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1.
The effective management of pupils' undesirable behaviours in the classroom represents a major challenge for teachers. In order to better comprehend the difficulties facing them it is important to examine how they perceive pupil behaviours at different stages of their professional development. The present study examined the effects of teaching experience and pupil and teacher gender on student teachers' perceptions of the seriousness of various forms of undesirable behaviours. A structured questionnaire was completed by 243 student teachers, regarding the perceived seriousness of 25 behaviours in boys and girls. Results indicated that both teaching experience and pupil gender were important moderators of their perceptions. For instance, novice student teachers rated overtly antisocial behaviours as serious, whereas their experienced counterparts gave higher ratings of seriousness to internalising forms of behaviour. A degree of gender stereotyping was also apparent in the perceptions of mainly novice teachers. The accumulation of teaching experience may help direct teacher attention to more subtle aspects of pupil behaviour difficulties and may reduce gender stereotyping. 相似文献
2.
Ian Mitchell 《Research in Science Education》2010,40(2):171-186
This paper distils 24 years of classroom research into promoting quality learning in science classrooms to develop an overall
framework for better understanding and describing both the learning and the teaching approaches that stimulate and support
it. For me, quality learning is characterised by adjectives such as informed, purposeful, reflective, intellectually active,
metacognitive and independent. Central to quality learning is the role of talk, and central to promoting talk which promotes
quality learning are certain teacher behaviours. I first focus on the ways that teachers behave in the classroom in order
to promote, react to and use student talk. These behaviours are summed up in a list of twelve principles for quality teaching.
Each of these principles requires, as well as appropriate teacher behaviours, the use of effective teaching procedures. I
then focus on four kinds of student talk that exemplify informed, purposeful, reflective and intellectually active thinking.
These variously involve students’ existing ideas and explanations; increasing student ownership of practical activities; constructive
challenges to the teacher (or text’s) idea, and lateral, reflective ‘thinking’ questions. 相似文献
3.
Parlo Singh 《British Journal of Sociology of Education》1993,14(1):39-58
In this paper concepts from Bernstein's theory of pedagogic discourse are used to analyse student communication in the computer setting of the classroom. The perceptions of the classroom teacher and year fwe students, four girls and seven boys, about social relations in the classroom are the focus of analysis. It is argued that the pedagogic device of technocratic masculinity is socially constructed to relay power/knowledge relations. In the case study a group of male students manage to gain a position of power because they select, sequence, organise and transmit technological knowledge forms. The boys’ control over power/knowledge relations in the computer setting is strengthened by the support of the classroom teacher, who acknowledges the boys’ claim to computer expertise. Through the dual actions of a group of boys and the classroom teacher, a fiction about computer knowledge and competency is socially constructed in the classroom. Within the fiction of the technological patriarchy regulating classroom practice, the behaviour of boys is interpreted as ‘risk‐taking’ ‘experimental’ and ‘technologically competent’. Girls are positioned as inactive, passive and rule‐followers within the regulative discourse. While some girls position themselves within the structures of technocratic discourse, other girls deconstruct the ‘truth’ of their computer incompetence and passivity. For the girls, movement across and within the symbolic categories of regulative discourses is a constant struggle of the inner and outer voice. The girls must mediate their social relations with significant ‘others’. In addition, the girls must reconcile their inner voices. They must struggle to negotiate a positioning for themselves as ‘nice’ and ‘good’, carriers of messages, the domestic, the subservient. At the same time, these girls, the daughters of professional career mothers, must struggle to be ‘not nice’, to be powerful, active and gain credit for their computing skills. 相似文献
4.
Gerardo Moreno 《Education 3-13》2013,41(4):363-371
When a student demonstrates a challenging or problematic behaviour in the classroom, the climate and the instructional experience can change dramatically for both the students and the classroom teacher. Before resorting to sanctions and punitive consequences, there is a series of steps a classroom teacher can conduct to reduce and replace the challenging behaviour with desired and positive behaviours. The Functional Behavioural Assessment (FBA) is a systematic data collection process used to ascertain information about a student demonstrating a challenging behaviour(s). Typically reserved for students receiving special education services, the FBA can assist students in the general education curriculum as well. More importantly, the FBA process can be of great use in helping the classroom teacher better understand the challenging behaviour, the triggers for the behaviour and the reinforcing consequences of the behaviour. This paper will review the fundamentals of the FBA process, advantages of the process, and practical steps the classroom teacher can use to conduct an FBA. 相似文献
5.
