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1.
Helen Clarke 《International journal of qualitative studies in education》2013,26(4):477-497
Extracts from the written conversation between research student and supervisor show the nature of educative research supervision. The authors argue that researcher–supervisor relationships are methodological in nature as they shape and influence the people, the project and the field. Such relationships, which construct meanings, are complex. A conversational approach, spoken or written, with its freedom, spaces and power dynamics, provides possibilities for reflexivity and growth for all parties. This conversational freedom is illustrated in the structure of this text, as a dialogue to which the voice of the UK editor of this journal is added, constructing another layer to the conversation. As in conversation, the form and content of the text is messy and open to interpretation, yet its construction reflects the argument presented in the text. Supervision as conversation replaces then subverts the managerialist approach to research supervision and its carefully planned, linear route to a dissertation. 相似文献
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This study examines the anatomy of a teacher–student feedback encounter by qualitatively analysing live recordings of feedback between a teacher and her student in upper secondary school in Norway. By conducting a conversation analysis, this research identifies the overall organisation of the encounter. The results reveal that, first, the teacher used questions to establish a basis to promote her own agenda and worked to optimise students' contributions by providing positive feedback and minimising critiques and disagreement and second, the student approached the teacher's feedback with resistance. The study concludes with pedagogical implications for practice. 相似文献
3.
Patricia Stringer Rida Blaik Hourani 《Educational Research for Policy and Practice》2013,12(2):149-174
Abu Dhabi, United Arab Emirates (UAE) is in the process of initiating major education reform designed to improve schools. Parental involvement in support of student learning ranks high on the reform agenda. This study explores managerial aspects of implementing home–school relationships in seven primary Public Private Partnership (PPP) schools in Abu Dhabi, UAE. Participants involved in this study were principals, social workers, teachers, parents, and students. Managerial aspects discussed in this paper relate to: (a) benefits of home–school relationships; (b) roles and responsibilities of stakeholders; (c) home–school communication; and (d) constraints and challenges faced in the management of home–school relationships. The findings elicit recommendations for improvement which may inform the work of policymakers, principals, social workers, teachers and parents in their continued efforts to build home–school relationships. 相似文献
4.
RESUMENEl punto de partida del trabajo presentado en el estudio de las variedades no standard del francés. Tras la constatación de que el marco de referencia utilizado hasta ahora para el estudio de estas variedades ha sido fundamentalmente la variedad standard escrita, los autores proponen un cambio de óptica al abordar la descripción y análisis del lenguaje oral de locutores adultos y niños en diferentes tipos de situaciones informales. Ello les lleva a reconocer dentro de la competencia lingüística de los locutores un doble sistema de organización de los enunciados: el basado en el modelo tradicional de la frase o construcción gramatical y el basado en las configuraciones discursivas.Tras pasar revista a ambos tipos de sistemas y proporcionar una serie de ejemplos de configuraciones discursivas complejas, los autores abordan desde esta perspectiva un análisis somero de las relaciones existentes entre sistema lingüístico y otros componentes que determinan las producciones verbales de los locutores. Finalmente, el nuevo marco de referencia adoptado les lleva a replantearse la relación entre la variedad standard normativa y las restantes variedades no standard, así como a una revisión de las diferencias constatadas entre las producciones lingüísticas de los niños y las de los adultos. 相似文献
5.
Representing Nature of Science in a Science Textbook: Exploring author–editor–publisher interactions
Maurice DiGiuseppe 《International Journal of Science Education》2013,35(7):1061-1082
Current reforms in elementary and secondary science education call for students and teachers to develop more informed views of the nature of science (NOS)—a process in which science textbooks play a significant role. This paper reports on a case study of the development of representations of the NOS in a senior high school chemistry textbook by the book's author, editor, and publisher. The study examines the multiple discourses that arose as the developers reflected on their personal and shared understandings of NOS; squared these with mandated curricula, the educational needs of chemistry students and teachers, and the exigencies of large-scale commercial textbook publishing. As a result, the team developed and incorporated, in the textbook, representations of NOS they believed were the most pedagogically suitable. Analysis of the data in this study indicates that a number of factors significantly influenced the development of representations of NOS, including representational accuracy (the degree to which representations of NOS conformed to informed views of the NOS), representational consistency (the degree to which representations of NOS in different parts of the book conveyed the same meaning), representational appropriateness (the age-, grade-, and reading-level appropriateness of the NOS representations), representational alignment (the degree to which NOS representations aligned with mandated curriculum), representational marketability (the degree to which NOS representations would affect sales of the textbook), and ‘Workplace Resources’ factors including availability of time, relevant expertise, and opportunities for professional development. 相似文献
6.
