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1.
Susan Pike 《Irish Educational Studies》2013,32(1):75-91
This research reviews a sample of fifth-class children's definitions of geography. It was carried out after the publication of the Revised Primary School Curriculum (1999) but before any staff development had taken place for the implementation of this curriculum. Since the data was collected, staff development for the 1999 curriculum in geography has been timetabled for the 2005–2006 school year. The data collected revealed most children had a clear idea what geography was, with the majority of children (97.3%) referring to one or more aspects of geography. Over half the children defined geography as being about themes and places. A clear emphasis on the learning of place names and fact learning came through in definitions. There were limited references to learning key ideas or concepts. Skills, with the exception of ‘maps’, were mentioned by few children. No child mentioned fieldwork. The definitions written by the children tended to reflect geography topics they had covered in school textbooks. The findings suggest areas of the 1999 curriculum that will be new to teachers and children and point to the challenges for the implementation of the curriculum. 相似文献
2.
A demand on national economies in the 1970s was that they should begin to increase their labour market flexibility, which came to mean transferring risks and insecurity onto workers. Education was one way to prepare future workers for this new situation. The present article examines this preparation of learning for precarity some 40 years on. It is based on long-term ethnographic research in the Swedish upper-secondary school sector in particular kinds of educational programmes that have been devised and promoted as a means of integrating ‘lost pupils’ into either academic or vocational studies. The findings show this is not what is developing in practice in these programmes. 相似文献
3.
We model learning losses due to the COVID-19 pandemic and the potential for cost-effective strategies to build back better. Data from Early Grade Reading Assessments in Ethiopia, Kenya, Liberia, Tanzania, and Uganda suggest half to over a year’s worth of learning loss. In modeling losses over time, we found that learning deficits for a child in grade 3 could lead to 2.8 years of lost learning by grade 10. While COVID-19 has stymied learning, bold, learning-focused reform consistent with the literature reviewed in this paper—specifically reform on targeted instruction and structured pedagogy—could improve learning even beyond pre-COVID-19 levels. 相似文献
4.
This special issue explores the use of learning profiles for analysing the dynamics of low learning in low- and middle-income countries and informing priorities to address the learning crisis. The 12 papers in the special issue draw on learning data from more than 50 countries and 6 million individuals, with implications for education policy and practice. Taken together, they point to a need to steepen learning trajectories by prioritizing early mastery of foundational skills for all children. The papers show that addressing the learning crisis will not be achieved through more school grade attainment alone, nor through within-country equality across groups (such as girls and boys or rich and poor). Positive examples show that programs focused on foundational learning both improved average learning and reduced inequality. Addressing the learning crisis will require a focus on systems improvement, using foundational learning as a case in point for making the needed systems improvements to steepen learning throughout children’s time in school. Learning profiles can provide a guide for education actors aiming to improve learning outcomes. 相似文献
5.
This paper unearths how primary school children experience and can complement the Australian HPE curriculum within three unique school ground equipment scenarios that include an ‘empty’, ‘loose parts’ and a ‘traditional’ school ground context. Using direct observation, 490 scans were undertaken of the school grounds over five days. Field note observations recorded children's HPE learning experiences according to the curriculum, and predominant physical activity types and intensities were recorded. Implementing a variety of school ground equipment provisions was revealed to be important compared to the ‘empty’ school ground context for primary school children to meet HPE curriculum objectives. 相似文献
6.
This study highlights teachers’ experiences with transition from Swedish preschool to preschool class, i.e. from the daycare centre to the formal school. One assumption was that transition activities, to favour continuity in the long-term, need to focus on children’s learning within the target areas that the policy documents specify for preschool. Empirical data were collected through a combination of a questionnaire and interviews. The study shows that transition activities occur between institutions. These are in place to allow for a safe transition for children rather than to allow for continuous and long-term learning in the target areas in the curriculum. Care for children and beliefs about the types of school activities have an impact on the activities and standpoints in the transition processes. Professional assessment of children’s learning and the need for greater consensus within various types of schools in terms of the learning of the individual child in different fields are discussed. 相似文献
7.
