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Elina Lahelma 《Educational Research and Evaluation》2013,19(2):119-139
The first school day of four groups of school students starting secondary school is described and analyzed. The article is based on ethnographic research conducted in two secondary schools in Finland by a group of six researchers. Initial encounters between students and the school and its teachers are discussed. The focus is on how the construction, negotiation and learning of the ‘profession’ of being a pupil in a secondary school begins. 相似文献
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通过对我国道德教育的变迁和西方道德教育的现状进行考察,对我国中小学学生价值观变化及学校德育环境进行文献分析和实地调研,我们从课程目标、课堂教学、班级建设、环境优化和教师专业发展诸方面展开了重建学校德育的尝试,并提出若干尚待深究的问题。我们的研究主要围绕如下相关联的核心问题展开：（1）我们处于什么样的价值多元背景下,这一背景的由来如何？（2）中小学学生身处这样的背景,价值观发生了什么样的变化？这些变化的环境原因是什么？（3）要应对这样的变化,学校德育应如何进行重建？（4）这样的背景及学校德育重建对教师的专业成长提出了哪些要求？ 相似文献
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Brady Michael Jack 《Studies in Science Education》2017,53(2):137-164
Generations of students are graduating from secondary school disinterested in post-secondary study of science or pursuing careers in science-related fields beyond formal education. We propose that destabilising such disinterest among future students requires science educators to begin listening to secondary school students regarding their views of how science learning is made interesting within the science classroom. Studies on students’ interest in response to instructional strategies applied in the classroom communicate the opinions (i.e. the ‘voice’) of students about the strategies they believe make their classroom learning interesting. To this end, this scoping study (1) collects empirical studies that present from various science and non-science academic domains students’ views about how to make classroom learning interesting; (2) identifies common instructional strategies across these domains that make learning interesting; and (3) forwards an instructional framework called TEDI ([T]ransdisciplinary Connections; Mediated [E]ngagement; Meaningful [D]iscovery; and Self-determined [I]nquiry), which may provide secondary school science teachers with a practical instructional approach for making learning science genuinely interesting among their students within the secondary school science classroom context. 相似文献
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Henriette Tolstrup Holmegaard Lene Møller Madsen Lars Ulriksen 《Cultural Studies of Science Education》2014,9(3):755-786
The paper presents results from a longitudinal study of students’ decisions to enrol on a higher education science programme and their experiences of it. The aim is to give insights into students’ transition process and negotiation of identity. This is done by following a cohort of 38 students in a series of qualitative interviews during a 3-year period starting as they were about to finish upper secondary school. We find that the students’ choice of study is an ongoing process of meaning-making, which continues when the students enter higher education and continuously work on their identities to gain a sense of belonging to their science or engineering programme. The use of a narrative methodology provides understanding of choice of study as involving changes in future perspectives and in the interpretation of past experiences. Further, we gain access into how this meaning-making process over time reflects the students’ negotiations in terms of belonging to higher education and their coping strategies when their expectations of their new programme interact with their first-year experiences. 相似文献
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This article reveals the intrinsic connection between the constructs normality, identity, meaning, cultural tracking, and school achievement. In particular, it illuminates the indirect connection between cultural tracking and a reduction in the meaningful engagement of school tasks. As documented elsewhere, learning proceeds in a meaningful environment with meaningful goals embedded within the broader framework and context of human life, with identity anchored in a stable cultural and communicative framework. What my study shows is how Ethiopian students are in a state of identity crisis as they grapple with two cultural systems and structures of meaning which confuse their sense of direction. In the process, meaningfully propelled learning dispositions and an affectively driven urge to achieve scholastic excellence deteriorate. Thus, the lagging academic performance of these children is partly caused by the school system which has little knowledge of the way these children and their parents feel and think in terms of identity, belongingness and negotiation of meaning. It is not that Ethiopian students are unmotivated, they work hard to achieve excellence. It is more that the process of learning a new code of behaviour, values and school culture is taking place rapidly without the original culture's active participation as a basic link and a vehicle for further learning. The article also points out the extent of the economic and otherwise power‐related differences between black and white Jews in Israel. 相似文献
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This article discusses the way in which social identities structure the learning processes of students in two subjects in the Dutch secondary school curriculum—Care and Technology. It analyses interviews with 23 students and their teachers with a view to explaining the disappointing results in these subjects in terms of breaking through gender and class‐related preferences and learning outcomes. The subjects Care and Technology refer to social practices with which groups of students identify in different ways. On the other hand, students also appear to make active use of these subjects in their identity development. The authors argue for explicitly combining the notion that learning is peripheral participation in social practices with analyses of the power relationships that structure those practices. Also, the question should be addressed of how the relative autonomy of the school can be used for organizing learning experiences in such a way that the constraints of social position and identity are reduced, and the restrictive character of social identities is challenged. 相似文献
