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1.
Abstract

The aim of this article is to report on an investigation into Free State educators’ perceptions and observations of learner-on-learner violence and violence-related behaviour. The research instrument was an adapted version of Joshi and Kaschak's (1998, 213–215) standardised violence and trauma questionnaire. The first important result from the research was that Free State educators identified physical and verbal abuse as the two most common types of learner-on-learner violence. Secondly, it was found that nearly a quarter of the educators perceive that learners at their respective schools use drugs either daily or at least once a week. It was found that some Free State learners often come to school armed. The quantitative data shed some light on the link between gangsterism and school violence, the role of the police in curbing school violence, educators downplaying the serious nature of school violence, as well as the procuring effect of violent behaviour. Finally, some recommendations regarding school violence are given.  相似文献   

2.
《Africa Education Review》2013,10(2):258-278
Abstract

The professional development of educators is seen as an ingredient essential to creating effective schools and raising learners' performance. Since educators have the most direct contact with learners, and considerable control over what is taught and how it is taught, it is reasonably assumed that enhancing educators' knowledge, skills and attitudes is a critical step towards improving learner performance. To ‘reculture’ schools according to the philosophy of Invitational Education in order to increase learner performance means to develop collaborative work cultures that focus, in a sustained way, on the continuous preparation and development of educators in relation to creating favourable learning conditions for all learners. Moreover, the aim of Invitational Education is to create an entire school environment that intentionally invites success for everyone in the school. This article attempts to explain key factors that may influence the effective implementation of Invitational Education as an example of professional development for educators. The following major categories are described: learning styles of educators; educators' commitment to change; transformational leadership; out-of-school conditions; in-school conditions; and requirements of programmes.  相似文献   

3.
Background : The Trends in International Mathematics and Science Study (TIMSS) assesses the quality of the teaching and learning of science and mathematics among Grades 4 and 8 students across participating countries.

Purpose : This study explored the relationship between positive affect towards science and mathematics and achievement in science and mathematics among Malaysian and Singaporean Grade 8 students.

Sample : In total, 4466 Malaysia students and 4599 Singaporean students from Grade 8 who participated in TIMSS 2007 were involved in this study.

Design and method : Students’ achievement scores on eight items in the survey instrument that were reported in TIMSS 2007 were used as the dependent variable in the analysis. Students’ scores on four items in the TIMSS 2007 survey instrument pertaining to students’ affect towards science and mathematics together with students’ gender, language spoken at home and parental education were used as the independent variables.

Results : Positive affect towards science and mathematics indicated statistically significant predictive effects on achievement in the two subjects for both Malaysian and Singaporean Grade 8 students. There were statistically significant predictive effects on mathematics achievement for the students’ gender, language spoken at home and parental education for both Malaysian and Singaporean students, with R 2 = 0.18 and 0.21, respectively. However, only parental education showed statistically significant predictive effects on science achievement for both countries. For Singapore, language spoken at home also demonstrated statistically significant predictive effects on science achievement, whereas gender did not. For Malaysia, neither gender nor language spoken at home had statistically significant predictive effects on science achievement.

Conclusions : It is important for educators to consider implementing self-concept enhancement intervention programmes by incorporating ‘affect’ components of academic self-concept in order to develop students’ talents and promote academic excellence in science and mathematics.  相似文献   

4.
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5.
Making is a rapidly emerging form of educational practice that involves the design, construction, testing, and revision of a wide variety of objects, using high and low technologies, and integrating a range of disciplines including art, science, engineering, and mathematics. It has garnered widespread interest and support in both policy and education circles because of the ways it has been shown to link science learning to creativity and investigation. Making has taken root in out-of-school settings, such as museums, science festivals, and afterschool and library programmes; and there is now growing interest from primary and secondary educators in how it might be incorporated into the classroom. Making expands on traditions associated with Technology Education and Design-Based Learning, but differs in ways that can potentially broaden participation in science and STEM learning to include learners from communities historically underrepresented in STEM fields. STEM-Rich Making is centrally organised around design and engineering practices, typically integrating digital tools and computational practices, and positions scientific and mathematical concepts and phenomena as the materials for design. This paper takes a critical view of the claims about Making as a productive form of science teaching and learning, and reviews the current research literature’s substantiation of the ways in which Making supports students’ agency, promotes active participation in science and engineering practices, and leverages learners’ cultural resources.  相似文献   

