共查询到20条相似文献，搜索用时 46 毫秒
1.
Evgenia Partasi 《Compare》2011,41(3):371-386
Within the context of a monocultural and monolingual education system, this paper seeks to explore and compare the experiences of Cypriot and non‐Cypriot pupils in Greek‐Cypriot primary schools with culturally diverse pupil populations. The concept of multiculturalism has been introduced only very recently in Cyprus and there has been little research on pupils’ experience and understanding of multiculturalism. Using a narrative approach, this inquiry seeks to provide an understanding of the experience of studying in multicultural primary school classrooms. The pupils of two classrooms, aged between 10 and 12, describe their experience through terms such as new knowledge, religion, language, racism and stereotypes. 相似文献
2.
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
3.
N. Chitera 《Journal of Mathematics Teacher Education》2011,14(3):231-246
Most countries in Africa have introduced the use of local languages as the language of learning and teaching for the first
few years of schooling. Meaning that for the first few years of learning, learners learn mathematics in their local languages.
In response to this, most research has focused on the challenges of using local languages in multilingual mathematics classrooms
in schools. Not much research focuses on how the teacher educators prepare the prospective teachers to teach mathematics in
multilingual classrooms. To further knowledge in the area of multilingualism in mathematics education, I, in this paper, present
an analysis of the literature on multilingual teacher education in Africa. Specifically, I look at what it is that governments
in interested countries are doing in teacher education programs in response to the introduction of local languages in schools.
From the literature examined, I found that although there is awareness in a number of countries of the need for multilingual
teacher education, not much has been done in order to train mathematics teachers on how to use local languages in the classroom.
I therefore recommend that, for those countries that have implemented or planning to introduce the use of local languages
in schools, some reforms should also take place in teacher education programs in terms of training the prospective teachers
how to teach in local languages. 相似文献
4.
Christina Hajisoteriou 《International journal of qualitative studies in education》2013,26(1):112-130
The overarching purpose of this research is to investigate native and immigrant children’s experiences of intercultural pedagogical practices in Cyprus schools. It also explores their suggestions for the improvement of policies and practices for intercultural education. Last but not least, it examines whether Cypriot and immigrant students share similar or different conceptualisations and understandings regarding the above aspects. To this end, interviews were carried out with 40 pupils, aged 11–12, of five primary schools, which presented high concentrations of immigrant students. On the basis of our analysis of our data, the children appeared to perceive intercultural education in terms of culturally responsive discussions, collaborative learning and language learning. 相似文献
5.
Pupil voice is an emerging force for change and improvement in many UK schools, but what is not fully understood is how best to access pupil voice within the specific context of secondary mathematics departments. This paper presents a research project designed to use pupils as co-researchers in increasing knowledge about how to improve learning in mathematics. Pupils within the school were selected and trained as “Ambassadors” to understand and disseminate innovative ways of learning mathematics into their school environment and to act to allow the voice of all the pupils in their year group to be heard. The project was intended both to raise the pupils’ awareness of how learning mathematics could be different and to enable them to voice their newly informed opinions about how best they learned mathematics. The pupils’ current feelings about the way that they were taught mathematics were explored, but the focus of the project was on enabling the pupils to make informed decisions about how they felt their learning could be improved. The pupils’ awareness of different ways of learning mathematics was raised by introducing them to alternative teaching approaches. The data generated were initially analysed by the pupils themselves in order to inform their teachers about their views and subsequently constant comparison analysis resulted in the outcomes reported here. The outcomes indicate that the students could have an important role in enabling schools to develop their teaching and improve their pupils’ mathematical learning when that voice is both informed and authorised. 相似文献
6.
Christina Hajisoteriou Christiana Karousiou 《School Effectiveness & School Improvement》2018,29(1):91-112
Contemporary phenomena, including modernization, globalization, and migration, have altered the sociopolitical and cultural conditions of schooling. Schools are called upon to respond to such change through improvement efforts fostering intercultural education. To this end, this research examines school actors’ perceptions of the successful components of school improvement in culturally diverse schools. For the purposes of this research, we used the Cypriot education system as our case study to carry out observations and interviews with head teachers, teachers, immigrant and native students, and their parents. In identifying the inputs for the improvement of culturally diverse schools, as perceived by school actors, various components emerged, including listening to student voice, socioemotional and culturally responsive teaching, and increased parental involvement. Arguably, these contributing factors bear implications for school-based leadership, building successful professional communities, and enhancing intercultural competence in schools. 相似文献
7.
