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1.
Teachers’ perceptions of the inclusion of marginalised groups 总被引：1，自引：0，他引：1
This paper is based on the concept of inclusion as a process of recognising and minimising the barriers to learning and participation of all children, with teachers as the key players in implementing inclusion in practice. There are two key questions: (1) How do teachers rank different groups of marginalised children? (2) How do teachers see their own role, the role of the marginalised and other children, and their parents in the inclusion process? The groups included in the research were children with special needs, migrants from former Yugoslavia, Roma/Gypsies and children from poor families. In the latter group, it also looked at their counterparts, the children of wealthy parents. Research carried out on a representative sample of primary school teachers in Slovenia showed that children with special needs are among all surveyed groups of children those seen as the most helpless. For these children, teachers are also most likely to lower learning and discipline standards, while at the same time feeling the least qualified to teach them and seeing them also as having the lowest abilities. In the teachers’ opinion, parents of other children have the greatest reservations when their child associates with a Roma/Gypsy child, and teachers also put the least trust in Roma/Gypsy parents. 相似文献
2.
Christian Dalsgaard 《Educational Media International》2016,53(4):261-273
The aim of the article is to explore educational use of student-managed Facebook groups in upper secondary education (in Denmark). Much research on educational potentials of Facebook has studied groups managed by teachers. However, there is a lack of in-depth research on Facebook groups managed by students and without participation from teachers. As this study shows, students’ use of student-managed groups differs from their use of teacher-managed tools such as learning management systems (LMSs). The article presents an empirical study based partly on a content analysis of 3139 posts and 15,018 replies within five Facebook groups, and partly on a questionnaire answered by 1463 students and 148 teachers. The results of the study show that whereas LMSs were seen by students primarily as institutional systems of the teacher, Facebook groups have an educational potential to be used by students for peer-to-peer learning. 相似文献
3.
Lucille B. Niklason 《Psychology in the schools》1987,24(4):339-345
As more children are being held back a grade as a result of tougher academic standards, the practice of retention and its effects was studied in two Utah school districts. Retention was not found to benefit the children academically or in personal or social adjustment. The purpose of this article is to further analyze the data in order to study retention effects for subgroups of children commonly believed to profit from being retained. In this reanalysis, three independent variables were added in order to address the following questions: (a) Is retention beneficial for children if supplementary academic instruction is provided? (b) Is retention beneficial if the children are average or above in intelligence? (c) Also, is retention beneficial if it occurs in kindergarten or 1st grade? Retention was not found to benefit these subgroups of children. 相似文献
4.
Thai students’ choices of vocational education: marketing factors and reference groups 总被引：2，自引：1，他引：1
This study aims to identify factors influencing Thai students’ choices of vocational education. By using factor analysis,
it reveals five key influencing factors: personal attitude, curriculum, potential employment, attractiveness of campus, and
tuition fees. Furthermore, this study also indicates that teachers from secondary school, and parents can insert a strong
influence on students’ decision making. In summary, Thai Ministry of Education must carry on promoting a good image of vocational
education and its students to the society. Since vocational education has suffered from being perceived as a second class
education and taught which militates against effective learning, marketing communication, in an effort to create an on-going
understanding with students and community, is strongly recommended. 相似文献
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6.
Induced by a literature review, this paper presents a framework of dimensions and indicators highlighting the underpinning aspects and values of social learning within teacher groups. Notions of social networks, communities of practice and learning teams were taken as the main perspectives to influence this social learning framework. The review exercise resulted in four dimensions: (1) practice, (2) domain and value creation, (3) collective identity and (4) organization. The indicators corresponding to these dimensions serve as the foundation for understanding social learning in practice. The framework of dimensions and indicators can be of assistance for researchers as well as teacher groups that aim to assess their views on social learning and analyse whether these views fit the learning goals of the group or that adjustments are required. In this way, learning processes within groups of teachers can be improved. 相似文献
7.
