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1.
This article focuses on improving the instructional quality of student teachers in elementary education. We developed a coaching approach involving classroom observation and appropriate lesson preparation and feedback templates. Using an untreated control group design with pre-test and posttest (n = 198), we answered the question ‘whether student teachers who learned to teach with the new coaching approach achieved a higher level of pedagogical and didactical teaching skills compared to student teachers who did not receive this approach’. The effect variable used was the observation instrument ICALT. We compared the average scores of the control group and the experimental group on the posttest (ANCOVA). The differences found on the posttest, after controlling for the confounding variables, were significant on all ICALT scales. These effect sizes are medium on the scales; ‘Safe climate’, and ‘Clear instruction’, and large on the scales; ‘Classroom management’, ‘Activating pupils’, ‘Adaptive teaching’, and ‘Teaching learning strategies’. 相似文献
2.
The aim of this paper is not to bury practical work in school science but to (once again) reconsider it. We draw on three main areas of discussion: accounts of science and ‘school science work'; teachers and others’ views of the nature of science; and our own data on teachers’ reactions to ‘critical incidents’ and practicals which go wrong. We use this as a basis for re‐thinking the role of practicals. An account of practical work is suggested which has as its main feature diversity rather than a single model or template. Within this diversity we believe that teachers should be open and honest with pupils about which type of practical work they are doing and why. We advocate that students should be made aware of the different kinds of practical work they do and the purposes of this practical work. In short, teachers should explain to students what type of practical work they are doing and why. Our second message is that teachers’ views about the nature of science both inform and are informed by their classroom practices and experiences‐‐especially during lab‐work. To encourage, promote and support critical reflection of these classroom practices and experiences is therefore a vital part of teacher professional development; this in time will promote science curriculum development. 相似文献
3.
In this study, we explored how teachers can take advantage of a ‘place’ in urban environments outside the school and thereby stimulate pupils’ situational interest in science teaching. Drawing on the Sophos research method, we conducted a single case study including film-elicited interviews. The data consisted of transcribed interviews with 4 experienced teachers and 11 pupils. The interviews were elicited by films showing group work in science teaching in urban environments: a parking lot, a green public park and a zoo. We conducted individual interviews with science teachers, while the interviews with pupils were carried out in small groups. To analyse our data, we applied a hermeneutic content analysis. We identified seven place-conscious teaching methods that have the potential to stimulate pupils’ situational interest. These methods included: (1) handling objects; (2) integrating new places; (3) alignment between the environment and task; (4) integrating minimal cultivated places; (5) providing a science perspective on everyday places; (6) disseminating historical or cultural knowledge of places; and (7) surprises. Starting from a discussion drawing on studies that explored triggers of pupils’ situational interest, we argue that science teachers can draw on these seven place-conscious methods to stimulate interest in science teaching in urban environments. 相似文献
4.
Maja Kuronja Branka Čagran Majda Schmidt Krajnc 《Emotional and Behavioural Difficulties》2019,24(1):36-49
This study investigates primary school teachers’ sense of efficacy in their work with pupils with learning, emotional, and behavioural difficulties (LEBD), both in mainstream inclusive classrooms and in special classrooms for pupils in residential treatment institutions. Using an online questionnaire survey, data were collected on teachers’ self-efficacy, efficacy beliefs on their ability to teach LEBD pupils, and perceived ability to apply knowledge from different socio-pedagogical areas. Mainstream classroom teachers perceived higher efficacy in collaborating with parents of LEBD pupils, in most aspects of their ability to handle pupils’ learning and behavioural problems, and in most aspects of their ability to use knowledge from different socio-pedagogical areas. Conversely, special classroom teachers perceived higher efficacy in aspects related to their pupils’ engagement and comprehension of learning material, and in their classroom management ability, particularly in managing pupils’ disruptive behaviour. 相似文献
5.
By taking both pupils’ and teachers’ actions as the point of departure, this study aimed to understand governance within a primary school classroom. Video footage was recorded in an English primary school in which mathematics happened to be the focus. This data was analysed to identify the directions of both governance and self-governance and to help understand the consequences for pupil and teacher subjectivities. Our findings revealed the central role of national testing and inspection policy in constituting staff as ‘evidence hunters’ and pupils as ‘confessant and unafraid producers of evidence’. Both staff and pupils were complicit in creating sufficient space for everyone to fulfil their obligation to be accountable to the school’s senior leadership team (SLT), school inspectors and national attainment tests. As a consequence, mathematical knowing was simplified into a discipline of reproducing testable calculation, in which other possibilities of mathematical knowing were foreclosed. 相似文献
6.