J. G. Harris 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):96-99
Many aspects of multiracial education were investigated in a national survey of teachers’ opinions. This first part of a two‐part article reports on those items which covered necessary or desirable changes in the curriculum and other aspects of school life. These include topics such as religious education and assemblies, dress and diet, mother‐tongue teaching, English as a foreign language, racial bias in books, cultural adaptation and adjustment, special language needs of West Indian pupils, and deployment of immigrant teachers and non‐teaching staff. A total of 510 teachers (171 primary and 339 secondary) from 25 schools responded to the questionnaire. In these schools the overall proportions of pupils of minority ethnic groups ranged from 18 to 84 per cent. Pupils of Asian, Cypriot, Italian and Afro‐Caribbean origin were represented in varying proportions. 相似文献
8.
In this study we investigated popularity and perceived non‐cooperativeness in multiethnic elementary schools. A sample of 94 pupils aged 10–12 years, from five multiethnic elementary schools, were divided into 26 teams and participated in a structured cooperative learning (SCL) curriculum of 11 lessons. Neither teachers nor pupils had prior SCL experience. The results show that SCL time increased popularity and decreased perceived non‐cooperativeness across ethnic backgrounds. In addition, experience with SCL enhanced the popularity of immigrant pupils and decreased differences in perceived non‐cooperativeness between immigrant and non‐immigrant pupils. Importantly, SCL time only raised popularity and decreased perceived non‐cooperativeness within ethnically heterogeneous teams. This last result extends the notion that enduring interethnic contact is fruitful for interethnic friendships. 相似文献
9.
Issues of combating social exclusion are often held to be synonymous with a reduction of truancy and exclusion from schools. In the UK, for example, the Labour Party has expressed a commitment to reducing the number of pupils truanting or excluded from our schools Social Exclusion Unit (SEU) (1998). As this paper will illustrate however, the social exclusion of pupils goes way beyond simple measures of school attendance. Equally important are issues of affect, the external, observable manifestation of emotion and feeling, which are related to the engagement and active participation of pupils in schools. Drawing on years of teaching and research in Australia and the UK, this paper examines the role of affect in learning and teaching. We begin by examining the ways in which pupils' participation and inclusion is related to their perceptions of themselves, the quality of their relationships in school and their feelings about the culture of the classrooms in which they work. We then examine the ways in which teachers' perceptions of themselves and their feelings about the culture of the school in which they work influences how they teach and indeed how they learn. We argue that constructivist approaches to learning provide an opportunity for pupils, and teachers, to feel more included, rather than excluded, from the education process. 相似文献
10.
Considering the rising proportion of English learners (ELs) in general education, little is known about how this change in classroom composition relates to the frequency of instructional activities and skills. This study uses a multimodal perspective on learning mathematics in a multilingual context, which recognizes the diverse modes of communication that students draw on in mathematics classrooms. We examined national data using quantitative analyses and investigated the mathematics practices that were more likely to occur in kindergarten classrooms that did and did not have ELs. We found teachers reported greater frequency of manipulatives and count/calendar activities in mathematics instruction when there were EL students in the classroom. Teachers in classrooms with ELs also reported a greater frequency of mathematics content that involved teaching shapes and practical skills. The findings indicate that teachers tended towards a supportive multimodal approach to instruction when ELs were present. 相似文献
11.