Katrien Struyven Karen Jacobs Filip Dochy 《European Journal of Psychology of Education - EJPE》2013,28(3):1007-1022
In times of teacher shortage, well-considered, goal-oriented teacher recruitment is important. An understanding of the reasons why different groups of students undertake teacher training would be useful in developing targeted campaigns. Against this background, the research question is as follows: what are the motivations prompting students to enter primary teacher training and do these motivations vary according to student characteristics? A questionnaire based on the reasons and expectations included in the Learning and Studying Questionnaire was administered during a compulsory course. Participants were 1,805 pre-service primary education teachers starting their first year of study at 14 different schools in Flanders (Belgium). Results show that students mainly undertake teacher training for intrinsic and altruistic reasons such as developing skills and knowledge that will be useful in their future teaching career, attending interesting and well-taught courses, gaining an understanding of the subject and helping children and making a difference in the world. In addition, students also take into account extrinsic factors such as good working conditions, long holidays and the ability to balance work and family responsibilities. Significant differences in motivation were found to be related to student characteristics such as gender, age, educational background and self-reported academic achievement, suggesting that teacher recruitment could benefit from population-specific approaches aimed at increasing the attractiveness of teaching and teacher training. 相似文献
8.
‘Becoming and being writers’: the experiences of doctoral students in writing groups 总被引：3，自引：3，他引：0
Damian Maher Leonie Seaton Cathi McMullen Terry Fitzgerald Emi Otsuji Alison Lee 《Studies in Continuing Education》2013,35(3):263-275
The use of writing groups to support students undertaking post-graduate research within universities has begun to receive attention from academic supervisors and doctoral researchers. Very little has been written by doctoral students themselves on the benefits of working within such writing groups. In this article, the experiences of working within a doctoral writing group at an Australian University are presented, primarily from the perspective of students. The authors identify two main benefits they have experienced through participating in a writing group using a ‘multi-voiced’ approach. First, they discuss the kind of learning that they achieved through working in a writing group. They do this with reference to key principles of peer learning and of peer review. Second, they focus on the ways the group worked as a community of discursive social practice. An overarching message for them in participating in the group and now writing this article is the shift in their thinking and experience of writing from seeing writing as an essentially private and implicit process to writing becoming a matter of public and shared work. These two notions are bound by the concept of identity building, drawing from the literature on communities of practice. 相似文献
9.
Yin-Kum Law 《教育心理学》2014,34(4):470-494
The present study aimed to compare the effectiveness of two types of cooperative learning groups used in reciprocal teaching (RT) classes (i.e. high-structured vs. low-structured groups) for enhancing students’ reading comprehension. The participants were 235 Hong Kong Chinese Grade 6 students in nine classes. Reading comprehension tests and questionnaires were used to investigate students’ reading comprehension, teachers’ cognitive support and perceptions of cooperative learning. The findings indicate that high achievers from the low-structured RT group significantly outperformed high achievers from the high-structured RT group in post-test reading comprehension, whereas low achievers from the high-structured RT group significantly outperformed low achievers from the low-structured RT group in follow-up reading comprehension. Students from the high-structured RT group reported higher scores for their perceptions of cooperative learning than students from the low-structured RT group. 相似文献
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11.
Mark Lejk Michael Wyvill Stephen Farrow 《Assessment & Evaluation in Higher Education》1999,24(1):5-14
The results from a controlled experiment in methods of group formation for a group assessment exercise on a second‐year systems analysis and design module are presented. The experiment was undertaken in response to analysis of module results from the previous 3 years. In the group assessments the members of each group received the same group grade. The experiment compared the performance of streamed and mixed‐ability groups. The results are analysed and discussed. It shows that high ability students obtain considerably lower grades in mixed‐ability groups than in streamed groups whereas the reverse is the case for students at the lower end of the ability range. The study also indicates that lower ability students do better in subsequent examinations after having worked in mixed‐ability groups than those in streamed groups whereas the reverse is the case for higher ability students. The implications of the results and directions for future research are discussed. 相似文献
12.