This article considers a recent policy initiative in assessment in English primary schools (ages 5–11?years) in which curriculum ‘levels’ used by teachers to judge pupils’ attainment were suddenly removed. Previous work has largely focused on assessment of pupils, but we examine assessment as an activity through which teachers reproduce their professional standing. Using data from a small-scale study we investigate how teachers responded to these changes and what this tells us about the way in which the economy, and politics, of assessment practices operate at school level. Using Foucault as a theoretical framework, we make visible how this system was reorganised by teachers through the construction of new regimes of truth. Implications include evidence of a potentially damaging changing relationship between teachers and pupils, the key role of technology and the deleterious effect of neoliberalism on teachers’ and pupils’ relationships with both the process and subject matter of learning. 相似文献
7.
Melissa Glackin 《British Journal of Sociology of Education》2018,39(1):61-76
Drawing on qualitative data, this article presents an analysis of six secondary science teachers’ expectations and practices related to teaching outdoors during a professional development programme. Using Foucault’s and Bernstein’s theories of ‘space’, routines and set practices, I argue that participant teachers’ fear of losing control of their students when in contexts outside the classroom was constructed as place specific in terms of boundaries (or lack of), familiarity and disturbance. Teachers’ ‘fearful’ expectations when outside triggered the initial use of regulatory technologies that were frequently more assertive and controlling than their usual classroom practice, resulting in increased authoritative teaching approaches. However, once technologies of power were developed for use outside, teachers were able to translate and apply their normal dialogic teaching approaches from the classroom. The article concludes with a discussion of student self-regulation through collaborative group work as a step towards resolving the tensions between dialogic pedagogy and teaching in new contexts. 相似文献
8.
Mike Watts Steve Alsop Gillian Gould Amanda Walsh 《International Journal of Science Education》2013,35(9):1025-1037
Constructive reflection is seen as an important ingredient in the professional development of teachers, in order to stimulate significant change in approaches to classroom practice and the general provision of science education in schools. This paper explores the use of pupils’ questions in provoking ‘critical incidents’ in the professional lives of teachers. It is suggested that pupils’ questions can be both indicative of their own conceptual change as well as being sophisticated prompts for teachers to examine their own thinking. Case studies of two teachers ‐‐ one primary and one secondary ‐‐ are used to illuminate how such critical incidents can lead to changes in teacher thinking, resulting then in changes in classroom practice in science. Suggestions are made for the use of pupils’ questions as critical incidents in the professional development of teachers. 相似文献
9.
Judith Bennett Pam Hanley Ian Abrahams Louise Elliott Maria Turkenburg-van Diepen 《International Journal of Science Education》2019,41(4):490-509
A randomised controlled trial (RCT) and a series of case studies were used to determine the impact of two variants of an intervention (a professional development programme) aimed at improving primary school science teachers’ subject and pedagogic content knowledge, and enhancing their subject leadership ability. Ninety-six schools were randomly assigned to full or partial treatment groups or a ‘business-as-usual’ control group. Quantitative data were collected from teachers and pupils through an assessment of scientific knowledge based on standardised assessment items. Qualitative data were collected through interviews and lesson observation initially in thirty case study schools. There were three data collection points: pre- and post-intervention, and one year later.
[Guskey, T. (1986). Staff development and the process of teacher change. Educational Researcher, 15(5), 5–12.] Levels of Professional Development Evaluation model was used as the analysis framework. The quantitative data from the teachers’ subject knowledge assessment indicated neither the full nor the partial training programmes had a statistically significant impact on teachers’ performance. In contrast, the qualitative data suggested that many teachers in the full treatment group believed that their subject knowledge had improved and reported increased confidence in their teaching of science. Lesson observations provided corroborating evidence of change in teachers’ practice, and some modest evidence of wider change in schools. There was no statistically significant improvement in pupil performance in subject knowledge assessments when teachers had participated in the intervention. In the context of research methods, the study suggests that a mixed-methods approach to evaluation is likely to yield a more rounded and nuanced picture of the overall impact of an intervention. 相似文献
10.