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基于中等职业教育基础性转向的政策背景,通过对全国10660位中职生的问卷调查,研究了影响我国中职生升学的若干因素。研究发现：中职生具有很高的升学意愿,且以本科为主要期望学历;毕业班和学习自我效能感强的中职生更可能选择升学;学生干部身份和学校生涯教育质量会影响中职生升学意愿;家庭对中职生升学与否的影响主要体现在经济、文化和社会资本,但影响方式和程度与普高生存在差异;对省域中职升学政策的了解和认同会促进学生升学,而对就业市场和本科招生政策的了解和认同会削弱中职生升学意愿。基于此,未来应从职教本科办学规模、高等职业教育招考机制、央地项目设置、公共财政兜底、生涯教育和升学指导等方面优化中职升学环境。 相似文献
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Lore Van Praag Rut Van Caudenberg Ward Nouwen Noel Clycq Christiane Timmerman 《Journal of Education & Work》2017,30(6):599-611
This study focuses on how students, who for a variety of reasons struggle in mainstream secondary schools, can be supported and engaged by alternative forms of education and training to attain a (formal) qualification. Interviews and focus groups are carried out with school staff members of distinct types of alternative learning arenas in Flanders (northern part of Belgium): second chance secondary education, part-time apprenticeship track and part-time work-based vocational education. Our analyses reveal that, due to the selectiveness of mainstream secondary education, staff members in alternative learning arenas mainly struggle with the ways to develop inclusive curricula/practices and with the actual content of the curricula of their educational training or programme they are supposed to teach. Staff members struggle with putting into practice the fundamental aim to prepare socially vulnerable students for their future lives. Debates within the school team focus upon the relative importance of transferrable, specialist and social skills and competences. Results of this study are discussed to further enhance the professionalisation of school teams, and can be seen as the starting point to specify and develop the curriculum taught in both alternative learning arenas and mainstream secondary education. 相似文献
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张颖 《佳木斯教育学院学报》2012,(2):326-327
本文在分析中职学生英语学习现状的基础上,探讨中职教师如何激发学生英语学习动力的问题。提出要从以下几方面来着手:建立良好的师生关系,创造和谐的课堂氛围;改变以往教学方法,调动学生英语学习兴趣;分析当前就业形势,激发学生英语学习动机;运用"赏识教育",增强学生英语学习自信;鼓励克服困难,培养学生英语学习意志。 相似文献
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The complex environmental challenges humanity faces require citizens who are scientifically and environmentally literate. Many environmental education programs are situated in the field where students are immersed in their learning. These field-based activities are engaging but may lack opportunities for students to develop critical thinking and reasoning skills necessary to be environmentally literate. We suggest a socio-scientific issue (SSI) based teaching approach can increase epistemic engagement and lead to student gains in scientific and environmental literacy. This study describes how we modified an existing field-based ecology course, framing the learning around a local environmental socio-scientific issue. We used a convergent parallel mixed-methods approach to examine the changes in socio-scientific reasoning (SSR) over time for high school students in this course as a measure of scientific and environmental literacy. Results indicate that a focused SSI field-based environmental education curriculum can support development of socio-scientific reasoning and environmental literacy competencies among high school students. 相似文献
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There is growing recognition of the significance of learning within debates about sustainable development. Within the field of environmental education research, however, there has been insufficient attention given to questions of learners and learning. In the light of this situation, this paper reports findings from two studies (one in England, the other in Sweden) that focused specifically on learners' experiences of and responses to environmental curricula in secondary school and higher education. Three kinds of learning challenges that can be experienced by students on environmental education courses are outlined and discussed. The main purpose of the paper is to highlight the complexity of the learning experience within environmental education and to draw attention to the need for improved research‐based understandings of environmental learning processes. 相似文献
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More research needs to examine how novice teachers successfully negotiate multiple ideologies with others in ways that allow them to construct preferred teaching identities. This qualitative study addressed that need by investigating how one high school English teacher negotiated contradictory ideologies related to writing instruction at her school. In particular, the study examined how the teacher negotiated ideologies with allies, students, and practitioner researchers. Implications suggested that practitioner research groups could provide support for ideological negotiations and teacher identity construction. Educators would benefit from teacher education that explicitly discusses and supports methods of negotiation through case study and video analysis. 相似文献