Carol Munn-Giddings Andy McVicar Melanie Boyce Niamh O’Brien 《Educational gerontology》2013,39(1):58-69
ABSTRACTThis article adds to an ongoing conversation in gerontology about the importance of training and involving older people in research. Currently, the literature rarely distinguishes between the one-off involvement of older citizens in research projects and the development of research groups led by older people that sustain over time as well as the nature of educational initiatives that support their development. This article presents a case-study based on evaluative data from the WhyNot! Older Citizens’ Research Group that has been running independently for nearly eight years. Members’ evaluations of, and reflections on, the impact of the training program explore from their perspective: Why older people want to get involved in research training and research groups, what they value most in the training, and the types of impact their involvement has had. Creating an educational environment where participants were able to contribute their knowledge in a new context as well learn new skills through group-work based experiential learning were key. Regular role-modeling provided by inputs from successful established citizen research groups was also important. Of the many benefits members gained from being part of a research group, emphasis was given to the relational aspects of the experience. Likewise the benefits members’ accorded to taking part in training and research transcended individual benefits encompassing benefits to the collective and the wider community. Linking health, social care and educational policies is important in providing coherence and opportunity for older people’s voices to shape research, policy, and practice. 相似文献
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14.
Sarah Galloway 《British Educational Research Journal》2021,47(5):1416-1433
The objective of this theoretical article is to critique the notion that adult education, in its current marketised formations, might serve the purpose of rehabilitating learners. To date there has been no detailed interrogation by educationalists of the desirability of rehabilitation as an overarching aim for prison education, or to consider the existing educational philosophies that notions of rehabilitation might cohere with. This article begins to address this gap by engaging with the idea of rehabilitation from a critical adult education perspective. The conceptual framework informing the analysis is critical adult education theory, drawing tangentially on the work of Raymond Williams. The overarching assumption is that education might be understood as the practice of equality, which I employ alongside conceptualisations of empowering adult literacies learning as drawn from writings in the field of New Literacies Studies (NLS). These approaches enable the critique of criminological theory associated with prison learning, alongside the critique of assumptions traceable to NLS. The analysis focuses more specifically on Scotland’s prison system, where the criminological theory of ‘desistance’ currently holds some sway. I observe that whilst perspectives of criminologists and educationists draw upon similar sociological assumptions and underpinnings, different conclusions are inferred about the purpose and practice of adult learning. Here criminologists' conceptualisations tend to neglect power contexts, instead inferring educational practices associated typically with early years education. I also demonstrate the importance of equality in the context of adult education, if educators are to take responsibility for the judgements they make in relation to the education of socially excluded groups. 相似文献
15.
Merja Koivula Maritta Hännikäinen 《Early Years: An International Journal of Research and Development》2017,37(2):126-142
This study examines the process through which children build a sense of community in small groups in a day care centre. The study asks the following: how does children’s sense of community develop, and what are its key features? Data were collected by applying ethnographic methods in a group of three- to five-year-old children over eleven months. The results show that children’s sense of community developed through three stages. In the first stage, it evolved gradually through experiences in joint play. In the second stage, stable friendships were formed and strengthened in play. In the third and final stage, sense of community was fully established and children’s emotional bonding was strong, manifesting itself in affective and physical closeness, sharing and caring and togetherness. 相似文献
16.
Annika Bergviken Rensfeldt Thomas Hillman Neil Selwyn 《British Educational Research Journal》2018,44(2):230-250
Social media are now an important aspect of the professional lives of school teachers. This paper explores the growing use of mass ‘teacher groups’ and ‘teacher communities’ on social media platforms such as Facebook. While these online communities are often welcomed as a means of professional learning and support, the paper considers the extent to which Facebook groups also expose teachers to some of the less beneficial aspects of social media, such as various forms of ‘digital labour’, commercialisation of exchanges and predominance of individualised reputation‐driven behaviours. Drawing on a detailed examination of a Swedish teacher Facebook group of over 13,000 members, the paper first addresses aspects of the online community that could be seen as professionally beneficial and/or valuable—particularly in terms of information exchange and social support. Yet while perceived by participants as a relatively beneficial and uncontroversial aspect of their working lives, the research also points to characteristics of the Facebook group that constituted disadvantaging, exploitative and/or disempowering forms of technological engagement. In these terms, the paper highlights tensions between what appears to ‘work’ for individual teachers in the short term and likely longer‐term implications that these practices might have for diminished professionalism and expertise of teachers. 相似文献
17.
