共查询到20条相似文献，搜索用时 62 毫秒
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Physics teachers’ approaches to teaching physics are generally considered to be linked to their views about physics. In this
qualitative study, the views about physics held by a group of physics teachers whose teaching practice was traditional were
explored and compared with the views held by physics teachers who used conceptual change approaches. A particular focus of
the study was teachers’ views about the role of mathematics in physics. The findings suggest the traditional teachers saw
physics as discovered, close approximations of reality while the conceptual change teachers’ views about physics ranged from
a social constructivist perspective to more realist views. However, most teachers did not appear to have given much thought
to the nature of physics or physics knowledge, nor to the role of mathematics in physics.
相似文献
| Pamela MulhallEmail: |
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Joon Sun Lee 《Early Childhood Education Journal》2006,33(6):433-441
The 18 preschool teachers in the study tended to agree that preschool education for 4-year-olds should foremost be fun and engaging, not stressful. Teachers should develop curricula based on children’s interests and everyday lives, and allow children to choose their activities and to direct their own play and exploration at their own pace. The goal of preschool education should be to promote children’s social, emotional, and physical well-being, and not focus so much on academic learning.
相似文献
| Joon Sun LeeEmail: |
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We study in this article mathematics teachers’ documentation work: looking for resources, selecting/designing mathematical tasks, planning their succession, managing available artifacts,
etc. We consider that this documentation work is at the core of teachers’ professional activity and professional development.
We introduce a distinction between available resources and documents developed by teachers through a documentational genesis process, in a perspective inspired by the instrumental approach. Throughout their documentation work, teachers develop documentation systems, and the digitizing of resources entails evolutions of these systems. The approach we propose aims at seizing these evolutions,
and more generally at studying teachers’ professional change.
相似文献
| Luc TroucheEmail: |
6.
Angela Eckhoff 《Early Childhood Education Journal》2008,35(5):463-472
The visual arts can be an important and rich domain of learning for young children. In PreK education, The Task Force on Children’s
Learning and the Arts: Birth to Age Eight (Young children and the arts: Making creative connections, Washington, DC: Arts Education Partnership, 1998) recommends that art experiences for young children include activities
designed to introduce children to works of art that are high quality and developmentally appropriate in both content and presentation.
This paper documents the teaching strategies utilized by a master art teacher at the Denver Art Museum to engage preschool-age
students in art viewing experiences which were part of a museum-based art program. This research provides support for integrating
rich, meaningful art viewing experiences as a regular part of young children’s arts experiences while offering early childhood
educators teaching strategies for early art viewing experiences.
相似文献
| Angela EckhoffEmail: |
7.
The development of two observational tools for assessing metacognition and self-regulated learning in young children 总被引：1，自引：1，他引：0
David Whitebread Penny Coltman Deborah Pino Pasternak Claire Sangster Valeska Grau Sue Bingham Qais Almeqdad Demetra Demetriou 《Metacognition and Learning》2009,4(1):63-85
This paper reports on observational approaches developed within a UK study to the identification and assessment of metacognition
and self-regulation in young children in the 3–5 year age range. It is argued that the development of observational tools,
although containing methodological difficulties, allows us to make more valid assessments of children’s metacognitive and
self-regulatory abilities in this age group. The analysis of 582 metacognitive or self-regulatory videotaped ‘events’ is described,
including the development of a coding framework identifying verbal and non-verbal indicators. The construction of an observational
instrument, the Children’s Independent Learning Development (CHILD 3–5) checklist, is also reported together with evidence
of the reliability with which it can be used by classroom teachers and early indications of its external validity as a measure
of metacognition and self-regulation in young children. Given the educational significance of children’s development of metacognitive
and self-regulatory skills, it is argued that the development of such an instrument is potentially highly beneficial. The
establishment of the metacognitive and self-regulatory capabilities of young children by means of the kinds of observational
tools developed within this study also has clear and significant implications for models and theories of metacognition and
self-regulation. The paper concludes with a discussion of these implications.
相似文献
| David WhitebreadEmail: |
8.
Jennifer H. James 《Early Childhood Education Journal》2008,35(5):413-418
Written from the vantage point of both a mother and teacher educator, the author recounts the journey taken by Sarah, her
4-year old daughter, as she is introduced to and explores map making as a means of representing and making sense of familiar
and unfamiliar places. Offering Sarah’s experience as context, the author offers both a practical and theoretical discussion
of children’s emerging geographic literacy, its relationship to identity development and the importance of understanding children’s
experience and socio-emotional development to inform pedagogy.
