首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 46 毫秒
1.
《Africa Education Review》2013,10(2):395-411
Abstract

Poor learner performance in South African schools raises concerns related to lack of commitment and accountability from school leaders and teachers with no common vision to promote a culture of high learner performance. This paper provides a literature overview of research available on the impact of professional learning communities (PLC) on effective teaching and practices to promote higher levels of learning amongst students; the nature of PLCs; their essential characteristics, developmental stages and challenges; and an assessment of the benefits of PLC in schools and the challenges of PLC from other researchers’ observations. PLCs are necessary to encourage collaborative teamwork on essential outcomes and intervention activities in learning. Finally, I conclude by exploring how South African schools can benefit from the practices of professional learning communities which endeavour to improve teaching practices and poor learner achievement.  相似文献   

2.
ABSTRACT

Students at community colleges are being placed into developmental writing classes at significantly high rates, as high as 80% at some colleges. Many of these students are students of color, and the need to help them persist and succeed is of increasing importance. The purpose of this study was to investigate the most promising practices by community college developmental writing programs. This article presents a review of more than 245 publications from over 450 authors, synthesized down to 36 validated studies with the goal of informing scholars and practitioners of the current state of the field. Themes emerging from these studies and a conceptual model through which findings can be viewed are presented. The analysis, with a focus on the structural, curricular, andragogical, and relational domains, documents only validated studies about the most promising practices. This article supports, challenges, and recommends how to better serve students in the developmental writing context. This author hopes to change how colleges implement developmental writing practices so that practitioners will be given the best tools to help all students succeed.  相似文献   

3.
ABSTRACT

This paper offers a detailed consideration of how the theoretical scope of the boundary object concept fits within an actor-network theory (ANT) sensibility when researching ‘messy objects’. Messy objects are artefacts whose relational effects are inherently slippery and complex. As the aim of ANT is to show how non-human and human actors are co-constitutive in performing social activity, the uptake of boundary objects in ANT studies may appear to be an expedient analytical endeavour. However, scholars have raised concerns that the boundary object concept has lost some of its original analytical bearing, and that it is theoretically incompatible with ANT. This paper argues that a more careful reading of boundary objects’ conceptual origins can provide useful insights for an ANT study. To illustrate this argument, findings are presented from an ethnographic study of engineers’ knowledge practices in an emerging industry. Specifically, it shows that when a messy object – a signature on a contract – is foregrounded as a boundary object, particular knowledge practices are made visible. However, due to the complexity and messiness of the signature’s performance, this paper contends that a pluralist theoretical approach to analysing messy objects may be more helpful to address issues of professional practice and knowledge.  相似文献   

4.

In this article I argue that qualitative research that focuses attention on how change is being understood and experienced on the ground can contribute to broader theoretical insights. In recent research I have been exploring how lecturers apply their understandings of learning outcomes and personal development planning. At one level, these practices are mundane, yet they are subject to increased regulation, policy debate and scrutiny. In understanding macro-level changes, as well as deconstructing policy rhetoric, we need theoretical work that pays attention to the exercise of agency at the micro-level. The article presents a critical realist analysis of the significance of agency as developed by Margaret Archer. The argument for the importance of detailed analysis of mundane practices is then elaborated in the analysis of specific examples. The conclusions are not based on privileging a particular method. Rather, I argue that, in theorising about teaching and learning, and change in higher education, we need a clear focus on agency as the impact of macro-level changes are mediated through the understandings of specific actors, and their creativity and resistance.  相似文献   

5.
In this paper I address some questions pertinent to the development of school art education. I begin by considering how we relate to art and how we might understand the notion of this relation in terms of human subjectivity and the art object. To do this I describe particular art practices that have broadened social conceptions of art, which in turn, become part of art itself and shape performances of understanding, learning and practice. Implicit to this discussion is a change in how artists, art practice and engagement with art are conceived. I then consider some art events in school art education and analyse how human subjects, art practices and objects are understood in this context. This leads to further remarks about how learners and practice in school art education might be discerned in the light of the preceding discussion.  相似文献   

