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1.
How teachers “care” for students is a well-established line of inquiry in educational research, but the ways such “care” may function as symbolic violence have received scant attention. In this ethnographic investigation of classroom disciplinary interactions, the characteristics and functions of preservice teachers’ care discourses are examined. By translating deficit discourses into expressions of praise for students’ nonacademic talents, the participants’ rhetoric of care effectively shifts blame for failure from teacher to student. The preservice teachers’ expressions of care also function to veil the power being produced in such rhetoric, to frame the teacher as victim when said care is rejected, and to reverse the carer/cared-for dynamic when teachers’ attempts to inspire academic progress are unsuccessful. Implications for teacher education and teacher development are provided as are suggestions for how to recognize and implement more authentic forms of care.  相似文献   

2.
A survey of the fifty states, the District of Columbia, four territories, and the Bureau of Indian Affairs indicates that the Models of Service used in remediating the problems of learning-disabled (LD) students are in need of standardized definitions. Models were ranked for their effectiveness by state or territory LD Supervisors. The results of the ranking, from “excellent” to “poor,” were as follows: LD resource, Consulting Teacher, self-contained, modified self-contained, itinerant resource, noncategorical, and, ranked least effective, cross-categorical (except when used with preschool classes). Consulting Teachers apparently are used effectively in several different kinds of situations: teaching only LD students, either in the regular classroom or a separate room; providing demonstration teaching in a regular education classroom; team-teaching with a regular education teacher; providing only consultation to regular education teachers; assisting with students in the regular classroom who need help but have not been identified as LD; assisting LD students in transition back into regular education.  相似文献   

3.
Summary A movement among universities noted for research and for rigorous scholarship that would have insured a significantly improved education for prospective teachers was transformed in a short time, about ten years, into another agency of centrally inspired “school refrom,” The Holmes Group’s initial program called for prospective teachers to undergo five years of general education and teacher education, devoting the undergraduate years largely to arts and sciences. It also called for a closer collaboration between teacher educators and arts and science faculty in order to prepare preservice teachers to teach more rigorous pedagogically organized subject matter. Included in the early Holmes agenda was the concept of a professional development school as a public school site for pedagogical application, under the direction of veteran teacher cadres. However, as a consequence of an increasingly liberal academic ideology, informing a persistent criticism of Holmes’s original proposals as elitist and insufficiently activist, the Holmes group came in a short time to underplay its call for a five-year program, to back off from a closer collaboration between teacher educators and arts and sciences faculty, and to transform its concept of an affiliated public school from a site for pre-service pedagogical classroom practice into an exemplary school-to-be. Some hope may remain: the Holmes staff recently distributed the “Conference Proceedings” of the January 1998 annual convention held in Orlando. On page 42 of those proceedings, Arthur Wise, the peripatetic head of NCATE (National Council for Accreditation of Teacher Education—now a Holmes “partner” at the national level) found Holmes neglectful of an appropriate concern for arts and sciences education for prospective teachers. Wise was a “ranconteur” in Orlando; as such he was expected to provide a “reflective response” to the conference. He said, apologetically, I might offer my one sound of criticism ... I just worry when I see that ... we may be paying too much attention to the external aspects of school and maybe not enough to the guts of the matter which is, after all, content and how to teach it.  相似文献   

4.
This paper examines the role of poverty ideology in determining whether a teacher comes to teach at a poor school (presence) and whether s/he remains at this type of school over time (persistence). A sample of 400 teachers in San Diego California was administered a questionnaire that evaluated respondents’ attitudes toward poverty. Teachers who believed poverty was rooted in social structure were more apt to be present in and to persist at poor schools. It is argued that this presence and persistence in poor schools was because these teachers had developed a “structurally mitigated sense of occupational competence”. This sense of competence made these teachers more likely to understand the problems they encountered in the classroom in structural terms, and thus they were more likely to be both satisfied with and persist at their jobs.  相似文献   

5.
This article explores the mediational role of classroom discourse in the development of shared understanding in the multiethnic classroom Successful participation in classroom discourse not only requires linguistic and cognitive competence, but also demands cultural knowledge, which often is taken for granted. Research carried out in a multiethnic third grade class in Norway reveals that a discrepancy between teachers’ implicit assumptions of what is “common knowledge” and minority pupils’ lack of background knowledge might impede joint meaning construction. Discourse episodes, illustrating various misunderstandings, are analyzed and compared. The analysis of the discourse focuses on how the topical content, the multiple reference frames applied, and the particular forms of discourse used, jointly create the framework within which development of shared understanding occurs or fails to occur. It becomes apparent that various discourse patterns, creating different premises for pupil participation, afford different ways of dealing with the misunderstandings encountered. It is argued that disparities in understanding should not be looked upon as “transmission errors”, that are something to be avoided in classroom dialogue, but might be viewed as generators of new understandings. The article is based on qualitative analysis of discourse excerpts, using transcribed audio recordings, field notes and interviews.  相似文献   