Preparing to transition to secondary education: perceptions of Dutch pupils with migrant backgrounds
Rosa G. Rodrigues Ton Notten Sabine E. Severiens 《Educational research; a review for teachers and all concerned with progress in education》2018,60(2):222-240
Background: The transition from primary school to secondary school is a crucial period of time for children and this may be especially the case for pupils with migrant backgrounds. While there has been considerable research on the transition from primary to secondary school, more needs to be known specifically about the experiences of this group of pupils during their final year of primary school, as they prepare for their transition to secondary school. Purpose: The study investigated how Dutch children with migrant backgrounds in their final year of primary school perceive the preparatory process for the transition to secondary school. In particular, we were interested in who the children felt were the important ‘actors’ (e.g. pupils, parents, teachers and others) in the preparatory process. Sample: We collected data from 76 primary school pupils from three schools in an urban city in the Netherlands. The sample included pupils who, according to the Dutch system, were preparing to follow an academic pathway (i.e. the tracks known in this system as ‘HAVO’ or ‘VWO’) and those who were preparing to follow a vocational pathway (i.e. the track known as ‘VMBO’) in secondary education. Design and methods: We used photo elicitation (N = 76) and also conducted semi-structured interviews with a subsample of the pupils (N = 25) to examine the roles of the important actors in the preparatory process. Data were analysed qualitatively; responses were coded and underwent pattern analysis in order to identify and describe repeating structures in the data. Data were grouped according to whether the pupils received school recommendations for an academic track or a vocational track. Results: Findings suggested that the pupils perceived the most important actors to be the pupil, the classroom teacher and the parents. Both teachers and parents were considered valuable resources for pupils in the preparatory process. Patterns representing the participants’ perceptions of the roles of three actors – namely, (1) the child, (2) the classroom teacher and (3) the parents, were identified. Six patterns were identified with respect to the child, four with respect to the classroom teacher and two with respect to the parents. For some patterns, it was apparent that the responses of children in the vocational group and the academic group had different emphases. Conclusions: The study highlights the importance for teachers and parents of children in their final year of primary school to be aware of the pupils’ perceptions of and feelings about their preparation for secondary school, so as to be in the best position to support them collaboratively. 相似文献
11.
Addressing the ‘the social class attainment gap’ in education has become a government priority in England. Despite multiple initiatives, however, little has effectively addressed the underachievement of working‐class pupils within the classroom. In order to develop clearer understandings of working‐class underachievement at this level, this small research study focused on local social processes by exploring how secondary school teachers identified and addressed underachievement in their classrooms. Our analysis shows how teachers’ identifications of underachieving pupils overlapped with, and were informed by, their tacit understanding of pupils’ social class position. While many teachers resisted the influence of social class, they used stereotypes to justify their practice and expectations, positioning pupils within educational and occupational hierarchies. This, we conclude, suggests the need for more systematic attention to the micro‐social processes that provide the conditions through which working‐class underachievement is produced. 相似文献
12.
C. Skelton B. Carrington B. Francis M. Hutchings B. Read I. Hall 《British Educational Research Journal》2009,35(2):187-204
A recent project involving Year 3 (seven–eight year‐old) pupils and their teachers revealed that ‘gender matters’ differently to boys and girls, and teachers. The study sought to elicit whether pupils and their teachers felt the gender of a teacher mattered to their experiences of schooling. Pupils were concerned about how effective teachers were in carrying out their professional functions and a teacher's gender was subsumed within this. For these pupils, ‘gender mattered’ in terms of the construction of their own gender identities. In contrast, teachers were aware of and attentive to the gender of pupils in managing and organising classroom interactions. The variety of differing views expressed and positions adopted towards the place of gender in teacher–pupil interactions demonstrates the complexity of developing ‘one size fits all’ approaches to tackling gender equity in the classroom. 相似文献
13.