6.
Abstract

A recent issue of The Educational Forum contained eight articles theming the preparation of teachers for linguistically-diverse classrooms. This article extends that discussion, and in it this scholar introduces practicalities for mathematics teachers in linguistically-diverse classrooms, and provides suggestions for teacher educators whose target audience is prospective mathematics teachers. The author’s intention is to contribute to the discussion of supporting ELLs in mathematics classrooms, and to advance the praxis for teachers and teacher educators.  相似文献   

7.
《Africa Education Review》2013,10(2):221-241
Abstract

Although mother tongue education is recommended by policymakers, researchers and language learning authorities, the reality in South Africa is that many parents/caregivers and learners believe that English is the best choice as Language of Learning and Teaching. Many English second-language (ESL) learners experience barriers to learning, because of a limited English proficiency. An empirical study was conducted to identify the needs and perceptions of Grade 4 educators regarding ESL learners with a limited English proficiency. The following factors were targeted in the study: demographic factors; language issues; educators' perception of learners with language barriers; and teaching of ESL learners who have limited English proficiency. The findings suggest that educators teaching ESL learners are in need of support.  相似文献   

8.
Using three constructs taken from Latour's 2005 book, Reassembling the Social, we consider our work in 2 contexts that were part of a project to support science teachers working with English learners: an 8th-grade physical science class in a summer science enrichment academy, and a 6th-grade Earth science class in a public middle school. We utilize Latour's constructs of (a) group formation, (b) mediators and intermediaries, and (c) traces of intentionality to interpret the interactions that occur in these spaces. We analyze these interactions to make a broader argument about the limitations of improvement science perspectives that are increasingly influential in science, technology, engineering, and mathematics (STEM) education research in the U.S. context.  相似文献   

9.

This introductory paper first reflects the genesis of research in mathematics and science teacher education. The analyses show a movement from foci of research in mathematics and science education from students to teachers, and then to teacher educators. Next, an overview of research in mathematics and science teacher education and its development is provided, including teacher educators’ growth. This is followed by a comparative look at the seven papers in this special issue through three lenses, focusing on who the teacher educators in these papers are, the practices which are the focus for development, and the contexts in which the professional growth is situated. The seven papers not only exemplify how teacher educators might critically and systematically reflect on their own growth, educate new teacher educators, and do corresponding research, but also demonstrate the considerable progress the research community has made with respect to the professional growth of mathematics and science teacher educators in the last decade. Finally, challenges and questions are raised, in particular in relation to raising the quality and quantity of proficient teacher educators in order to strengthen teacher education research, and to have enough human resources to offer more and better professional development opportunities and to support schools.

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10.
Abstract

As outcomes-based education forms the foundation of the new school curriculum in South Africa, educators are confronted with the challenge of not only meeting the different needs of individual learners, but also of helping learners (many of them previously disadvantaged) to achieve their maximum potential. One way of realising this ideal is by applying Howard Gardner's theory of multiple intelligences in the classroom. The article provides a discussion on both Gardner's multiple intelligences theory and outcomes-based education in South Africa, as it is believed that together they can contribute to solving some of the present problems in South African education. The article defines the use of MI theory in an OBE classroom and suggests specific ways in which educators worldwide could incorporate the different intelligences in their teaching and learning activities.  相似文献   

11.
Abstract

This article describes 1st-year experimental effects of a large-scale reform providing professional development to elementary school teachers to implement an extended, inquiry-oriented science curriculum. Known as “immersion teaching” because it “immerses” teachers and students in the full cycle of scientific inquiry, this approach developed through a partnership involving university-based science and mathematics content experts and educators and K-12 educators from the Los Angeles Unified School District. Multilevel analyses, which examined school-level effects of assignment to the professional development intervention, nested Grade 4 students and their science achievement outcomes within the 80 study schools. The analyses revealed a statistically significant negative 1st-year treatment effect of school-level assignment to the initiative on the key science achievement outcome. We also tested whether the treatment had differential effects for English language learners, schools with large proportions of English language learners, and students of new teachers. We found an interaction effect of the treatment by teacher experience level for the teachers who were the primary target of the intervention, with the treatment having positive effects for novice teachers (3 years of experience or less) but a larger, negative effect for veteran teachers. We explore analytically three sets of explanations for the unexpected negative main effect of treatment: potential statistical and design artifacts, possible misalignment between the assessments and content of the treatment, and practical issues related to implementation of the treatment.  相似文献   