Since 1997, England has seen massive changes in the Early Years including the introduction of an early childhood curriculum, free pre‐school education for three‐year‐olds and local programmes for disadvantaged communities. Many of these initiatives took time to introduce and become established. Beginning in 2001, and each year thereafter until 2008, the authors collected consistent data from thousands of children when they started school at the age of four on a range of variables, chosen because they are good predictors of later success. These included vocabulary, early reading and early mathematics. Children from the same set of 472 state primary schools in England were assessed each year. This paper contributes to the existing studies of educational trends over time by examining the extent to which children’s scores on these measures changed over that period; in general, they were found to have remained stable. 相似文献
8.
For many students, school is a place that makes no sense; a place where students’ interests are not reflected in the curriculum. Using mixed methods research, we developed an instrument that identifies student interests. This instrument was applied in a pilot study that considered 10th-grade students from three schools in Santiago, Chile. We compared student interest and national curriculum for different factors and established how well aligned these are. The results reveal that private school students prefer subjects that require greater cognitive development, related to Young’s powerful knowledge. Students from voucher schools, on the other hand, prefer to develop their knowledge of the arts and physical education, both of which are subjects they tend to enjoy. These findings are coherent with Bernstein’s theories. This pattern is also repeated when comparing high-performing students with their low-performing counterparts, regardless of school type. The findings of this study not only help identify which subjects the students want to study, but also to understand the reasons behind their preferences. Understanding these reasons is key for developing a more contextualised curriculum that makes more sense to the students. 相似文献
9.
Cigdem Haser 《欧洲师范教育杂志》2010,33(3):293-307
Learning to teach is a difficult and challenging process for beginning teachers in the national curriculum contexts due to several pressures that the centralised system presents for school and classroom contexts. This study investigated the difficulties beginning middle school mathematics teachers faced in the Turkish national curriculum context without any structured beginning teacher support through the experiences of six beginning teachers. They were interviewed after their first year teaching and after the fourth year or during the fifth year about factors in the national curriculum, school, and classroom contexts that affected their learning to teach. Findings revealed that the national curriculum context interfered with the school and classroom contexts, often by presenting many additional difficulties. The teacher education period seemed to be ineffective in preparing beginning teachers for the difficulties arising from the national curriculum context. Teacher education programmes in centralised systems should provide pre‐service teachers with knowledge of possible difficulties specific to these contexts that they might face in their first years. 相似文献
10.
Rosanne Esposito Elisabeth Herbert Emma Sumner 《British Educational Research Journal》2023,49(1):70-92
Mastering spelling is important for children to progress in writing. The National Curriculum in England details spelling lists linked to each year group in primary education. Assessment practices also emphasise the importance of teaching spelling. However, to date, little is known about how teachers feel about teaching spelling nor the instructional methods that they use in primary schools in England. This study addresses this gap by investigating approaches to teaching spelling. An online survey was distributed to primary-based teaching staff with roles in supporting teaching and learning. The survey asked for information about the respondents’ teaching experience and school setting, and about their attitudes and approach to teaching spelling. The survey was completed in full by 158 respondents. Approaches to teaching spelling were varied and over two-thirds of the sample highlighted that their school did not have a spelling policy. The importance of explicit teaching of spelling was supported by the majority of teachers. This judgement was more frequent and rated more highly by teachers supporting younger children. Teachers largely reported devising their own spelling resources, highlighted that the curriculum spelling lists lack guidance for teaching spelling strategies and questioned their suitability for pupils of varying abilities. A range of spelling programmes and strategies were recorded. The findings provide insight into universal instructional approaches. Practical implications for teacher training and professional development are discussed. 相似文献
11.
