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1.
Teachers’ leadership plays a critical and central role in students’ educational motivations. This indicates that, in the school context, a teacher’s leadership can have both positive and negative impacts on students’ educational motivation and performance. This article explores these assumptions, building on the path-goal theory, more specifically the effects of teachers’ leadership from students’ perspectives. Using a qualitative research design, this study collected data comprising 35 interviews with children and young people in both primary and upper-secondary school. The results show that the degree of teachers’ developmental leadership greatly affects students’ educational motivation and school performance. Two contrasting teachers’ profiles were found: teachers with a high degree of developmental leadership and teachers with a low degree of developmental leadership. Our findings suggest that teachers with the profile of a high degree of developmental leadership create an environment that fosters educational motivation positively among students, facilitating students’ achievement of high performance levels and a sense of well-being about their studies. In contrast, we show that teachers with a low degree of developmental leadership create an environment that is nonconductive for educational motivation, performance or the welfare of schoolwork. 相似文献
2.
In an undergraduate analysis course taught by one of the authors, three prompts are regularly given: (i) What do we know? (ii) What do we need to show? (iii) Let’s draw a picture. We focus on the third prompt and its role in helping students develop their confidence in learning how to construct proofs. Specific examples of visual models and their impact on student work are presented. 相似文献
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As school‐based initial teacher training is the preferred government route to teaching, even in primary education, research which examines the role of the teacher mentor is especially pertinent. This study is based on semi‐structured interviews with nine mentors about how they spend their time when mentoring. The findings revealed that a major part of their time is taken up as channels of communication between the various partners in the scheme and on the practicalities of working with their Articled Teachers (ATs). Functions requiring developing ATs’ curriculum knowledge and expertise and assessment of ATs’ teaching competence appear to be two important aspects on which they spend time but do not relish. Whether practising primary teachers are the most suitable people to deliver all aspects of ITT is questioned. 相似文献
4.
Kjersti Balle Tharaldsen Paul Stallard Pim Cuijpers Edvin Bru Jon Fauskanger Bjaastad 《Emotional and Behavioural Difficulties》2017,22(2):111-126
The aim of this study is to investigate adolescents’ perspectives on mental healthcare services. Based on theoretical perspectives concerning barriers for help-seeking, individual interviews were carried out in order to obtain the adolescents’ perspectives on knowledge of services for mental health problems, potential barriers for help-seeking, and services to which they have access. The sample consisted of vocational students from an upper secondary school in the southwest of Norway (n = 8). None of the informants was currently in treatment for mental health problems. Interview data were transcribed and analysed with the assistance of NVivo Software. Qualitative content analysis indicated that the adolescents have limited knowledge of available resources, and, that stigma-related factors may prevent the adolescents from seeking help for mental health problems. Future directions for delivering mental health services for adolescents are given. 相似文献
5.
Clarrice Rapisarda Marty Jencius Jason McGlothlin 《International journal for the advancement of counseling》2011,33(4):361-375
This study examined the experiences of master’s students in regard to their participation in a multicultural role-play and
review process (Jencius et al.
2004). Whereas the literature has supported the use of role-plays as a multicultural training technique (Alvarez and Miville 2003; Vazquez and Garcia-Vazquez 2003), there is a distinct lack of information on the actual role-play experience itself. The data analyzed from participants’
reported experiences about their student counselor and student client roles in this study offers valuable feedback to those
who teach multicultural counseling. Participants reported qualitatively different experiences based on which particular role
they held. 相似文献
6.
Emily O. Gravett 《International Journal for Academic Development》2017,22(4):307-318
AbstractIn this article, I trace how my teaching has changed as I have become increasingly involved in educational development. I divide my career into three phases (pre-educational development, part-time educational development, and full-time educational development) and analyze qualitative and quantitative data from multiple sources of evidence in each phase: teaching statements, syllabi, and student evaluations of teaching. This self-study reveals specific, primarily positive ways my teaching has changed. The results suggest that educational development may not only improve the teaching of its intended recipients, but also those responsible for supporting them. Implications for the field of educational development are explored. 相似文献
7.
扬帆 《中学英语园地(高三版)》2002,(4)
Editor:You ish a IX）sition as a p删伽叨er（校对员）?App仇ant:Yes,sir·Mltor:DO you understand山e mpremets要求）叨山at respollsiMe eition?Appllean:k小oily,sir.矾e。er you毗e ny。s邮es In the Paper,Just hi。e them on me,ndl’11。ver say a Wh.（扬 帆供稿）I’ll Never Say a Word@扬帆… 相似文献
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In this article, we describe our experiences of conducting a series of workshops titled ‘It’s a MATERIALS world!’ to popularize Materials Science among school children in India. Some of the hands-on activities that can be performed with easily available ingredients/equipment in a classroom are described for the benefit of educators. 相似文献
11.