相似文献
| Jennifer H. JamesEmail: |
9.
Christina M. Desai 《Children‘s Literature in Education》2006,37(2):163-184
This article explores the question of how children’s literature reflects national identity in a diverse society. Drawing parallels with Ellison’s Invisible Man, it speculates on how literary omissions and misrepresentations of diverse groups may influence the minds of young readers in their attitudes toward themselves, their nation, and others. In a sampling of the current children’s picture book literature of Malaysia in English, it relates current thinking in multiculturalist and post-colonial theory to the forms of multiculturalism found in these works. It examines this literature’s representations of history, diversity, class, gender, and values to determine who is represented, how they are portrayed, who is excluded, and what values are promoted, exploring what image of national identity this literature projects.
相似文献
| Christina M. DesaiEmail: |
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Employment interviews are widely used in the selection of quality teachers, and indeed research confirms administrators’ belief in the validity of the procedure. However, many key recommendations for improving the general reliability of interviews including selecting questions that are job-related and research grounded, including well designed scoring rubrics, and incorporating adaptive variable-length interview designs are generally not well implemented in currently available instruments. Furthermore, emerging research suggests the need for specially tailored interviews that assess attitudes and pre-dispositions deemed essential to teachers’ effectiveness in certain high attrition environments like urban schools. This study describes the development and initial field-test results of a computer based, adaptive interview with an additional domain included for teachers in urban areas. The instrument is based on careful analysis of the suggestions from the extant literature base about effective employment interview techniques, effective general teaching practices, and sound teaching strategies in urban schools. By comparing the interview scores of 30 teachers with varying effectiveness ratings provided by administrators in one urban district, significant correlations were found. Regression analysis indicated a significant amount of variance in teachers’ effectiveness ratings could be predicted from their scores on the interview instrument.
相似文献
| Howard EbmeierEmail: Phone: +1-785-8649728 |
12.
Alberto J. Rodriguez 《Cultural Studies of Science Education》2008,3(4):867-873
This paper provides a critical review essay of Ajay Sharma’s Portrait of a science teacher as a bricoleur: A case study from India. The main focus is two fold. First, arguments are presented to draw attention to how little advances in science teaching and
science learning research have impacted teachers’ practice and student achievement in the last 40 years. Second, the paper
describes how the researcher’s traditionally detached role and truncated agency may inadvertently contribute to preserving
the status quo by only documenting the Other’s struggles and challenges. I suggest that researchers need to re-conceptualize
their roles as co-agents of change if we are to assist the Other effect positive and long-lasting change in the increasingly
complex and demanding contexts in which teachers are expected to teach and students to learn.
相似文献
| Alberto J. RodriguezEmail: |
13.
Young-Suk Kim 《Reading and writing》2009,22(1):57-84
Previous studies with English-speaking families in the North American context demonstrated that home literacy practices have
positive influences on children’s literacy acquisition. The present study expands previous studies by examining how home literacy
practices are related to growth trajectories of emergent literacy skills (i.e., vocabulary, letter-name knowledge, and phonological awareness) and conventional literacy
skills (i.e., word reading, pseudoword reading, and spelling), and by using data from Korean children and families (N = 192). The study revealed two dimensions of home literacy practices, home reading and parent teaching. Frequent reading
at home was positively associated with children’s emergent literacy skills as well as conventional literacy skills in Korean.
However, children whose parents reported more frequent teaching tended to have low scores in their phonological awareness,
vocabulary, word reading and pseudoword reading after accounting for home reading. These results suggest a bidirectional relationship
between home literacy practices, parent teaching in particular, and children’s literacy skills such that parents adjust their
teaching in response to their child’s literacy acquisition. Furthermore, cultural variation in views on parent teaching may
explain these results.
相似文献
| Young-Suk KimEmail: |
14.
Tara E. Higgins Michele W. Spitulnik 《Journal of Science Education and Technology》2008,17(5):511-521
Professional development is critical in supporting teachers’ use of technological tools in classrooms. This review of empirical
research synthesizes the effective elements of professional development programs that support science teachers in learning
about technology integration. Studies are examined that explore how professional development supports technology use within
inquiry-based and traditional science instruction. Implications for future research are discussed in four areas: understanding
and building on teachers’ beliefs about science and technology; supporting teacher learning by supporting teachers’ examination
of students’ work; using technology to support teacher communities and social networks; and sustaining teachers’ learning
beyond formal professional development programs.
相似文献
| Tara E. HigginsEmail: |
15.