Kathryn Gibbs K. Louise Mercer Suzanne Carrington 《International Journal of Disability, Development & Education》2016,63(6):608-622
This study explored the experience of schooling of six adolescent boys diagnosed with AD/HD from the perspectives of the boys, their mothers and their teachers. The study utilised social constructionism as the theoretical orientation and the Dynamic Developmental Theory (DDT) of AD/HD as the explanatory framework. Utilising a multiple, instrumental case-study, data were collected by means of semi-structured individual and focus group interviews as well as a review of school reports across a two year period. Findings of the study suggest that taking medication as prescribed together with supporting the students to make and manage friendships, utilising classroom strategies that support learning, and providing an engaging classroom environment are important considerations to promote a positive schooling experience for adolescents with AD/HD. 相似文献
6.
Christina C. Crowe Susan E. Rivers Michelle C. Bertoli 《Assessment in Education: Principles, Policy & Practice》2017,24(1):21-43
There is an absence of observation-based tools designed to evaluate teaching in special education classrooms. Evaluations derived from classroom observations are integral to the accountability process, adding value to understanding teaching and learning by providing a lens into the classroom that test scores cannot capture. The present paper systematically examined existing classroom observation tools, identifying constructs measured and noting elements unique to special education classrooms. Results demonstrate that most extant tools tap into three primary categories of teacher behaviours, but overlook the role paraprofessionals play as well as teacher professional behaviours. Taken together, results reflect the need for a tool designed specifically for special education classrooms. Limitations and implications for practice and policy are discussed. 相似文献
7.
Ann-Carita Evaldsson 《Emotional and Behavioural Difficulties》2014,19(3):266-283
This paper builds on sociological assumptions that teachers, schools and schooling may play an important role in the recognition and psychopathologization of particular boys as ‘difficult, disordered and disturbed’. The data draw on ethnographic work combined with video recordings of everyday classroom practices in a special educational needs unit with boys diagnosed with ADHD (Attention Deficit Hyperactivity Disorder). Drawing on ethnomethodological work on members’ understanding of social categories (MCA) combined with the related methodology of ‘doing difference’, the focus is on the local social process through which boys’ unruly behaviors are made sense of and treated as the grounds for shifting categorization practices. It is found that both teachers and boys orient to the institutional categories Teacher and Student in teacher–student interactions for the ordering of the classroom . The boys’ conduct is in these instances far from pathological but is meaningful in the sense that it provides local resources to resist teacher authorithy and display agency. Overall, the analysis highlights the complexity of locally accomplished identity practices – in terms of how institutional-, gender- and age-appropriate conduct meshes with diagnostic criteria – in the social identification of boys diagnosed with ADHD. 相似文献
8.
We set out to understand how different instantiations of inquiry emerged in two different years of one elementary teacher's classroom. Longitudinal observations from Mrs. Charles' 5th grade science classroom forced us to carefully and deliberately consider who exactly was responsible for the change in the class activities and norms. We provide empirical evidence to show how a focus on the teacher can easily overlook the complex dynamics of the classroom. The data reveal that students had a substantive and generative role in the class's arrival at the different instantiations of scientific inquiry—the nature and form of inquiry—that were constructed each year. We argue that, in an environment where a teacher carefully attends and responds to student thinking, the nascent resources students have for reasoning about phenomena can affect not only the conceptual ideas that emerge, but also influence what inquiry activities or practices become established as normative and productive over time. Our work with Mrs. Charles illuminates an important methodological concern with research on teacher development as well as the construct of teacher learning progressions; research accounts that focus primarily on the teacher may overlook the classroom norms that are negotiated between teacher and student, and thereby provide an incomplete portrayal of the teacher's activity within one classroom and the teacher's progress across multiple years. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 429–464, 2012 相似文献
9.
A Working on What Works (WOWW) approach was utilised over six sessions in a mainstream Scottish primary class to enhance classroom relationships and behaviours. The aim of the intervention was to manage everyday classroom problems within a natural classroom environment. WOWW incorporates positive psychology and implements a solution-focused approach. The quantitative results illustrated an improvement in the teacher ratings and class ratings for the class goals set by the class teacher, and helped the teacher to feel more confident in her class. From the qualitative comments, class teacher and pupils reported a positive experience of WOWW and noticed a difference within the classroom. In summary, WOWW influenced a positive change to relationships and behaviour within the classroom. 相似文献
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小学数学双语教学是以外语为语言背景进行的教与学的交流,其重点在于解决数学问题的同时解决语言问题。因此,教师在处理教学交流时应注意不同交流方式中教学语言的选择,其中,常规性交流适宜用纯英语进行,相关性交流尽量要使用外语,程序性交流应该最大程度地使用外语,构思性交流适宜从使用母语向使用外语逐步过渡,同时,小学双语数学教学要注重学生对语言与数学结合的思维习惯的培养。 相似文献
12.
