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1.
Abstract

This study investigated the teaching of gifted children in a Montessori school, with particular reference to gifted students with learning difficulties in writing. Within an action research context, the teachers participated in professional development in the education of gifted children and were provided with ongoing curriculum and resources support. The teachers made modifications to their gifted students’ programs after this professional development. Positive outcomes in aspects of writing, such as punctuation, spelling, sentence control and text organisation, as well as improved social outcomes, were achieved by the gifted students with writing difficulties.  相似文献   

2.
Two professional preparation paths lead to teaching positions in the lower primary grades; their different histories and emphasis result in potentially conflicting paradigms. We examined the viewpoints of 119 pre-service teachers who were either at the beginning or near the end of their programs in early childhood (ECED) or elementary education (ELED). They completed a survey of their beliefs about primary classroom practices. ECED students, compared to ELED students, favored practices more consistent with the constructivist nature of National Association for the Education of Young Children (NAEYC) guidelines in several areas, including teaching strategies, expectations of the children, assessment strategies, and teacher- and child-directed activities. One significant difference was found between beginning students and student teachers, with student teachers favoring more frequent use of less developmentally appropriate behavior management strategies.  相似文献   

3.
This paper aims to investigate the ways in which four Grade 5 teachers perceived and implemented a new constructivist mathematics curriculum, after all their past experience of traditional mathematics in Taiwan. The meaning and indicators of constructivist and traditional mathematics were explored and developed based on reviews of three countries’ mathematics curricula and studies on mathematics teaching. Through interviews and classroom observations, teachers’ practices were analyzed in these terms, separated into cognitive and affective aspects. The teachers were found to meet the new curriculum halfway, to address cognitive issues more effectively than affective ones, and to implement a common curriculum differently. The results support the need to analyze the teaching of mathematics in relation to affective as well as cognitive elements, and are discussed in relation to mathematics teaching internationally.  相似文献   

4.
Constructivism has emerged as a very powerful model for explaining how knowledge is produced in the world as well as how students learn. Moreover, constructivist teaching practices are becoming more prevalent in teacher education programs and public schools across the nation, while demonstrating significant success in promoting student learning. In this essay, the author takes a serious look at constructivist teaching practices highlighting both the promises and potential problems of these practices. The author argues that constructivist teaching has often been misinterpreted and misused, resulting in learning practices that neither challenge students nor address their needs. He outlines some of the ways in which constructivism has been misconstrued and analyzes several ways in which constructivist teaching has been misused. The author also presents two examples that illustrate the effective use of constructivist teaching and explains what makes them successful.  相似文献   

5.
Abstract

This study investigated university teachers’ characteristics and their influence on teaching practices: Coming from expectancy-value theory, teachers’ personal value of teaching was introduced as a possibly relevant variable and examined along with constructivist and transmissive teaching beliefs as to how they affect various aspects of university teaching. The sample consisted of 79 university teachers, whose data were combined with the teaching assessment of 2552 students enrolled in their courses and of external observers. Multiple regression analyses showed that value of teaching affected observed structuring, student active involvement, and rapport. Transmissive beliefs impacted the observed quality of instruction, and constructivist beliefs were positively related to student-reported clarity of instruction, the stimulation of student involvement, and rapport. Notably, the predictors displayed a data source specific result pattern. As potential reasons for the link between student-reported variables and constructivist beliefs a general factor in the students’ assessment and a survivor bias associated with teachers’ constructivist beliefs are discussed.  相似文献   

6.
This study examines the effectiveness of an educational methods course for changing early childhood preservice teachers' instructional beliefs. The teaching methods course emphasized constructivist teaching principles. Seventy-eight of the early childhood education preservice teachers who were enrolled in this course filled out the Teacher Belief Survey at the beginning and end of the 15-week course. The results of both quantitative and qualitative data analysis indicated that participation in the teaching methods course had significantly changed preservice teachers' beliefs. As a result of the course, preservice teachers' constructivist beliefs increased, and these beliefs became more concrete and coherent. Results are discussed in relation to the literature, and the implications of examining early childhood education programs are explored.  相似文献   

7.
蒙特梭利幼儿混龄教育法对于培育中国独生子女形成良好的社会性品行,具有重要的参考价值。在实施幼儿混龄教学活动中,首先应充分做好教具的预备和教师精神状态的预备;其次应引导大龄孩子甘当小龄孩子的好哥哥、好姐姐;最后还应适时引导小龄孩子进行角色转换。通过上述科学的教育途径,帮助独生子女尽快地克服种种性格缺陷,更好地培育出健康、和谐的社会性人格。  相似文献   

8.
职前幼儿教师培养应当培养理解和关心儿童的儿童研究者和反思实践者,最终以指向师生的幸福生活为旨归。基于此的教学应对是设立以全面发展为核心的教学评价体系,倡导幼儿教师自主成长;采用"研习—实践"教学模式,使幼儿教师在实践中理解儿童;构建关注儿童的幼儿教师伦理文化,促进幼儿教师自我理解。  相似文献   

9.
This professional development program was designed to prepare science teachers to be more student-centered and to implement newer goals for science instruction. These goals are to improve science teaching in ways that promote broader and longer-lasting learning. Secondary school science teachers in Korea are expected to follow a rigid national curriculum with large classes - often with more than 50 students. This study focuses on feedback and follow-up interaction with teacher participants who were enrolled in a month-long workshop in the U.S. before returning to Korea to implement the new ideas. Assistance was offered to help teachers develop teaching modules which were more constructivist while also assisting with assessment efforts that provided further evidence of use of the new teaching practices and their effect on student learning. Student mastery of concepts and improvement in student creativity were two aspects of the summer workshop experiences and these were evaluated to illustrate workshop effects on teacher participants in their actual classrooms. An erratum to this article is available at .  相似文献   

10.