《International Journal of Educational Research》2003,39(1-2):153-172
In any classroom, pupils will be drawn together for many purposes and we can refer to such within classroom contexts as ‘groupings’. The teacher often creates these, and the way that they are set up, and how they are used for particular learning purposes. If the relationships between grouping size, interaction type and learning tasks in groups are planned strategically then learning experiences will be more effective. However, research suggests that the relationships between these elements are often unplanned and the ‘social pedagogic’ potential of classroom learning is therefore unrealised. In this paper we explore the notion of social pedagogy in relation to group work. It is argued that research and theory relevant to group work in classrooms is limited, and that a new approach, sensitive to group work under everyday classroom conditions is required. This paper identifies key features of a social pedagogy of classroom group work, which can inform effective group work in classrooms. It also describes the background to a current large scale UK project which has been set up to design with teachers a programme of high quality group work in classrooms at both primary and secondary phases. 相似文献
14.
Disadvantaged pupils in England tend to have lower average attainment than their peers. They are also less likely to be involved in wider learning and opportunities for experience beyond the classroom walls. Approaches which support learning activities beyond the traditional classroom might assist in overcoming the persistent achievement gap of disadvantaged pupils, as well being valuable in their own right. This paper presents impact evidence of a school programme called Children’s University (CU) for pupils in primary schools which combines outdoor learning activities, after-school clubs and community social action. The evaluation funded involved 1840 year 5 pupils in 68 primary schools, randomised into treatment and waiting-list control (business-as-usual) groups. The programme was delivered for two consecutive years after which the academic and non-cognitive outcomes were re-assessed. The findings suggest that after two years of opportunity to participate in out-of-school hour activities and social action there is a link to slight progress in pupils’ reading and maths performance (‘effect’ sizes of 0.12 and 0.15). A smaller improvement in non-cognitive outcomes of ‘teamwork’ and ‘social responsibility’ was also found (‘effect’ sizes of 0.02 and 0.07). The gains in teamwork and social responsibility results for disadvantaged pupils eligible for free school meals (FSM) were better than the overall figures, suggesting that this intervention may have a role to play in reducing the poverty gradient in such social ‘skills’. It is only fair that wider opportunities at school are made easier for disadvantaged pupils, they may have others benefits. However, if changes in attainment alone are the primary goal, these relatively small effect sizes suggest that there will be more cost-effective routes than the one described in this paper. 相似文献
15.
Advocates of teacher value-added modelling (VAM) argue that this technique can provide evidence on teacher effectiveness to inform teacher policies and broader education system reforms. Critics contend that value-added is a poor proxy for teacher quality and as such is of questionable utility, especially where teacher accountability is concerned. In low- and middle-income countries, and especially sub-Saharan Africa, where the challenge of the ‘learning crisis’ is most severe, a lack of longitudinal data has precluded extensive debate on the matter. In this paper we explore the potential of value-added analysis for diagnostic purposes in the context of Ethiopia. We make use of data from the Young Lives longitudinal study – specifically two rounds of school surveys conducted in Ethiopia between 2012 and 2017 when pupils were in grades 4–8. Learning levels in the Young Lives sites in Ethiopia are very considerably below curricular expectations. Like many countries in sub-Saharan Africa, Ethiopia faces a significant challenge in terms of a ‘learning crisis’ and in terms of the attendant need to develop policies to improve educational effectiveness within the confines of very limited resources. We discuss the background to VAM models and their use, including in relation to the context of Ethiopia. The paper shows that learning progress in primary schools varies widely between classrooms, and between pupils within the same classroom. Some schools and teachers are more successful in raising overall attainment by ‘raising the floor’ of learning and narrowing the dispersion. Others are more successful by ‘raising the roof’. Less effective teachers appear to be particularly ineffective for pupils with higher scores at the start of the year. In contrast, the most effective teachers showed high levels of ‘value-added’ for pupils at all levels of prior performance. Diagnostic analysis of teacher value-added has potential, we argue, to aid understanding of contributors to low levels of learning such as: (i) over-ambitious curricula; (ii) absence of ‘teaching at the right level’; (iii) within class heterogeneity and pupil grouping strategies; and (iv) teaching and learning strategies – such as ‘differentiation’ or ‘mastery’. 相似文献
16.