Teachers’ learning in a learning study 总被引：1，自引：0，他引：1
Mona Holmqvist 《Instructional Science》2011,39(4):497-511
The point of departure in this study is the question: do teachers who develop theoretical knowledge of the variation theory change the way(s) they offer their pupils the object of learning due to the theoretical framework. The aim of the study is to describe this development, i.e. to find if and how teachers developed theoretical knowledge when planning instruction, and in what way(s) this has an impact on the pupils’ learning outcome when using contrasts in the instruction. The theoretical framework is strongly content related, and by analysing the learning object’s critical aspects the teachers are guided to focus on the content in this particular way. The question “what does it take to develop knowledge about the object of learning?” has to be answered by the teachers before choice of teaching method is made. The research method used is Learning Study, a fusion between lesson study and design experiment. The teachers (6) have carried out nine research lessons in three Learning Study cycles (containing three lessons each). The pupils belong to three different classes and are between 9 and 11 years old. The result shows how the teachers gradually use the variation theory when planning instruction and how the learning outcomes shown by the pupils improve. The developed theoretical insight seems to affect the teachers’ ways of seeing the object of learning, such as subtle changes of how to organize the critical features of the learning object, are discerned. In every learning study cycle contrasts are used in one lesson, and in the analysis of the effect of the contrasts, the two remaining lessons are used as control groups. The results show the impact of contrasts in the pupils’ learning outcomes. The need to complement a lesson study with a theoretical perspective on learning is that the teachers are then given the opportunity to make use of the theory when planning instruction individually, not only in a lesson study. There again, the Learning Study model seems to be a powerful model with which to develop teachers’ understanding of the theoretical framework. 相似文献
12.
Cristiano Novaes de Rezende 《Educational Philosophy and Theory》2018,50(9):830-838
AbstractThe main objective of this article is to analyze the conceptual connection between the Doctrine of Children’s Education, briefly mentioned in Spinoza’s Tractatus de Intellectus Emendatione (TIE), and the concept of emendation present at the very center of this Treatise’s title. A close textual exegesis of the opening paragraphs of TIE reveals why such a doctrine cannot be the ascetic renunciation of the content of ordinary life. We shall see instead that a new institution of life shall be possible only through a deep plunge into the understanding of ordinary confused life. A Spinozan Doctrine of Children’s Education shall then be conceived as a pedagogy guided by an error mapping principle, i.e., a pedagogy capable of amending the mistaken beliefs of students through their understanding of the way these are produced as real events in the world. This would be an immanent pedagogy, which could be relevant to any form of contemporary thought that seeks a truly liberating education. 相似文献
13.
Undertaking a PhD is a challenging endeavour. Pursuing a doctoral education in a ‘foreign’ context tends to increase the demands of this intellectual venture. The nature of research-based PhD programmes, often characterised by a lack of formal curricula where academic supervision lasts several years, may add another layer of complexity. Drawing upon an extended version of Urie Bronfenbrenner's bio-ecological theory of human development, this paper attempts to offer a greater understanding of both academic and non-academic concerns confronting international PhD students with a view to highlighting their implications for institutional policy and practice. Underpinned by a visual metaphor approach, our research findings advocate embedding the use of ‘a third space’ as a creative pathway and strategy for maximising students’ chances of achieving a successful PhD academic acculturation journey. 相似文献
14.
The purpose of this small‐scale study is to investigate the outcomes of a brief teacher education programme by exploring student teachers’ views. The teacher education programme aimed to provide teachers with the opportunity to develop qualities and skills that facilitate communication and to enhance teachers’ competence to apply social and emotional (SEL) programmes’ intervention activities in the classroom. According to student teachers’ estimations, the teacher education programme provided them with new knowledge and experiences in communication and counselling, which they felt they could use in teaching practice. Besides, teachers reported that the programme enabled them to develop their self‐awareness and to adopt a non‐directive attitude during the implementation of SEL programme’s activities. 相似文献
15.