In response to the critical shortage of qualified mathematics teachers in the U.S., the TIME 2000 Program was created with
funds from the National Science Foundation, at Queens College of the City University of New York. Now institutionalized, the
program is designed to support the recruitment, preparation, and retention of prospective teachers through a close-knit learning
community in which participants experience an innovative and multifaceted program for their four years of undergraduate study.
This article describes the innovative aspects of the program that show promise of preparing highly competent teachers whose
careers span a lifetime. Short- and long-term strategies for recruiting students from high school are described as well as
the program components that are designed to increase retention of candidates in the program and in teaching.
相似文献
| Alice F. ArtztEmail: |
16.
Diann L. Baecker 《Children‘s Literature in Education》2007,38(3):195-206
Scott O’Dell’s Island of the Blue Dolphins tells the archetypal story of the young, virgin, orphan girl who is vulnerable to either debauchery or rescue. That such
a girl must succumb to either one or the other is a necessary element of the archetype. In O’Dell’s work—one intended, after
all, for children—the heroine is rescued by a paternalistic figure and re-inscribed into the patriarchal world. Yet, in the
hands of young readers, Island—part fairytale, part rescue narrative, part feminist parable—becomes a story of independence and survival, despite the heroine’s
“rescue” at the end.
相似文献
| Diann L. BaeckerEmail: |
17.
Phillip D. Tomporowski Catherine L. Davis Patricia H. Miller Jack A. Naglieri 《Educational Psychology Review》2008,20(2):111-131
Studies that examine the effects of exercise on children’s intelligence, cognition, or academic achievement were reviewed
and results were discussed in light of (a) contemporary cognitive theory development directed toward exercise, (b) recent
research demonstrating the salutary effects of exercise on adults’ cognitive functioning, and (c) studies conducted with animals
that have linked physical activity to changes in neurological development and behavior. Similar to adults, exercise facilitates
children’s executive function (i.e., processes required to select, organize, and properly initiate goal-directed actions).
Exercise may prove to be a simple, yet important, method of enhancing those aspects of children’s mental functioning central
to cognitive development.
相似文献
| Phillip D. TomporowskiEmail: |
18.
Recognizing meaning in students’ mathematical ideas is challenging, especially when such ideas are different from standard
mathematics. This study examined, through a teaching-scenario task, the reasoning and responses of prospective elementary
and secondary teachers to a student’s non-traditional strategy for dividing fractions. Six categories of reasoning were constructed,
making a distinction between deep and surface layers. The connections between the participants’ reasoning, their teaching
response, and their beliefs about mathematics teaching were investigated. We found that there were not only differences but
also similarities between the prospective elementary and secondary teachers’ reasoning and responses. We also found that those
who unpacked the mathematical underpinning of the student’s non-traditional strategy tended to use what we call “teacher-focused”
responses, whereas those doing less analysis work tended to construct “student-focused” responses. These results and their
implications are discussed in relation to the influential factors the participants themselves identified to explain their
approach to the given teaching-scenario task.
相似文献
| Sandra CrespoEmail: |
19.
Tim Rowland 《Educational Studies in Mathematics》2008,69(2):149-163
This empirical paper considers the different purposes for which teachers use examples in elementary mathematics teaching,
and how well the actual examples used fit these intended purposes. For this study, 24 mathematics lessons taught by prospective
elementary school teachers were videotaped. In the spirit of grounded theory, the purpose of the analysis of these lessons
was to discover, and to construct theories around, the ways that these novice teachers could be seen to draw upon their mathematics
teaching knowledge-base in their lesson preparation and in their observed classroom instruction. A highly-pervasive dimension
of the findings was these teachers’ choice and use of examples. Four categories of uses of examples are identified and exemplified:
these are related to different kinds of teacher awareness.
相似文献
| Tim RowlandEmail: |
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Felicia M. Moore 《Journal of Science Teacher Education》2007,18(5):773-794
This study describes how teachers use their personal knowledge of a school district and their students to cope with teaching
under stressful situations associated with economic, social, and institutional factors. The 3 teachers dealt with these issues
in unique ways, focusing on helping students to overcome negative perceptions, value the importance of an education, and build
strong relationships. A model of multicultural science professional development is proposed that complements the strengths
that these teachers have. A task for science educators working with teachers and administration in schools and districts that
are “critically low performing” is to support everyone in implementing pedagogical methods aimed at empowerment, social justice,
and high achievement for all students.
相似文献
| Felicia M. MooreEmail: |