12.
《Africa Education Review》2013,10(2):309-330
ABSTRACT

Teacher educators in many countries share similar concerns as they aspire to improve education for learners and stimulate interest in further study and careers. The roles and professional development of school teachers have been researched, but little attention has been given to teacher educators. Using a small-scale, illuminative study in England and South Africa, this paper examines pedagogical implications of progression from classroom teacher to teacher educator-tutor. Systemic issues include attitudes to personal scholarship in moving to high stakes academic environments requiring research. In both countries, there were issues of student teachers’ subject knowledge and their capacity to translate knowledge for learners. South African teacher educators were concerned about student teachers’ lack of appreciation of the integrity of conceptual understanding and sequencing of topic content. Implications for the professional development of teacher educators and their role identities are considered.  相似文献   

13.
Abstract

Classroom practitioners are expected to facilitate effective learning under the Curriculum and Assessment Policy Statement (CAPS) in South Africa. During this facilitation process, educators are required to become more resourceful in terms of their learning and teaching strategies. This article is based on a case study – within the phenomenographic paradigm – of Grade 9 educators and learners in four rural schools in North West, South Africa. The study focussed on a specific economics and management sciences (EMS) topic relating to the understanding of the value or price determination of the South Africa rand on the foreign exchange market. The article is divided into three parts: firstly, the concepts of phenomenography and the variation theory of learning are explored and constituted as the conceptual framework; secondly, educators’ experiences with the variation theory as a classroom resource for learning; and thirdly, the impact of educators’ classroom experiences with the variation theory on learners’ quantitative and qualitative learning outcomes. The results showed an improvement in the learners’ understanding of the EMS topic studied.  相似文献   

14.

In this paper, I examine why constructivist practice in mathematics education, while appealing to pre-service teachers' hearts and minds, does not necessarily deliver the empowered and liberated students that many educators and policy developers seem to take for granted. I argue that this may be so because constructivist practice, although it fosters the construction of important and necessary intellectual knowledges, reinforces power/ knowledge relationships of teacher authority that these students experienced at school. I draw on a post-structuralist analysis of my own constructivist practice in teacher education to show how investments of power/knowledge and subjectivity were played out to effectively maintain the status quo , severely limiting the students' experiences and appreciation of problem-solving or investigative ways-of-being in mathematics (education). In the conclusion, I suggest steps that might be taken in teacher education to help students recognise the powerful constitutive effects of discourses and to think about the kinds of classroom relationships that might be most engaging and enabling for learners.  相似文献   

15.
Abstract

This article argues the case that the decline in the numbers of school leavers entering science, technology, engineering and mathematics study courses worldwide and in South Africa in particular, is linked to negative attitudes towards Technology. The issue is regarded as critical since a negative trend in new entrants into the technology sector contributes to the technological skills shortage experienced locally and abroad. The purpose of the research was to determine learners’ perception of the concept of technology in general; their current attitude-status on seven dimensions of attitude towards technology; and factors that affect attitude. To this effect the article reports on the results of a technology perceptions-and-attitudes survey (derived from the PATT-US attitude-questionnaire) conducted on 95 Grade 10-to-12 learners during the 2009 National Science Week initiative held in the Northwest Province of South Africa. The initiative was hosted to promote science and technology awareness amongst the school going youth of the Northwest Province. The Grade 10-to-12 group included in the research represented future school leavers in the Northwest Province who would possibly consider entering into a technological career. The results of the study indicated that age, gender and grade-level of learners presented as factors that statistically significantly affected attitudes towards and perceptions of technology. The findings of the study raised the question whether the various dimensions of attitudes measured in the study influence learners’ choice of a career in technology in different ways.  相似文献   

16.
Summaries

English

Educators need to know when an adolescent will use a particular available problem‐solving mechanism or strategy. If a student can solve proportional reasoning problems in mathematics and physics classes but fails to comprehend the ‘odds’ in a local lottery, the teacher would like to know why. Three task context factors that form obstacles to generalizing logical reasoning strategies are illustrated by research studies. The obstacles are perceived relevance of the variables, perceived goal of the experiment and variable salience. The relationship between these factors and Piagetian theory is explored. Piaget's view that generalization is difficult to predict is a pessimistic one for educators. In contrast to this view, our findings suggest that it is possible to make some predictions abouthow and when logical mechanisms will be generalized to new situations. Implications for designing educational programmes which enhance generalizability of instruction in logical reasoning are described.  相似文献   