In this response we address some of the significant issues that Tony Brown raised in his analysis and critique of the Special
Issue of Educational Studies in Mathematics on “Semiotic perspectives in mathematics education” (Sáenz-Ludlow & Presmeg, Educational Studies in Mathematics 61(1–2),
2006). Among these issues are conceptualizations of subjectivity and the notion that particular readings of Peircean and Vygotskian
semiotics may limit the ways that authors define key actors or elements in mathematics education, namely students, teachers
and the nature of mathematics. To deepen the conversation, we comment on Brown’s approach and explore the theoretical apparatus
of Jacques Lacan that informs Brown’s discourse. We show some of the intrinsic limitations of the Lacanian idea of subjectivity
that permeates Brown’s insightful analysis and conclude with a suggestion about some possible lines of research in mathematics
education.
相似文献
| Luis RadfordEmail: |
16.
Mattias Lundin 《Journal of Science Education and Technology》2007,16(5):369-377
This article sets out to examine how school science activities can encourage students’ participation while supporting a specific
science content. One ordinary class with 12-year-old students was chosen and their regular classroom work was studied without
intervention and with a minimum of interference. Lessons were video filmed, transcribed and analyzed focussing on the participants’
speech acts. It was found that students’ initiatives and experiences were important parts of their participation. The results
show how students’ participation was orchestrated with a science content by means of four different kinds of activities. The
activities are called ‘individual inventory of experiences’, ‘building a common platform of experiences’, ‘sharing new experiences’
and ‘concluding a common platform’. The activities form a foundation for participation in human biology topics. For example,
to ‘build a common platform of experiences’ seems to level out students’ different prerequisites for participating in subsequent
tasks. Furthermore, to ‘conclude a common platform’ implied a checkpoint of the shared new experiences. The activities support
students’ tentative use of scientific words as well as their learning of what counts as knowledge in the school science setting.
However, it can be questioned if the time spent on each separate activity is necessary or if similar achievements could be
made even if some activities were integrated. The question is open for further research.
相似文献
| Mattias LundinEmail: |
17.
Mathematics education as a ‘design science’ 总被引：1，自引：0，他引：1
Erich Ch. Wittmann 《Educational Studies in Mathematics》1995,29(4):355-374
Mathematics education (didactics of mathematics) cannot grow without close relationships to mathematics, psychology, pedagogy and other areas. However, there is the risk that by adopting standards, methods and research contexts from other well-established disciplines, the applied nature of mathematics education may be undermined. In order to preserve the specific status and the relative autonomy of mathematics education, the suggestion to conceive of mathematics education as a design science is made.Revised and extended version of the paper Mathematikdidaktik als design science, published inJournal für Mathematikdidaktik 13 (1992), 55–70. I am indebted to Jerry P. Becker, P. Bender, H. Besuden, W. Blum, E. Cohors-Fresenborg, Th.J. Cooney, L. Führer, H.N. Jahnke, A. Kirsch, G.N. Müller, H._Chr. Reichel, H. Schupp, Ch. Selter, H.-J. Vollrath, J. Voigt, G. Walther and H. Winter for critical remarks to earlier drafts. 相似文献
18.
Previous studies have pointed out that schools play a central role in students’ orientation towards science, technology, engineering, and mathematics (STEM). However, studies use a variety of theoretical foundations in order to define variables and hypothesise relationships between schools and STEM orientation. In order to facilitate the interpretation and comparison of the studies’ findings, we conducted a systematic literature review, which theoretically integrates the variables, summarises the findings, and derives further research suggestions. In accordance with our inclusion criteria, we selected 28 peer-reviewed journal articles, which have investigated the effects of schools on students’ STEM orientation via quantitative, qualitative, or mixed methods. Analyses show that the studies were quite diverse regarding investigated STEM orientation variables, but overall positive with regard to the effects of school. Based on the theoretical integration and comparison of findings, we point out methodological and theoretical challenges for future research on the effects of school and STEM orientation. 相似文献
19.
This paper presents aspects of a small scale study that considered student teachers’ language and discourse around race and ethnicity at a university in the northwest of England. The first part of the paper critiques current education-related policy, context and practice to situate the research and then draws upon aspects of critical race theory and whiteness theory as frames of reference. In the research, 250 student-teachers completed questionnaires that invited responses to statements about race and ethnicity and this was followed by two semi-structured group interviews. A discourse analysis approach was taken to analyse the language used in the questionnaire responses and, in particular, the group interviews. Recurrent discursive configurations were characterised by language that signified othering, correct knowledge, personalisation and discomfort. Hesitations and silences during group discussions perhaps intimated thinking time and also maybe a reluctance to talk about aspects of race and ethnicity, and what was not said remains significant. It is suggested that a reconstruction of a teacher/educator subjectivity that fosters self-reflection on values and racial positioning, is needed in teacher education, alongside critical examination of the silences and discomfort surrounding race and ethnicity. 相似文献
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