6.
Adopting the concept that “decisions can be seen as argument-driven actions,” the purpose of this study was to apply the argumentation structure raised by Stephen Toulmin (1958) to capture two science teachers' instructional decision-making mechanisms in their teaching practices. The two case teachers were chosen because of their close estimations of their students' achievement outcomes and both were in their transition stages from competent teachers to proficient ones. A science teaching observation coding schedule (STOCS) was designed to be used in classroom observations, and all these quantitative data were collected to be converted into four issues for the two teachers to justify their ways of teaching. A semi-structure interview was conducted to analyze why and how these two case teachers made their instructional decisions. The results indicate that although they knew that their students could not fully understand what they taught in the class, their teaching strategies were still teacher-dominated modes. What really influenced their instructional decisions included external context factors (e.g., examination pressure, subject contents, limited time and classroom management) and internal experiential factors (e.g., personal educated experiences, beliefs and understandings of constructivism and inquiry). Finally, the authors suggest that science teachers' instructional decision making mechanisms can be appropriately represented by case teachers' argumentations structure.  相似文献   

7.
Research in Mexican schools, drawing upon earlier research in the UK, has led to the development and use of a method for describing, comparing and evaluating the particular approaches and interactional strategies used by teachers and learners. Using this method, qualitative and quantitative comparisons are made to distinguish between teachers who use a conventional, formal, directive approach when teaching 5-year-old children mathematical skills (called the “Official” method) and those who use a more interactive, collaborative, supportive, “scaffolded” approach to teach similar classes of children (called the “High Scope” method). In an earlier study, we found more competent and independent problem-solving among High/Scope pupils than among their peers taught by the Official method. In the present study, discourse analysis and statistical analysis of the relative frequencies of types of teacher-pupil interaction in the classrooms of two “Official” teachers and two “High’ Scope” teachers are used to explain the improved problem-solving of the “High Scope” pupils. The findings support the view that by creating a more collaborative, scaffolded version of classroom education, teachers can more successfully enable children to develop their own problem-solving skills, learning strategies and curriculum-related understanding. The research also contributes to the development and implementation of methods for promoting a more effective style of teacher-learner interaction in the classroom.  相似文献   

8.
It is problematic whether primary teachers benefit by completing a first degree especially when the teaching of specific subjects, here science, is the focus of attention. This study reports the comparative results of interviewing thirteen Canadian and ten Australian student teachers, both about to commence their Bachelor of Education. The Canadian students had completed an initial degree while nine of the Australian students were school leavers. The interviews, which explored views about teaching primary science, were analysed with this factor in mind. Student teacher perceptions reported include: how to recognise a “good” primary science teacher; perceptions of self as a “good” primary science teacher; expectations of how the teacher education program could assist their science teaching; and whether (for the Canadian students) the initial degree will help in becoming a primary science teacher. Analysis of the interviews suggests possible influences a first degree (among other factors) may have on perceptions related to primary science teaching and raises questions about what is the best general approach for preparing primary teachers to teach science effectivly.  相似文献   

9.
In this article, we consider the complex and dynamic inter-relationships between individual science teachers, the social space of their work and their dispositions towards teacher leadership. Research into the representation of school science departments through individual science teachers is scarce. We explore the representations of four individual teachers to the assertions of teacher leadership proposed by Silva et al. (Teach Coll Rec, 102(4):779–804, 2000). These representations, expressed during regular science department meetings, occur in the social space of Bourdieu’s “field” and are a reflection of the “game” of science education being played within the department. This departmentally centred space suggests an important implication when considering the relationship between subject departments and their schools. The development of an individual’s representation of teacher leadership and the wider “field” of science education appears to shape the individual towards promoting their own sense of identity as a teacher of science, rather than as a teacher within a school. Our work suggests that for these individuals, the important “game” is science education, not school improvement. Consequently, the subject department may be a missing link between efforts to improve schools and current organizational practices.  相似文献   

10.
This essay reflects the shared experiences of four college faculty members (a biologist, a psychologist, a computer scientist, and a feminist literary scholar) working together with K-12 teachers to explore a new perspective on educational practice. It offers a novel rationale for independent thinking and learning, one that derives from rapidly developing interdisciplinary and transdisciplinary inquiries in the sciences and social sciences into what are known as “complex” or “emergent” systems. Using emergent systems as a model of teaching and learning makes at least three significant contributions to our thinking bout teaching, in three very different dimensions. It invites us into an awareness that the brains of individual students and teachers operate as emergent systems that are neither possible nor desirable to control fully. It invites us to appreciate as well that the activities and benefits of a classroom are not all individual interactions between teacher and student. Interactions among students and teachers are collectively contributing to a somewhat unpredictable project with an insistently social dimension, which is in turn crucial to the individual achievements of all involved. Finally, emergent pedagogy encourages us to consider more carefully the relations between the individual classroom and the larger educational community of which it is a component, including a challenge to rethink the matter of assessment.  相似文献   

