers that was funded partially by reducing the automatic annual increases in black teacher salaries. Intense job competition within African-American schools kept black teachers from protesting their discriminatory salaries and treatment. Ironically, many black teachers, excluded from training in child-centered pedagogy, welcomed additional educational opportunities. Black teachers themselves fought for the creation of Houston Junior College for Negroes, although the new college failed to receive adequate funding. Thus, the school administration modernized white schools by denying new educational opportunities to black students and teachers. While many scholars have criticized the supposed "advantages" of progressive education, in Houston, at least, progressivism operated as another form of unearned white privilege. 相似文献