Herman Brutsaert 《Gender and education》2006,18(6):635-649
Drawing on survey data, this paper explores the association between early adolescents’ gender‐role identity and sense of peer group acceptance, and how this association may vary as a function of the gender context of the school. Two indicators of gender‐role identity were included in the analysis: in one measure the items reflect features of masculine and feminine stereotypes, while the other measures assertiveness in classroom situations. Support for the context framework was provided for boys only and then solely with regard to the first indicator; that is, boys highly endorsing feminine‐typed behaviours were found to experience lower levels of acceptance from peers in single‐sex schools but not in coeducational schools. As for assertiveness, it was found that highly assertive girls as well as boys report higher levels of peer acceptance, regardless of the gender context of the school. 相似文献
13.
In this paper, we examine the role of reflection in teacher preparation, specifically within a mentoring relationship between cooperating and preservice teacher. We report findings from a case analysis of this pair who engaged in problem-posing dialogue within pre- and post-conferences around practice over one year of their work together in an elementary-level classroom. The context is an innovative programme in which cooperating teachers pursue their Master’s degree while undergraduates (preservice teachers) complete their elementary education degrees. Our analysis of talk about teaching during six coaching cycles as well as supporting documents illustrates how Jane’s mentoring supported reflective practices and disrupted a notion of a field experience as simply a place to ‘practice’ pedagogical knowledge with corrective feedback. Additionally, we explore the tensions in this approach to mentoring. This case study has implications for teacher educators who seek to bolster teacher preparation through the support of mentoring relationships. 相似文献
14.
Early Childhood Teachers' Curriculum Beliefs: Are They Consistent With Observed Classroom Practices?
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
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Teaching experience has been identified as an important factor in pedagogical content knowledge (PCK) development. However, little is known about how experienced teachers may draw on their previous experience to facilitate their PCK development. This study examined how two experienced high school biology teachers approached the teaching of a newly introduced topic in the curriculum, polymerase chain reaction and their PCK development from the pre-lesson planning phase through the interactive phase to the post-lesson reflection phase. Multiple data sources included classroom observations, field notes, semi-structured interviews and classroom artefacts. It was found that the teachers’ previous experience informed their planning for teaching the new topic, but in qualitatively different ways. This, in turn, had a bearing on their new PCK development. Subject matter knowledge (SMK) can not only facilitate but may also hinder this development. Our findings identify two types of experienced teachers: those who can capitalise on their previous teaching experiences and SMK to develop new PCK and those who do not. The critical difference is whether in the lesson planning stage, the teacher shows the disposition to draw on a generalised mental framework that enables the teacher to capitalise on his existing SMK to develop new PCK. Helping teachers to acquire this disposition should be a focus for teacher training in light of continuous curriculum changes. 相似文献
17.
In the present study, we examine the personal belief in a just world (PBJW) for teachers and learners in predominantly Afrikaans-speaking South African schools, and the relationship between teachers’ PBJW and their perception of problem behaviour in the classroom. The study is informed by national debates of school violence in South African schools, and international debates on zero-tolerance policies to address school violence. Our findings suggest that teachers’ PBJW predicts their perception of problem behaviour in classroom behaviour in four areas, namely challenging authority, disrespecting rules and authority and teacher negativity. Teachers with a strong PBJW were more likely to view classroom behaviours as problematic. Children generally reported that their teachers were fair and just and liked them. However, boys were more likely to have experienced trouble with their teachers and to view them as unfair and unjust. We discuss the significance of the findings in terms of school violence and also mention gendered interpretations to school violence. 相似文献
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The purpose of this study was to investigate the incorporation of iPads into the early childhood classroom through an exploratory teacher professional development initiative. Eighteen early childhood educators participated in a 6-month study targeting teacher professional development and pedagogical innovation. This study included built-in opportunities for teacher collaborative discussions and support in their team meetings, as well as basic technology training on the use of an iPad in a classroom. A thematic analysis was conducted using constructed codes from teacher interviews and focus groups, as well as artifact collections of notes from teacher bi-monthly meetings. Results indicate that teachers used technology in three innovative ways: as an efficiency solution, as a bridge in virtual parent communication, and as curriculum enhancement or replacement. The researchers of this study argue that using the iPad as curriculum is the next area of professional growth for early childhood teachers. 相似文献
20.
Winnie Mucherah 《Learning Environments Research》2008,11(1):63-81
This study examined classroom climate and student goal structures in high-school biology classrooms in Kenya. Participants
included 891 students and their teachers in Grades 10 and 11 from two same-sex boarding schools—one for boys and the other
for girls. School differences were found on all classroom climate aspects except teacher support and competition. Relative
to tenth graders, eleventh graders perceived their classrooms to be higher in teacher support, task focus, competition, rule
strictness, and innovation. There were school and grade differences in students’ goal structures, with School 1 students,
relative to School 2 students, perceiving more personal performance-approach goals and their teachers as encouraging performance-approach
goals. Eleventh graders reported more performance-approach goals at both the personal and teacher levels. Teachers perceived
their classroom climates more positively than their students. Observation data provides interpretative information. 相似文献