Developing writing skills is a central part of the education curriculum in many countries, yet numerous children have difficulties in producing written texts. To our knowledge there is no systematic study examining the ways in which Greek teachers adapt their writing instruction strategies to accommodate the children’s needs. The aim of the present study was to identify the approaches teachers employ while teaching writing in Greek primary schools and to examine the nature and frequency of these different aspects of teaching writing. We replicated and extended the Dockrell et al. (Read Writ Interdiscip J 29(3):409–434, 2016) study, using the Not so Simple View of Writing framework. One hundred and three teachers responded to an online questionnaire, which consisted of questions regarding their academic qualifications and their specific teaching practices. The majority of the sample felt prepared and enjoyed teaching writing. However, almost all of the teachers found teaching writing challenging and half of them reported that supporting struggling writers was difficult for them. Overall, teachers reported more work at word level, occurring almost weekly, than at text level. Differences between Grade levels they taught were also evident for specific domains of writing. Recommendations for future research and implications for educational practice are discussed.

  相似文献   

11.
Preschool boys identified by their parents and/or teachers as active, inattentive, and impulsive ( N = 69) at age 4 were compared with boys without problem ( N = 43) on observational measures of symptm-related behaviors, obtained across context (home, laboratory, and preschool). Problem boys differed from comparison boys on measures of activity/inattention, noncompliance, and impulsivity obtained in the 3 settings. At a 2-year follow-up, when they were 6 years old, problem boys continued to differ from comparison boys on laboratory measures of activity and impulsivity; there also was some stability in these symptomatic behaviors. Implications of these findings for the emergence and persistence of externalizing problems in preschool boys are addressed.  相似文献   

12.
This study assessed the nature of instruction in 314 kindergarten and first-grade classrooms from 155 schools in 48 school districts in three states. The schools served a relatively high proportion of low-income children and children of color. Despite the restricted range in student populations served, qualities of the schools and observed classroom instruction were associated with the demographics of the student body. Schools serving relatively high proportions of low-income children and children of color were rated by teachers to have more negative social climates. Teachers in these schools emphasized basic skills more and engaged in more didactic teaching and less constructivist teaching practices. At the classroom level, teaching approaches were predicted by teachers’ goals, the ethnic composition of their classroom, and the degree to which teachers perceived the families of the children in their classroom to have challenges associated with poverty. Didactic teaching was particularly common in classrooms with a high proportion of African–American students and in which teachers believed poverty-related problems inhibited parent involvement in their children's education; constructivist teaching was high in classrooms with a high proportion of Caucasian children.  相似文献   

13.
本研究追踪比较北京﹑香港和新加坡三地课程政策与教学实践对幼儿中文识字能力发展的影响。研究对象是三地198名儿童及其教师。研究者采用《学前及初小中文识字量表》对两组被试儿童(2岁﹑3岁组)进行了测试﹐一年后再复测。被试教师则填写《学校识字环境指数》问卷。研究者还到被调查的幼儿园进行现场课室观察。研究结果发现:(1)三地的学前中文识字课程政策及具体教学实践都有显着差异。(2)到4岁时﹐香港和新加坡幼儿在中文识字方面表现显著优于北京幼儿。(3)除年龄因素以外,不同的课程政策、教师年资及课堂教学经验等因素是预测幼儿一年后中文识字能力发展的最好指标。  相似文献   

14.
The transition from generic mentoring to specific mentoring practices can provide a stronger focus for developing preservice primary teachers (mentees) in subject‐specific areas. Constructivist theory and a five‐factor model towards specific subject mentoring are proposed as ways to develop mentees' teaching practices. Firstly, constructivist theory complements mentoring within field experiences (practicum/internship), as it can be used to build upon prior understandings towards developing the mentee's knowledge and skills for teaching. Secondly, the picture that emerges from the literature shows five factors for mentoring, namely: (i) personal attributes that the mentor needs to exhibit for constructive dialogue; (ii) system requirements that focus on curriculum directives and policies; (iii) pedagogical knowledge for articulating effective teaching practices; (iv) modelling of efficient and effective practice; and (v) feedback for the purposes of reflection for improving practice. It is argued that ‘generalist’ primary teachers in their roles as mentors will require specific mentoring strategies linked to these five factors to enable effective mentoring in specific subject areas.  相似文献   