6.
In this article I bring artistic production into the learning sciences conversation by using the production of representations as a bridging concept between art making and the new literacies. Through case studies with 4 youth media arts organizations across the United States I ask how organizations structure the process of producing autobiographical digital art through a focus on representational tasks and how learning can be traced by examining youth artists' representations over time. Using a distributed cognition framework I analyze data on the process of making digital art in terms of the macro and micro tasks performed in order to identify occasions for external representation construction and use across organizations. I then examine how individual youth engage in these macro and micro tasks by producing representations that demonstrate their understanding. These analyses show that youth media arts organization production processes engage young artists in a representational trajectory that begins with developing a story about the self, moves toward a focus on how the tools of the medium afford representation of that story, and culminates in digital representations that reflect an understanding of the relationship between story and tools.  相似文献   

7.
It is our presupposition that there is still a need for more research about how classroom practices can exploit the use and power of visualization in mathematics education. The aim of this article is to contribute in this direction, investigating how visual representations can structure geometry activity in the classroom and discussing teaching practices that can facilitate students’ visualization of mathematical objects. We present one illustrative episode that shows how drawings of geometrical figures have a powerful role in structuring and modifying the mathematical activity in the classroom. It was selected from a database that we have been building to investigate the learning of mathematics in public elementary schools in Brazil. The framework of Activity Theory helped in the characterization of the episode as a system of interconnected activities. We discuss the changes and transformations perceived in those activities; and we explore the idea of miniature cycles of learning actions to focus on the mathematical learning that is taking place. We describe the dynamics and the complexity of the ongoing activity in the calculation of areas; and, how drawings form a part, and show their influence, in it. We argue that part of this influence was associated with the contradiction between abstract mathematical ideas and their empirical representations, revealed by the tensions perceived in the activities analysed; and, simultaneously, that we could see as an impelling force for the learning of the rules and norms which regulate the use of visual representations in school mathematics.  相似文献   

8.
In this article I present some ideas, based on qualitative research into young children's drawing, related to the developing discourse on young children's thinking and meaning making. I question the relationship between perception and conception and the nature of representation, challenging traditional ideas around stage theory and shifting the focus from the drawings themselves to the process of drawing, and thus to the children's own purposes. I analyse examples of my observations (made in naturalistic settings within a nursery classroom) to reveal the range of representational purposes and meaning in children's drawing activity. My analysis shows that, rather than being developmentally determined, the way children configure their drawings is purposeful; children can recognise the power of drawing to represent, and that they themselves can be in control of this. I explore aspects of the process, including transformation and talk to show the importance of understanding drawing in its specific contexts. I show how children's drawing activity is illuminated by the way in which it occurs and the other activities linked to it, presenting drawing as part of children's broader, intentional, meaning‐making activity. As an aspect of the interactive, communicative practices through which children's thinking develops, representation is a constructive, self‐directed, intentional process of thinking in action, through which children bring shape and order to their experience, rather than a developing ability to make visual reference to objects in the world. I suggest that in playing with the process, children are actively defining reality rather than passively reflecting a given reality.  相似文献   

9.
ABSTRACT

Although generic skills have received widespread attention from both policymakers and educationalists, little is known regarding how students acquire these skills, or how they should best be taught. Hence, the aim of this study was to identify what kinds of pedagogical practices are behind the learning of eight particular generic skills. The data were collected from university students (N =?163, n?=?123) via Internet questionnaires. The findings from regression analyses showed that teaching practices involving collaboration and interaction as well as features of a constructivist learning environment and integrative pedagogy predicted the learning of generic skills – such as decision-making skills, different forms of creativity, and problem-solving skills. In contrast, the traditional forms of university teaching – such as reading, lecturing, and working alone – were negatively associated to learning generic skills. Overall, this study offers detailed information about the pedagogical practices that nurture learning generic skills in university contexts.  相似文献   