This case study examines how differing views on the teacher's role in school reform affected the work of a school–university partnership. The school district and the university had a history of partnerships and shared common general goals. Yet, as the partnership progressed, conflicting perspectives about teaching and the purpose of professional development became evident and created dilemmas that influenced the nature of the work. We provide background information about each partner, describe the two views, and examine how the differing perspectives influenced the goals and activities of the partnership. This study highlights the complex issues embedded in school–university collaboration. 相似文献
7.
Sabine Little 《International Journal for Academic Development》2016,21(4):273-285
This paper discusses experiences of a student-ambassador network within one UK-based Centre for Excellence in Teaching and Learning, problematising key issues in relation to transience in staff–student partnerships in high education, and highlighting the importance of the educational developer in facilitating institution-wide partnership models. Theoretical explorations are supported by data gathered throughout the Network’s operation, including student evaluations following the first year of operation, and a final ‘impact study’ conducted with staff and students. The article develops the notion of a ‘collective conscience’ model of student engagement, which supports all students via a variety of activities, incorporating short, mid-range, and long-term goals, and enabling a range of collaborative and individual opportunities for success. 相似文献
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Matthew Kearney 《Research in Science Education》2004,34(4):427-453
This paper focuses on the use of multimedia-based predict–observe–explain (POE) tasks to facilitate small group learning conversations. Although the tasks were given to pairs of students as a diagnostic tool to elicit their pre-instructional physics conceptions, they also provided a peer learning opportunity for students. The study adopted a social constructivist perspective to analyse and interpret the students conversations, focussing on students articulation and justification of their own science conceptions, clarification of and critical reflection on their partners views, and negotiation of new, shared meanings. Two senior science classes participated in this interpretive study. Data sources were mainly qualitative and included audio and video recordings of students small group discussions at the computer, interviews with selected students and their teachers, classroom observations, and student surveys. Findings indicate that the computer-based POE tasks supported students peer learning conversations, particularly during the prediction, reasoning and observation stages of the POE strategy. The increased level of student control of the POE tasks, combined with the multimedia nature of the program, initiated quality peer discussions. The findings have implications for authentic, technology-mediated learning in science. 相似文献
10.
US schools fail to engage a significant proportion of adolescent students. Although student engagement is significantly related to academic achievement, there is a dearth of longitudinal research simultaneously examining the impact of personal and contextual factors on student engagement at both individual and school levels. Using a nationally‐representative sample, multilevel growth curve analyses found significant factors related to adolescents’ student engagement both in initial status and rate of growth. Significant factors at the student level were students’ locus of control, self‐esteem, peer academic value, parental expectation and parent–child communication along with the students’ socio‐economic status, previous grades and friend dropout history. Significant factors at the school level were teacher rules on homework, teacher support, and school safety. Implications for research and practice are discussed. 相似文献
11.
As student–teacher–scientist partnerships become more widespread, there is a need for research to understand the roles assumed
by scientists and teachers as they interact with students in general and in inquiry learning environments in particular. Although
teacher roles during inquiry learning have been studied, there is a paucity of research about the roles that scientists assume
in their interactions with students. Socio-cultural perspectives on learning emphasize social interaction as a means for students
to make meaning of scientific ideas. Thus, this naturalistic study of classroom discourse aims to explore the ways scientists
and teachers help high school students make meaning during authentic inquiry investigations. Conversational analysis is conducted
of video recordings of discussions between students and teachers and students and scientists from two instances of a student–teacher–scientist
partnership program. A social semiotic analytic framework is used to interpret the actions of scientists and teachers. The
results indicate a range of common and distinct roles for scientists and teachers with respect to the conceptual, social,
pedagogical, and epistemological aspects of meaning making. While scientists provided conceptual and epistemological support
related to their scientific expertise, such as explaining scientific phenomena or aspects of the nature of science, teachers
played a critical role in ensuring students’ access to this knowledge. The results have implications for managing the division
of labor between scientists and teachers in partnership programs. 相似文献
12.