17.
abstract

This randomized controlled trial examined effects of the MyTeachingPartner-Math/Science intervention on the quality and quantity of teachers’ mathematics and science instruction, and children’s mathematics and science outcomes in 140 pre-kindergarten classrooms. Teachers participated in the intervention for two years with consecutive cohorts of children. Results from Year 1 are considered experimental, however due to high levels of attrition, results from Year 2 are considered quasi-experimental. Across both years, intervention teachers exhibited higher quality and quantity of instruction. In Year 1, there were no significant effects of the intervention on children’s outcomes. In Year 2, children in intervention classrooms made greater gains in teachers’ ratings of mathematics and science skills and performed better on a spring assessment of science skills. These results have implications for designing and evaluating professional development aimed at supporting children’s mathematics and science knowledge and skills.  相似文献   

18.
ABSTRACT

According to international benchmarks [Thomson, S., Wernert, N., O'Grady, E., & Rodrigues, S. (2017). TIMSS 2015: Reporting Australia's results. Retrieved from Camberwell, Victoria: www.acer.edu.au/timss], Australia’s science education is still in decline and so the need for further investigation into preservice teachers is warranted. Utilising data from a broader mixed methods doctoral study [Norris, C. M. (2017). Exploring the impact of postgraduate preservice primary science education on students’ self-efficacy. Retrieved from http://ro.ecu.edu.au/theses/2040], this paper investigates the type of science learner entering into postgraduate preservice primary teacher education and how different learner types influence teacher self-efficacy and their effectiveness to teach science [Bleicher, R. (2009). Variable relationships among different science learners in elementary science-methods courses. International Journal of Science and Mathematics Education, 7(2), 293–313. doi:10.1007/s10763-007-9121-8]. In this study, data was derived from a modified STEBI-B questionnaire and focus group discussions that provided a deeper insight into the survey data. Participants (N?=?274) were from a one-year Australian Graduate Diploma of Education Primary (GDEP) program. Bleicher’s (2009) research on ‘science learner types’, which included Fearful, Disinterested, Successful and Enthusiastic learners, was used as a theoretical framework to categorise the participants. The study identified a new type of learner (Not Clearly Identifiable, n?=?68), located in the middle of the other four categories, where individuals’ attitudes and beliefs towards science had changed due to life experiences between secondary school and their GDEP program. Statistical analysis showed science learner types did influence participants’ science teaching self-efficacy (STSE), giving suggestions for how this may affect tertiary teacher education courses.  相似文献   

19.
ABSTRACT

This paper presents the results of an exploratory study of a professional development-based effort at one of the nation’s 14 federally designated Historically Black Colleges and Universities community colleges. Course revisions included introductory courses in its Natural Sciences department. The goal was to improve students’ critical-thinking and reading skills in science through faculty professional development opportunities, to improve success across all science, technology, engineering, and mathematics (STEM) curricula. This study examines faculty-selected professional development efforts combined with time release for course revision, and how it impacted students’ attitudes toward science and students’ critical-thinking skills. Six of the department’s 11 full-time faculty instructing introductory science courses received training in WestEd’s Reading Apprenticeship program and on critical-thinking skills. These faculty then revised their courses as they chose based on techniques learned during their training. A comprehensive assessment that included extensive course videos, pre- and post-tests of students’ attitudes toward science the Critical Thinking Assessment Test, and focused interviews with faculty were conducted. Despite major cuts in state support, turnover of key administrators, and other challenges, improvements in student attitudes toward STEM topics and critical-thinking skills were documented as faculty expanded their teaching tool-kits.  相似文献   

20.
《师资教育杂志》2012,38(1):95-109

This paper reports the findings of a study which investigated primary BEd student teachers' scientific backgrounds, attitudes towards science and towards teaching science, their confidence to teach science, and their scientific knowledge and understanding. The findings are discussed in relation to what primary teachers need to know in order to be able to teach science, and to our developing understanding of how science is perceived, experienced and understood by learners. The paper concludes with a discussion of the effectiveness of a pilot course developed to address the issues raised by the study. It is 'learner centred' and focused on the development of knowledge and understanding rather than process, and on factors likely to promote pupil (and student) understanding. The outcomes of the pilot work raise further substantive issues.  相似文献   

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