15.
为了考察建构主义思潮对课堂教学的影响,对初中数学教师进行了调查.结果表明,教师在帮助学生进行认知建构时更多关注学科层面,更少关注学生层面;在促进学生开展社会建构时更多倾向于师生交往,更少关注学生之间的合作;在为建构主义教学创造条件时努力关注数学与现实的联系,并满足学生的需要,但课程意识却非常淡薄.这折射出教师的教学观念发生了期望中的变化,但要完全服务于学生的建构学习,还有很长的路要走.  相似文献   

16.
Research Findings: This study examined the consistency between early childhood teachers' self-reported curriculum beliefs and observations of their actual interactive behaviors with children in classrooms. Also tested was the hypothesized moderation by teacher and classroom characteristics of the association between beliefs and practices. A total of 58 preschool teachers completed a survey describing their professional backgrounds and curriculum beliefs. Their classroom practices were observed using a newly developed instrument that documented teacher interactions with children. Most teachers in this sample strongly endorsed child-initiated learning beliefs, although their beliefs about teacher-directed learning varied considerably. The most frequently observed teacher behaviors in the classroom were giving directions to children, responding to children's initiations, and engaging in non-interactive classroom management activities. Overall, teachers' curriculum beliefs and observed classroom practices were weakly correlated. However, there were moderation effects. Stronger congruence between teacher-directed learning beliefs and observed teaching behaviors was found among teachers who had more professional training and more years of teaching experience. Practice or Policy: These results support the importance of early childhood teacher professional development. They suggest that teacher preparation and professional development programs should focus on the intellectual transformation between teacher knowledge and teacher practice, promoting both aspects of development.  相似文献   

17.
This paper explores the policy of single‐sex classes that is currently being adopted in some schools as a strategy for addressing boys’ educational and social needs. It draws on research in one Australian government, coeducational primary school to examine teachers’ and students’ experiences of this strategy. Interviews with the principal, male and female teachers responsible for teaching the single‐sex classes and the students involved in these classes are used to illustrate the impact and effect of the strategy on pedagogical practices in this particular school. The data are used to raise critical questions about the impact and effects of teachers’ pedagogical practices in light of the current literature and research about single‐sex classes. In this case study, it was found that teachers had a tendency to modify their pedagogical practices and the curriculum to suit stereotypical constructions about boys’ and girls’ supposed oppositional orientations to learning. It is concluded that teacher knowledges and assumptions about gender play an important role in the execution of their pedagogies in the single‐sex classroom.  相似文献   

18.
The purpose of this study was to understand what personal epistemologies and science teaching goals preservice secondary science teachers of a teacher education program in the USA bring with them to their learning to teach and how they translate such beliefs into actions. A set of essay questions, developed through a pilot study, was used to identify preservice teachers’ personal epistemologies and teaching goals at the beginning of science methods instruction. Classroom observation reports, video recorded teaching episodes, lesson plans and self-video reflections were collected to identify connections between their epistemologies, teaching goals, and practice of teaching. Relational and ontological dimensions of epistemological beliefs were found to be useful for understanding preservice teachers’ personal epistemologies and teaching practices. The data suggests that the participants’ espoused teaching goals were relevant to their personal epistemologies when differentiating naïve personal epistemologies from the sophisticated, and their emerging teaching practices demonstrated shifts in personal epistemologies and potential for further development in teaching practices. Findings indicate sources of how teaching practices are shaped. Implications for teacher education include needs for addressing ways to deal with teaching constraints for constructivist teaching approaches, collaboration with content course instructors, critical reflection on field experience, and developing induction programs that support continuing development of emerging teaching practices.  相似文献   

19.
Numerous research studies have shown that science methods courses based on constructivist approaches can enhance teacher knowledge and confidence in ways that foster more positive attitudes to the teaching of science. However, a critical part of reflective practice is the opportunity to observe competent professionals practising their craft. Opportunities to observe teachers engaging in constructivist and inquiry based practices in many undergraduate programs are limited. Our goal was to make visible the pedagogical practices and assumptions of teachers through a suite of multimedia resources that provided visual examples of professional practices. In this paper, we report on the development and use of these multimedia resources. These resources incorporated interactive CDROMs, videos and websites and supplemented an instructional program that engaged learners in a range of reflective practices. Evaluation data were derived from focus group interviews with preservice teachers, from interviews with instructors and from surveys with inservice teachers. Analysis of these data supports the value of multimedia material as a vicarious learning experience; and highlights the extent that multimedia can demystify science teaching.  相似文献   

20.
The Survey of Assessment Beliefs (SAB) was developed to measure teacher candidates' perceptions about grading practices. After piloting, the SAB was administered to 222 teacher candidates at a large northeastern urban university, along with a measure of their beliefs about teaching. Candidates were found to support many grading practices not recommended by professional standards. Support for grading practices that deviate from professional recommendations was positively associated with support for constructivist approaches. Significant differences were found in grading and teaching attitudes between elementary and secondary education teacher candidates. Teacher candidates became more moderate in endorsing nonstandard grading practices following coursework in classroom assessment but on average maintained a tendency to approve academically enabling grading practices. This study provides empirical evidence about possible areas of tension between constructivist learning theory and principles of educational measurement, and it helps classroom assessment teachers understand the needs of their target audiences.  相似文献   

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