《Early education and development》2013,24(4):411-422
The purpose of this paper was to examine the processes and outcomes of teacher–child attachment relationship formation in a therapeutic preschool. Although the average child did not form a secure teacher–child attachment relationship, as a group and over time children became more secure in their teacher–child attachment relationships. Children who were least secure, most avoidant, and most resistant in their initial teacher–child relationship were the children who moved the most rapidly towards security. Children who moved the most rapidly towards security were the least resistant, and most likely to seek comfort within their teacher–child relationships by the final data collection point. 相似文献
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Stacy R. Johnson Kristy J. Finlon Roger Kobak Carroll E. Izard 《Early Childhood Education Journal》2017,45(4):461-470
Peer coaching provides an attractive alternative to traditional professional development for promoting classroom quality in a sustainable, cost-effective manner by creating a collaborative teaching community. This exploratory study describes the development and evaluation of the Colleague Observation And CoacHing (COACH) program, a peer coaching program designed to increase teachers’ effectiveness in enhancing classroom quality in a preschool Head Start setting. The COACH program consists of a training workshop on coaching skills and student-teacher interactions, six peer coaching sessions, and three center meetings. Pre-post observations of emotional support, classroom organization, and instructional support using the Classroom Assessment Scoring System of twelve classrooms assigned to peer coaching were compared to twelve control classrooms at baseline and following the intervention. Findings provide preliminary support that the peer coaching program is perceived as acceptable and feasible by the participating preschool teachers and that it may strengthen student–teacher interactions. Further program refinement and evaluation with larger samples is needed to enhance student–teacher interactions and, ultimately, children’s adaptive development. 相似文献
15.
Building relationships between universities and industry bodies is of prime importance for creating value for universities’
stakeholders. This paper focuses on relationships in relation to undergraduate internship programmes in the Social Sciences.
Using the relationship marketing approach, we analyze this type of collaboration of firms with a large public Spanish University.
We build and test a structural equations model whose results show that communication is a key building block of relationships,
having a positive effect on satisfaction with the relationship, trust and functionality of conflict, and that trust and commitment
increase the level of collaboration of firms with universities. 相似文献
16.
Orly Lipka 《Reading and writing》2017,30(6):1361-1375
The goal of this study was to examine oral word reading fluency from a developmental perspective in a longitudinal study of students from second grade to sixth grade. The sample was consisted of native English speaking students that took part in a large longitudinal study. Participants were assessed on cognitive and literacy measures such as working memory, phonological awareness, rapid automatized naming and syntactic awareness—oral cloze. Two main research questions were examined: first, what relationships will be found between the cognitive, literacy and linguistic measures, and which of them simultaneously predict oral reading fluency, in each age group? And second, which cognitive and literacy measures in second grade predict word reading fluency in sixth grade? Results show that cognitive and literacy measures contribute differently to word reading fluency skill across the different grades, while the only strong predictor across all age groups, was the phonological awareness. Finally, taking together past and previous findings, a proposed definition of fluency from a developmental perspective is suggested, based on the results of the study that show in a clear manner, that reading fluency, its contributors and its predictors, change respectively to the reading phase obtained in each grade. 相似文献
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In this paper we problematise the notion of authority as it appears in discourse relating to school discipline. The account of authority that dominates is narrow and restricted, and the term is sometimes used as a synonym for control. This prohibits full consideration of the range of relationships in which authority manifests itself. We draw on sociological and philosophical literature, and argue that a multi-dimensional concept of authority may offer a more nuanced framework for theorising student–teacher relationships in schools. We consider how each of the forms of authority outlined by Wrong (2002)—coercive, legitimate, competent, personal and authority by inducement—may have some application to the classroom setting. In particular we explore the concept of ‘personal authority' and its potential to enhance understanding of the contested and under-theorised concept of authority. We begin by exploring ways in which the current policy context presents challenges to particular forms of authority. 相似文献
19.
Inne Vandyck Rick de Graaff Albert Pilot Jos Beishuizen 《Learning Environments Research》2012,15(3):299-318
School?Cuniversity partnerships (SUPs) are considered a way of improving teacher education. For the successful implementation of such partnerships, cooperation between the different stakeholders is of crucial importance. Therefore, most partnerships are organised in short- and long-term teams, which are usually composed of teachers, student teachers and representatives of the university faculty. This study focused on the collaboration process of a team of modern language teachers who work and learn together in a teacher community. The aim of this study was to investigate how to design a learning environment that stimulates community development in these teams, applying the cooperative learning model of Johnson and Johnson in Learning together and alone: cooperative, competitive, and individualistic learning. Allyn and Bacon, Boston, (1999). Based on this model, design principles were developed to stimulate community development in this group. Community development was measured through observations of the meetings of the group, using the community model of Admiraal, Lockhorst and van der Pol described in this issue. The five principles found relevant in this SUP team were profiling the group as an identity, equivalent cooperation, rotating the chairperson, reflecting on the collaboration and giving feedback on the products made in the group. 相似文献