10.
Abstract

This case study critically evaluates benefits and challenges of a form of assessment included in a final year undergraduate Religious Studies Open University module, which combines a written essay task with a digital audio recording of a short oral presentation. Based on the analysis of student and tutor feedback and sample assignments, this study critically examines how teaching and learning practices linked to this novel form of assessment have been iteratively developed in light of the project findings over a period of two years. It concludes that while this form of assessment poses a number of challenges, it can create valuable opportunities for the development of transferable twenty-first-century graduate employability skills as well as deep, effective learning experiences, particularly – though not exclusively – in distance learning settings.  相似文献   

11.
ABSTRACT

The overall aim of this study is to explore how individual children with long-term school difficulties follow unique ‘trajectories of participation’ in special educational needs settings, sometimes in unexpected ways, and how this contributes to alternative forms of identification and processes of learning. The data draws on long-term video-ethnographic work, tracing trajectories of participation during the course of a school year for an individual girl with an ADHD diagnosis who is a newcomer to a special support school in Sweden. We use a multi-layered theoretical and methodological framework to learning, identities and participation as situated practices to explore how the focal girl, through her everyday participation in classroom contexts structured to amplify the student’s capabilities, gradually moves from an ‘unwilling student’ to an ‘agentive learner’. Through a multimodal interactional analysis, we demonstrate how the focal girl’s actions and the teacher’s scaffolding responses are interactionally organised, and the emotional and relational dimensions in the creation of participation frameworks for learning. It is argued that the student’s agency and emerging emotional engagement in school-based learning are intimately linked to the pursuit of building long-term learning relationships based on mutual trust.  相似文献   

12.
Abstract

Vietnam is emerging as an accelerated economic and political society with an increased global presence; thus, increased attention has been given to producing qualified college graduates who can contribute to the growing global economy. Yet challenges exist due to lack of educational infrastructure and ineffective teaching practices. As a result, the Vietnamese government embraces international collaborations in higher education as a way to address educational needs; however, although research exists on policy implications and government priorities, very little is known about how students perceive the teaching methods provided at these collaborative transnational universities. The purpose of this qualitative case study is to examine graduate students’ perceived effectiveness of teaching methods at Vietnamese-German University (VGU), a predominantly technology and engineering university that is an international collaboration between Vietnam and Germany. We seek to answer the research question of, ‘how is the use of student-centred practices effective in an international learning environment?’ Findings from graduate students indicate that collaborative learning, specifically through group work and modified flipped classrooms, are effective ways to maximise student learning. Implications for practice and future research are discussed as ways to emphasise the benefits of student-centred teaching and learning at transnational collaborative universities.  相似文献   

13.
Abstract

Critical discourse analysis (CDA) can be a powerful tool for focusing on aspects of social practice which might otherwise go unremarked but which may have a significant impact on who has access to a specific area of learning. The quality of interpersonal relationships has long been acknowledged as a crucial aspect of success in teaching, including teaching in ‘content’ area subjects such as science. However, the development of excellence in this aspect of science pedagogy is given scant attention, with disciplinary content being the main focus of most curriculum reforms designed to make science more accessible for all. This may be due in part to a paucity of research into ways of creating a positive interpersonal environment in science which in turn may be due to an ignorance of the best tools available for this purpose. My research attempts to redress this balance somewhat by providing critical analyses, using CDA, of the pedagogical discourse practices of teachers who are successful in engaging a wide range of students in school science. In this article I will focus on how difference and intertextuality have been handled in a short sample of text taken from a ‘learning support’ Year 9–10 science class.  相似文献   

14.
  相似文献   

15.
ABSTRACT

Research with children involving their use of digital and mobile technologies either as a methodological tool or in relation to their learning foregrounds emerging ethical issues and practices. This paper explores some of the ethical and practical challenges we faced in studies involving the recruitment of young children as research participants, and where the integrity of these research collaborations was critical. We propose an ethical framework to foreground these challenges that is shaped by a view of children as social actors and experts on their own lives, information and communication technologies as ubiquitous in children’s lives, and ethics as a situated and multifaceted responsibility. This framework has three aspects: access, authenticity and advocacy. We draw on examples from different research projects and use ethically important moments to illustrate how notions of access, authenticity and advocacy can foreground the ethical challenges in teaching–learning research contexts to better consider and offer children greater agency in research collaborations.  相似文献   