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This study sought to understand how dialogic teaching, as enacted in everyday classroom interaction, affords students opportunities for identity negotiation as learners of science. By drawing on sociocultural and sociolinguistic accounts, the study examined how students’ discursive identities were managed and recognized in the moment and over time during dialogic teaching and what consequences these negotiations had for their engagement in science learning. The study used video data of classroom interactions collected from an elementary science learning project and placed a specific analytic focus on four students in particular. The results reveal evidence of a rich variety of discursive identities exposed during dialogic teaching, thus demonstrating how the students’ identity negotiations were configured according to the social architecture of classroom discourse. Addressing the temporal dimension of dialogic teaching points out critical shifts in the students’ discursive identities, of which identification is argued to be pivotal when creating equitable science learning opportunities. 相似文献
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The concept of ‘cycles’ could be an integrative one for learning about environmental issues within several school subject areas. This concept is the subject of this study with the following question: what are the ideas secondary school students associate with the word ‘cycles’ before instruction? Students formulate their associations on the stimulus word ‘cycles’ in terms of the school subject areas ‘biology’ and ‘environment’ more than in terms of the subject areas geography or other sciences. In their formulations a restricted number of cycle ideas, relevant for the use of cycles as an integrative concept in environmental education, occurs. Possibilities for making use of the concept of cycles in lower and higher secondary environmental education are discussed. 相似文献
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Antonio Muñoz-García María José Aviles-Herrera 《Assessment & Evaluation in Higher Education》2014,39(3):349-363
Recent research has shown an increase in academic dishonesty in different educational systems and levels, and negative effects on the academic institution, society and the students themselves. In order to describe the differential perception of academic dishonesty by Spanish secondary school and university students, and to study its consequences on psychological well-being, comparisons between two groups of students from secondary education and university were carried out, using measures of the perception and execution by others of dishonest behaviour, as well as psychological well-being and satisfaction with life and learning. University students revealed greater laxity of conscience, considering dishonest behaviour to be less serious and more common than secondary school students, and indulging in more dishonest behaviour themselves. They also showed greater spiritual, personal, community and environmental well-being, and greater satisfaction with learning. However, transcendental spiritual well-being was greater in the group of secondary education students. Academic dishonesty was associated with satisfaction with learning in both groups, and with satisfaction with life in secondary education. Its link with measures of spiritual well-being was greater in the group of secondary education students, being linked to transcendental well-being only in the group of university students. No gender differences were observed in any of the variables. 相似文献
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Liv T. Dávila 《British Educational Research Journal》2021,47(4):855-871
This article analyses the perspectives and experiences of refugee and immigrant secondary school students in the USA who are from the Democratic Republic of Congo to examine the interplay between identity and civic education, and broader socio-political discourses around immigration and inclusion. Data are drawn from a 2-year qualitative study that took place between 2016 and 2018, and included interviews, field notes from classroom observations and recordings of classroom discourse in high school civics classes. Findings are analysed through anthropological framings of citizenship and provide important insight into how marginalisation in one context is experienced in another—how refugee and immigrant youth’s socially conscious identities in resettlement contexts can be borne out of personal and familial histories that transcend geographical borders. In so doing, it showcases how civic learning can involve a dialogic process of self-representation and representation of group memberships. This research emphasises these youth’s inherent agency and resistance to single-story narratives about their lives. It concludes with implications for teachers and learners on incorporating active, critical and participatory transnational citizenship education into the classroom. 相似文献
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This article uses a case study approach to explore the impact of two school environmental education programmes, from the perspective of participating students, their teachers and their parents. A total of 152 students (79 from primary schools and 73 from a secondary school), 3 teachers and 62 parents contributed their perceptions regarding the impact of the programmes. Each programme is described in detail and students' responses compared across the two programmes and across different class groups participating in each programme. It is concluded that both programmes were successful in engaging students in thinking and learning about environmental issues, although some programme features were more likely than others to lead to impacts beyond the bounds of the classroom. Recommendations are made regarding those features that need to be included in school environmental education programmes in order to maximise student and family learning outcomes. 相似文献