The research examined the impact on teachers of the grammar element of a new statutory test in Spelling, Punctuation and Grammar (SPaG) in primary schools in England. The research aimed to evaluate the nature and the extent of changes to the teaching of grammar and to wider literacy teaching since the introduction of the test in 2013. The research explored teachers’ responses to teaching grammar to a statutory test format, and how teachers implemented rapid curriculum change in their classrooms. The research sought to learn the perspectives of teachers as they adjusted to new English assessments and new expectations for children’s language in the primary school. This paper draws on teacher interviews (n = 16) and an online survey of teaching staff (n = 170). Teachers discuss their knowledge, understanding and enjoyment of grammar at their own level, and their skills for teaching pupils; they also discuss their observations of how pupils have responded to explicit grammar teaching and the grammar test. The data give some insights into the processes for teachers of applying new requirements for teaching and testing grammar, and how teachers strive to make grammar accessible to children. The findings discussed in this paper are: (1) since the introduction of the statutory SPaG test in primary schools, time spent teaching decontextualised and contextualised grammar has increased significantly; (2) grammar is now taught explicitly and formally as a classroom literacy routine; (3) the test format influences grammar teaching content and approaches; (4) teachers observe that pupils enjoy learning grammar and taking the test; (5) teachers disagree about the extent to which explicit grammar teaching and testing have a positive impact on pupils’ language and literacy skills; (6) teachers feel more confident about teaching grammar. 相似文献
12.
Elizabeth McIntyre 《Educational Psychology in Practice》2009,25(4):301-314
This paper reports on a study which surveyed and interviewed teachers on their perceptions of the barriers and facilitators to the inclusion of lesbian, gay and bisexual (LGB) pupils in school. The outcomes indicated that there was a silencing of diverse sexualities in schools. In theory, teachers had adopted an individual liberal humanitarian stance of “we treat all pupils alike”. In practice this had resulted in confusion regarding how to respond to the needs of LGB pupils and a silence on (homo) sexuality. This paper further discusses the implications of the outcomes of this study for the implementation of the government equality agenda in schools in relation to sexual orientation. 相似文献
13.
Zhenzhen Miao David Reynolds Alma Harris Michelle Jones 《Asia Pacific Journal of Education》2015,35(3):392-403
This article presents initial findings from an empirical study of the effectiveness of mathematics teaching (EMT). The article explores the teaching of mathematics in two very different contexts: England and China. Within each country, the target cohort of pupils were those aged 9–10 and overall, 19 teachers, 10 from England and nine from China, participated in the study together with their pupils (n = 562). Two internationally validated instruments were used to collect the data and teacher behaviours were also measured systematically. In addition, structured observation was undertaken in classrooms in both countries. The results show that, on average, Chinese teachers scored higher on effective teaching measures and Chinese pupils outscored their English peers in the tests that were part of the study. This research project is currently collecting qualitative data but its findings, to date, reinforce the findings from previous research studies suggesting that certain teacher behaviours and classroom factors work effectively to improve student learning outcomes. 相似文献
14.
Stephanie L. Knight Dawn Parker Whitney Zimmerman Atman Ikhlief 《Learning Environments Research》2014,17(1):29-47
Recently, Qatar established educational reform in charter (independent) schools focusing on curriculum standards, student-centred teaching, standards-based assessment, English as the language of instruction, and extensive professional development. A primary area of emphasis was the creation of student-centred mathematics and science classrooms characterised by inquiry and active student participation. The purpose of this study was to investigate differences in the learning environments of Qatari mathematics and science classrooms at two levels: in higher- and lower-performing Qatari schools implementing the recent Education for a New Era reform elements; and in classes of teachers who experienced professional development focused on student-centred teaching strategies and those who did not. Participants included teachers and students in 47 grade 3 and 4 mathematics and science classrooms. Classroom observations were conducted and student learning environment surveys were administered at the beginning and end of the semester. Results indicated low levels of student-centred instruction, despite significant improvement over time. Few differences by level of school performance or professional development participation existed. However, Personalisation emerged as a key learning environment variable related to teachers’ implementation of student-centred instruction. 相似文献
15.
Barbara Scott Nelson 《Journal of Mathematics Teacher Education》1998,1(2):191-215
If the intellectual norms and values embedded in the mathematics education reform movement are to move beyond individual classrooms
and significantly influence entire schools and districts, school and district administrators will need to become centrally,
rather than peripherally, involved. This paper discusses the ways administrators' ideas about the nature of mathematics, learning,
teaching, and school culture affect their interpretations of the nature and intent of the elementary mathematics reform movement
and their thoughts about of how they might support it. In particular, administrators' views of parents' concerns, professional
development for teachers, and of how new ideas move around in a school are discussed. I argue that administrators have well-formed
ideas about mathematics, learning, and teaching, which influence their views of reform and their ideas of how to provide support.