In this article, we describe a collegial case study conducted in one Finnish university during the last field experience in a primary school teacher education program and discuss pedagogy of supervision from university supervisors’ perspectives. The aim of the study was to clarify the role of university supervisors and try out a collegial supervision approach to combine theory and practice in a field experience. We aimed to develop student teachers’ understanding of curriculum as an enacted phenomenon in which they have agency, and enhance their understanding of the development of language skills when working with young children. Our supervision was based on the importance of situated learning and Kolb’s experiential learning model. The results showed that a theory-based approach is possible and collegial supervision can add extra value to supervision. The student teachers became more aware of the different levels of curriculum and their meaning in teachers’ planning processes. They also gained more comprehensive understanding of primary school teachers’ possibilities to develop children’s language skills every day and in all subjects. 相似文献
12.
Ellen Sjoer 《欧洲师范教育杂志》2016,39(1):110-125
In this study, we examine a professional learning community of primary school teachers developing a joint school-based curriculum for science and technology (S&T) education. Team meetings were observed over the course of one school year and the participating teachers and school head were interviewed. An essential factor in the team’s collaboration was its ability to achieve synthesis, that is, the extent to which the teachers were able to abstract from concrete experiences in S&T education in order to formulate and develop a shared vision and curriculum. They exchanged many examples and were able to create a shared idea highlighting critical elements in their approach to teaching this school subject. However, the teachers experienced difficulties in determining the level at which a school-based curriculum should be defined. The outcomes of this team’s collaboration are discussed in terms of leadership and the aims of the S&T innovation. 相似文献
13.
Learning to See in Classrooms: What are student teachers learning about teaching and learning while learning to teach in schools? 总被引：1，自引：0，他引：1
《British Educational Research Journal》2003,29(2):227-242
Using sociocultural understandings of learning, the authors probe a rationale for training programmes which are extensively school based and involved school‐based teacher mentors as supporters of student teachers' learning. They ask what it is that student teachers are learning while in schools and how that learning is supported. Drawing on evidence from a study of 125 student teachers on two training programmes, the authors suggest that student teachers' learning is heavily situated and that students are not acquiring ways of interpreting learners that are easily transferable, but they are learning about curriculum delivery. It also seems that there is a participatory version of training which is not underpinned by an understanding of the implications of learning through participation and which, as a consequence, does not make the most of the strengths of mentors. 相似文献
14.
15.
Agenda 2030 sets an ambitious target to provide inclusive and quality education for all. The first step in this quest is identifying those left behind in accessing quality education and reasons for their exclusion. However, Nigeria like many developing countries lacks data on learning assessment to measure progress on Agenda 2030 at the national and sub-national levels. In this study, we construct a measure for the quality of education by matching curriculum with literacy and numeracy assessments based on existing education survey. In addition, we examine the drivers of quality education in Nigeria based on the newly constructed learning indicator. Our findings confirm Nigerian education system is indeed facing deep learning crisis with the affected children mostly from poor households, in the rural areas, those that attend government-owned schools, and those in the northern region of the country Nigeria. The results emphasized the need for systemic change that will improve school infrastructure, teacher training and ensure more parental involvement. 相似文献
16.
This article explores the correspondence between the vision of play articulated in Singapore’s national kindergarten curriculum framework and the play-related pedagogies enacted by teachers on the ground, particularly during Learning Centre Time (LCT). Influenced by neo-liberal ways of thinking, the curriculum states that purposeful play is a medium to achieve intended learning outcomes. The study is part of a longitudinal project where 108 Kindergarten 1 classrooms were videotaped during a full ‘typical day’ (3–4 h). While learning centres were set up in all classrooms, only 36 LCT episodes were identified. Certain learning centre types (literacy, arts) were more common than others (numeracy, science), and time spent by teachers in the different centres varied widely. Children were allowed limited freedom of choice while playing in learning centres, and some were even required to complete assignments. While teachers tended to adopt facilitative roles, quality of instructional support provided to children was low. We conclude that pedagogical practices during LCT in the observed classrooms do not adequately reflect the curriculum’s vision of purposeful play. This theory/practice gap might be due to curriculum expectations, teacher-related factors (beliefs, lack of preparation) and parental pressures. Implications, limitations and lines for future research are discussed. 相似文献
17.