This paper reports on an Appreciative Inquiry project called ‘Growing Talent for Inclusion’ which has been running since 2002. The project grew out the authors’ work in a Local Authority Support Service assisting schools to meet the needs of pupils with a range of additional educational needs. Faced with a large number of individual referrals, many relating to the emotional, social and behavioural needs of pupils, it was considered that an eco – systemic approach was required and that a priority was to support pupils and teachers in developing more effective and satisfying interpersonal relationships in the classroom. ‘Growing Talent for Inclusion’ uses Appreciative Inquiry to investigate a management change process which has been used within large organisations and communities but less commonly at classroom level. It is a type of action research which is solution not problem focused and therefore lends itself well to a research focus of improving classroom dynamics. The paper introduces a 4‐D Cycle of Appreciative Inquiry: discovery, dream, design and deliver, as advocated by Cooperrider and Srivastva, 1987, which guides the identification, acknowledgment and amplification of skills pertinent to improving social dynamics within the classroom and discusses the methodological issues which arise from this collaborative, participative form of inquiry. A combination of qualitative and quantitative methods has been used to identify and track the development of attributes for improving working relationships in four different primary and secondary classrooms in three schools. 76 pupils and four teachers have been involved in the project since its inception in 2002 with classes in a further three primary schools using the approach during the academic year 2005–2006. Findings from the project show an increase in the number of pupils with whom other pupils are happy to work, a reduction in the number of pupils identified as socially excluded at the beginning of the project and enhanced capacity of the group in terms of the talents identified for growth. Feedback from staff and students also suggests that the process of noticing and acknowledging strengths has contributed to improvements in working relationships. 相似文献
17.
Elizabeth A. Hopkins 《Education 3-13》2013,41(4):393-401
This paper argues that pupil voice and the active engagement of pupils in shaping their own educational experience are integral to the success of the ‘Enjoy and Achieve’ strand of the Every child matters: Change for children programme. Through accessing the voice of Key Stage 2 pupils, insight was gained into what pupils believe to be the ideal ‘classroom conditions’ which enable them to enjoy and achieve at school. Pupil voice was accessed using an innovative form of group interview incorporating an Ishikawa or fishbone tool. The data was collected from 180 pupils, from Years 3–6 (aged 7–11) in a UK Junior school. The findings identify eight ‘classroom conditions’ which pupils see as being critical for them to be able to enjoy and achieve at school. Two of these ‘classroom conditions’ do not appear to be supported by previous research. 相似文献
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19.
A multiple case study is reported aiming at comparing the degree of taking part and being engaged in classroom activities for children with and without reading and writing difficulties. Observations are made of 23 pupils with reading and writing difficulties (seven with a diagnosis of dyslexia), and 23 pupils in a control group; the observations concern accessibility to, taking part in, engagement and received help in classroom activities. The result is discussed in relation to the two goals in Swedish schools: ‘goals to attain’ and ‘goals to aim for’. A conclusion is that the two goals for the instruction in Swedish language involve a dilemma for teachers, since all children are expected to reach the ‘goals to attain’, while instruction is expected to be directed towards ‘goals to aim for’. 相似文献
20.
Peter Kutnick Dennis C. L. Fung Ida. A. C. Mok Frederick K. S. Leung Johnson C. H. Li Betty P.-Y. Lee Veronica K. W. Lai 《International Journal of Science and Mathematics Education》2017,15(5):957-978
The Hong Kong Education Bureau recommends that primary school pupils’ mathematical achievement be enhanced via collaborative discussions engendered by group work. This pedagogic change may be hindered by Confucian heritage classroom practices and Western-dominated group work approaches that predominate in Hong Kong. To overcome these obstacles, we introduced a relational approach to group work in a quasi-experimental study. Our sample included 20 teachers randomly allocated to experimental (12) and control (8) conditions and their 504 mathematics pupils (aged 9–10). The relational approach focused on the development of peer relationships in a culturally appropriate manner and was implemented over 7 months. Pupils were pre-/post-tested for mathematical achievement and systematically observed, and the teachers were assessed for subject knowledge and pre-/post-tested for pedagogic efficacy. Analysis of covariance (ANCOVA) and hierarchical linear modeling (HLM) results show enhanced mathematical achievement, supported by improved peer-based communication skills and time-on-task for the experimental pupils. Experimental teachers raised their pedagogic efficacy. Results indicate the potential of the relational approach for boosting academic achievement via enhanced child-peer-teacher interaction and the need to reassess the role of peer-based latent collectivist learning in Confucian heritage classrooms. 相似文献