16.
Sue Cox 《Education 3-13》2017,45(3):375-385
ABSTRACT

In this article, I discuss how the context of children’s classroom activities and the quality of their participation and agency are key to learning around values. These pedagogical approaches lie in a socio-cultural theoretical framework which I use to show how ‘empowered’ participation in classrooms and in enquiry activities in curriculum areas is bound up with learning democratic values. Focusing on humanities subjects, I show how such values-based democratic pedagogical approaches in these areas of the curriculum (along with others) can be transformative, promoting values education, personal agency and social change.  相似文献   

17.
Abstract

In this article the author describes the changing of traditional teaching patterns, how difficult and time-consuming such changing can be and how use of information and communications technology (ICT) may affect that change process. She gives an overview of some effects ICT appears to be having on teaching and learning in the Icelandic educational system. Teaching practices at the compulsory level of schooling in Iceland are described and indications presented on how little they appear to be changing. Effects on teaching practices in teacher education at Iceland University of Education are also discussed, with the trend towards distance education and net-based teaching and learning being by far the most noticeable  相似文献   

18.
ABSTRACT

A body of literature on students as partners (SaP) in higher education has emerged over the last decade that documents, shares, and evaluates SaP approaches. As is typical in emerging fields of inquiry, scholars differ regarding how they see the relationship between the developments in SaP practices and the theoretical explanations that guide, illuminate, and situate such practices. In this article we explore the relationship between theory and practice in SaP work through an analysis of interpretive framing employed in scholarship of SaP in teaching and learning in higher education. Through a conceptual review of selected publications, we describe three ways of framing partnership that represent distinct but related analytical approaches: building on concepts; drawing on constructs; and imagining through metaphors. We both affirm the expansive and creative theorising in scholarship of SaP in university teaching and learning and encourage further deliberate use and thoughtful development of interpretive framings that take seriously the disruptive ethos and messy human relational processes of partnership. We argue that these developmental processes move us toward formulating theories of partnership praxis.  相似文献   

19.
Abstract

Practices such as formal focused professional dialogue groups, coaching conversations, mentoring conversations and professional learning staff meetings have been taken up in schools and pre-schools as part of long-term action research and development activities to improve the learning and teaching practices. The development of relational trust has long been described in the literature as pivotal for the ongoing ‘success’ of such research and development in sites. In this article, we attempt to re-characterise relational trust as it is accounted for by participants in action research. We present data from a cross-nation study of middle leaders from Australian primary schools and Swedish pre-schools. Middle leaders are those teachers who ‘lead across’; they have both an acknowledged position of leadership or responsibility for the practice development of colleagues and a significant teaching role. The larger study examined the practices of middle leaders; and in this article we draw on interview data from one of the case-study sites that illustrate how colleagues in schools recognise the role middle leaders have for facilitating action research and teaching development. This article specifically presents excerpts from semi-structured interviews with 25 teachers, three principals, three executive teachers and three district consultants. Interviewees described how nourishing a culture of relational trust and mutual respect are critical features in the change endeavour. For them, the practices of the middle leader who facilitated the action research were instrumental in developing trust for teacher development. Analysis of participant accounts revealed five dimensions of trust: interpersonal trust, interactional trust, intersubjective trust, intellectual trust, and pragmatic trust.  相似文献   

20.
This article addresses the position of community art practices and the role of practitioners in urban cracks. Community art practices raise possibilities for a reconceptualisation of the concept of community and an extension of the concept of art in public space. Urban cracks are conceptualised as spatial, temporal and relational manifestations of changing dynamics in the city, in which different logics and needs conflict. Urban cracks can be seen as tempting urban spaces for adult educators and artists because they have the possibility to challenge the consensus over living together in the city, to fuel collective learning processes and democratic moments and to make urban spaces more ‘public’. Therefore practitioners in community art need to make an investment in reading and analysing the social and spatial context of their work. In this view, community art practices position themselves as a contextualised praxis in the community: not only working in but also working with this context.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号