These ideas need to be taken into account if administrators are to be central actors in reform.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
16.
Debra Costley 《School Leadership & Management》2013,33(3):341-354
The introduction of a National Curriculum in England and Wales caused a dilemma for many teachers who were responsible for pupils with learning difficulties. The issue of an entitlement curriculum for all pupils raised fundamental questions about the nature of special educational needs. This paper draws on the results of a questionnaire which was sent to senior teachers in schools for pupils with moderate learning difficulties in England and Wales. The results raise interesting questions about how schools structure the curriculum to enable equality of opportunity for all pupils whilst still managing to cater for the individual learning needs of pupils experiencing difficulties. 相似文献
17.
Zingiswa Jojo 《Africa Education Review》2017,14(3-4):245-262
Creating a classroom learning environment that is suitably designed for promotion of learners’ performance in geometry, a branch of mathematics that addresses spatial sense and geometric reasoning, is a daunting task. This article focuses on how grade 8 teachers’ action learning changed the learning environment for the promotion of geometry teaching. This was an exploratory study in which a sample of 13 grade 8 mathematics teachers from the rural schools of a district in the Eastern Cape Province in South Africa participated in a project aimed at creating mathematical learning environments through action learning while supporting and promoting the teaching of geometry. The study was qualitative and data was collected using questionnaires, classroom observations and semi-structured interviews with the teachers on a participatory action research conducted in two cycles. Results indicated that 92% of teachers changed their classroom environments by modifying instructional strategies, learner -interactions, and engagements, but could not change how they managed the classrooms due to some factors related to power dynamics andthe education policy. It is recommended that teachers be workshopped on modifying their classroom learning environments while they undergo learning in action on the promotion of teaching and learning geometry in their school defining contexts. 相似文献
18.
Teachers working in culturally diverse classrooms: implications for the development of professional standards and for teacher education 总被引：1，自引：0，他引：1
This paper reports the outcomes of a survey to investigate the level of cultural understanding and confidence for teachers working in culturally diverse classrooms. The survey was administered to teachers in primary and secondary schools in an Australian regional city. The aim of analysis was to determine the direction and strength of association of six demographic variables with measures of cultural awareness among teachers and confidence in supporting the learning of students. It found that teacher responses to working in culturally diverse classrooms varied according to levels of familiarity with the cultural groups concerned and with the level of schooling within which the teacher worked. The paper outlines the implications of these findings for the development of professional standards and for teacher education. It discusses how these findings contribute to further investigations into the extent to which teachers understand cultural diversity and their confidence as literacy instructors. 相似文献
19.
Uwe Gellert 《Journal of Mathematics Teacher Education》2000,3(3):251-270
This article discusses findings from an investigation into 42 prospective elementary teachers' views of mathematics teaching
and learning. The focus is on how the participants saw the roles of teachers, pupils,and mathematics in mathematics classes
as they communicated their views in journals written during the study. I argue that some prospective teachers express a tendency
to protect and relieve their future pupils from mathematics. I show how this tendency affects a shift from school being the
place where teachers teach pupils toward a conception of a safe space where the teachers predominantly care for the children.
This revised version was published online in September 2006 with corrections to the Cover Date. 相似文献
20.
Konstantinos Stouraitis Despina Potari Jeppe Skott 《Educational Studies in Mathematics》2017,95(2):203-217
The study reported in this paper concerns the tensions and conflicts that teachers experience while they enact a new set of reform-oriented curricular materials into their classrooms. Our focus is οn the interactions developed in two groups of teachers in two schools for a period of a school year. We use Activity Theory to study emerging contradictions and we elaborate on the construct of dialectical opposition to understand the nature of these contradictions and their potential for teacher learning. We provide evidence that discussions about contradictions and their dialectical character in the two groups support teachers to engage differently in mathematics teaching and learning and carry potentials for shifts in the practices that evolve in their classrooms. Our study addresses empirically in the context of mathematics teaching the philosophical claim about the role of contradictions as a driving force for any dynamic system. 相似文献