The research was designed to add to the UK-based literature around the Promoting Alternative Thinking Strategies (PATHS) curriculum, a whole school emotional literacy and social competence intervention. Seven semi-structured interviews were carried out with class teachers and pastoral leads. Questionnaires were designed to explore a number of elements including teachers’ perceptions of the PATHS curriculum effect on children’s social and emotional functioning and understanding, and also their thoughts about the implementation of the programme. Results suggested that teachers found implementing the programme a generally positive experience with some support found for the authors’ claims for improvement of children’s social and emotional functioning, some limited support for improvements in children’s ability to recognise others’ emotions and for improvements in children’s learning. Examination of the data also suggested that teachers felt that the programme needs long-term prioritisation in order to be successful. Implications for practice are discussed and future research directions considered. 相似文献
18.
This article presents the findings of a study that asked teachers to narrate their interactions with learners from the perspective of the curriculum that the school adopted. Thirteen female teachers, employed at eight special secondary schools for children with profound and multiple learning difficulties in England, participated in the research. They narrated their experiences, which were consequently subject to phenomenological hermeneutic analysis. All the teachers displayed a high degree of individuality and conceptualised their work not straightforwardly as teaching the espoused curriculum, but rather as they themselves being the ‘curriculum‐in‐action’, with their practice lying alongside and only obliquely cognisant of their school's explicit provision. The narratives disclosed ongoing conflict with school leaders being interpreted as a threat to their specific pedagogic practices as well as their professionalism. The research raises questions about the ability of the ‘special curriculum’ to be truly responsive to pupils' needs within this complex pedagogical environment. 相似文献
19.
Angela Anning 《The International Journal of Art & Design Education》2002,21(3):197-208
Children learn to make meanings in communities of practice through interaction with more experienced others. Young children’s strategies for and attitudes to learning are determined by the sociocultural contexts in which they practise those strategies, including learning how to draw within the distinct cultures of home and school. Evidence of meaning making — 2 and 3D representations involving drawing, modelling and play with objects — was collected over one month periods in the Autumns of 98, 99 and 00 from seven young children in home and as they settled into new pre–school and school settings in the North of England. The evidence of the seven children’s meaning making, recorded by photographs and scrap books of their representations, was used as a stimulus in dialogues to elicit parents’ and practitioners’ beliefs about the value and significance of different modes meaning making, including drawing in the contexts of home and school. Their conversations were recorded and transcribed for analysis. Evidence from the perspectives of parents, practitioners and the children was triangulated with evidence of contextual features for learning around the children’s drawings. Episodes from analysis of the data sets will be used to illustrate how the children were inducted into the conventions of ‘school’ drawing whilst often retaining a distinct personal drawing agenda at home. Implications will be drawn for the status and function of drawing in the education of young children in formal and informal learning contexts. 相似文献
20.
Exploring the contribution of attribution retraining to student perceptions and the learning process
Alicia R. Chodkiewicz 《Educational Psychology in Practice》2014,30(1):78-87
This paper looks at current research into how thinking influences learning. How people explain to themselves why they fail and succeed inevitably impacts on how well they learn new skills. Researchers have been developing attribution retraining programmes targeted at improving student academic achievement and learning experience through the promotion of positive thinking. These findings can often be found in scientific psychological journals far removed from the educational practitioners and learning environments they attempt to influence. This paper introduces the educational practitioner to the principles underlying attribution theory. The potential benefits of incorporating attribution retraining programmes into the school curriculum are then outlined and the future of this area for both researchers and educational psychologists alike is discussed. 相似文献