Erkan Işık Firuzan Yeğin Sıddıka Koyuncu Ayşe Eser Fatma Çömlekciler Kübra Yıldırım 《International Journal for Educational and Vocational Guidance》2018,18(3):297-314
A short 12-item version of the Career Adapt-Abilities Scale–Short Form (CAAS-SF) was validated across three different age groups in the Turkish context. Scale scores demonstrated adequate to high internal consistency and 4-week test–retest reliability, good fit with the original four-factor model, factorial invariance across gender and age groups, strong convergence with the 24-item version, negative associations with trait anxiety and work stress, and positive associations with career decision self-efficacy. It was concluded that the Turkish version of the CAAS-SF appears to be a valid and reliable measure for assessing career adaptability and using it in career education and counseling process. 相似文献
18.
Let G be a weighted graph with adjacency matrix A=[aij]. An Euclidean graph associated with a molecule is defined by a weighted graph with adjacency matrix D=[d/ij], where for i≠j, dij is the Euclidean distance between the nuclei i and j. In this matrix dij can be taken as zero if all the nuclei are equivalent. Otherwise, one may introduce different weights for different nuclei.Balasubramanian (1995) computed the Euclidean graphs and their automorphism groups for benzene, eclipsed and staggered forms of ethane and eclipsed and staggered forms of ferroeene. This paper describes a simple method, by means of which it is possible to calculate the automorphism group of weighted graphs. We apply this method to compute the symmetry of tetraammine platinum(Ⅱ) with C2v and C4v point groups. 相似文献
19.
Marjatta Pakkanen 《Teachers and Teaching》2013,19(3):383-394
This article focuses on indirect complaining in teacher education. The phenomenon of complaining in educational situations has not been examined as a process before. In this study complaining was examined in naturally occurring learning group sessions, which were videotaped and analysed through Conversation Analysis (CA). The purpose of this study is to describe the beginning of complaints and find ways to handle situations including complaining. The data comprise 26 pedagogically focused discussions that included indirect complaining. These were categorized into four classes: discussions which produced accounts, advice‐giving discussions, discussions expressing different viewpoints, and discussions mainly expressing affiliation. Discussions in the first three categories can be seen as investigative: in these discussions student teachers produced explanations or new interpretations of complained situations, or gave advice to correct the complained situation. Hence, although complaining is defined as having at least two negative elements (there must be something wrong in the complained‐of situation, and the stance of the complainer towards it must be negative), there was also something positive in the processes of the discussions that included complaining, namely investigation. When the second turns of the discussions including indirect complaining were studied, it was observed that invitations to define the complained‐of situation seemed to engender investigative discussions, whereas like‐mindedness or further complaint as the second turn seemed to engender discussions expressing affiliation. An invitation to define the complained‐of situation is suggested as a tool for developing complaints into investigative discussions. 相似文献
20.
Anna Mazenod Becky Francis Louise Archer Jeremy Hodgen Becky Taylor Antonina Tereshchenko 《Cambridge Journal of Education》2019,49(1):53-68
‘Ability’ or attainment grouping can introduce an additional label that influences teachers’ expectations of students in specific attainment groups. This paper is based on a survey of 597 teachers across 82 schools and 34 teacher interviews in 10 schools undertaken as part of a large-scale mixed-methods study in England. The paper focuses on English and mathematics teachers’ expectations of secondary school students in lower attainment groups, and explores how low-attaining students are constructed as learners who benefit from specific approaches to learning justified through discourses of nurturing and protection. The authors argue that the adoption of different pedagogical approaches for groups of low-attaining learners to nurture them may in some cases be fostering dependency on teachers and cap opportunities for more independent learning. Furthermore, more inclusive whole-school learning-culture approaches may better allow for students across the attainment range to become independent learners. 相似文献