11.
In this article I argue that the use of practical reasoning in university classrooms is necessary to establish conditions under which university teachers and students can move beyond the dominant “transmission mode” of education (teaching and learning). This mode of education had been, and in many cases remains to be prevalent in several (South African) university classrooms. I argue what it could mean for university teachers and students to reason together with one another in classroom practices. Central to reasoning together is the idea of deliberation which provides opportunities for teachers and students to experience “intelligent action” (Biesta 2004a) that could enhance educational problem solving in (and beyond) university classrooms.  相似文献   

12.
This paper argues for an inclusive model of science education practice that attempts to facilitate a relationship between “science and all” by paying particular attention to the development of the relationship between the teacher, students and science. This model hinges on the implementation of cogenerative dialogues between students and teachers. Cogenerative dialogues are a form of structured discourse in which teachers and students engage in a collaborative effort to help identify and implement positive changes in classroom teaching and learning practices. A primary goal of this paper is to introduce a methodological and theoretical framework for conducting cogenerative dialogue that is accessible to classroom teachers and their students. I propose that researchers must learn to disseminate their findings to teachers in ways that are practical, in that they provide teachers with information needed to make concrete connections between the research and their teaching, while continuing to make available the theories that support their findings. Using an integration research framework in conjunction with a temporality of learning model, I introduce a method of disseminating research findings that provides both classroom teachers and researchers with access to different forms of knowledge about cogenerative dialogues in the same paper. In doing so, this article examines the relationships between teacher knowledge and researcher knowledge by exploring the practical application of cogenerative dialogues for classrooms teachers and the theoretical implications of using cogenerative dialogues for researchers.
Sonya MartinEmail:
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13.
This study investigated whether a major new children’s television series on mathematics, produced primarily for an at-home audience, could be “repurposed” for classroom use. Segments were selected from the PBS children’s series, “Square One TV,” and edited into 30 videocassettes organized by curriculum topics. Teachers in two public elementary schools in Cambridge, Massachusetts, used the cassettes over a 10-week period. Both qualitative and quantitative data were collected, including teacher interviews, teacher journals of classroom use, researcher observations, a survey of student attitudes toward mathematics, and student interviews. Teachers found the reformatted cassettes to be useful motivational and instructional resources, especially in demonstrating connections between mathematical ideas and real-world situations. A videotape of teacher and student responses is available from the authors. This paper written while Dr. Chen was an assistant professor at the same school, won the Instructional Video Paper Competition marking the 25th anniversary of the Agency for Instructional Technology, Bloomington, Indiana.  相似文献   

14.
During their years of schooling, students develop perceptions about learning and teaching, including the ways in which teachers impact on their learning experiences. This paper presents student perceptions of teacher pedagogy as interpreted from a study focusing on students' experience of Year 7 science. A single science class of 11 to 12 year old students and their teacher were monitored for the whole school year, employing participant observation, and interviews with focus groups of students, their teacher and other key members of the school. Analysis focused on how students perceived the role of the teacher's pedagogy in constructing a learning environment that they considered conducive to engagement with science learning. Two areas of the teacher's pedagogy are explored from the student perspective of how these affect their learning: instructional pedagogy and relational pedagogy. Instructional pedagogy captures the way the instructional dialogue developed by the teacher drew the students into the learning process and enabled them to “understand” science. How the teacher developed a relationship with the students is captured as relational pedagogy, where students said that they learned better when teachers were passionate in their approach to teaching, provided a supportive learning environment and made them feel comfortable. The ways in which the findings support the direction for the middle years and science education are considered.  相似文献   

15.
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16.
Conclusion In conclusion, as early childhood teachers prepare to meet the “unknown” —mainstreaming—the early childhood community has an excellent opportunity to benefit from both past experiences and the research literature on mainstreaming and teacher change. This work suggests that teachers' feelings and attitudes about mainstreaming must be addressed in dynamic relation to their needs for information and skills as these change over time. Teachers, directors, and teacher educators need help in understanding that teachers' development and the development of the children they teach are inextricably linked. While these concepts have been explored previously, it is imperative that practitioners at all levels recognize their relevance at this critical juncture in the implementation of P.L. 99–457 and consider new and creative ways to translate them into practice. I feel... not just that I couldn't cope with it... but emotionally I don't think I could... Emotionally I think I would have a hard time, you know, going home and feeling good about myself when I know that there's this child [with disabilities in my classroom].  相似文献   

17.
This study investigates the beliefs and practices of seven high school chemistry teachers as a result of their participation in a year-long inquiry professional development (PD) project. An analysis of oral interviews, written reflections, and in-class observations were used to determine the extent to which the PD affected the teachers’ beliefs and practice. The data indicated that the teachers developed more complete conceptions of classroom inquiry, valued a “phenomena first” approach to scientific investigations, and viewed inquiry approaches as helpful for facilitating improved student thinking. Analysis of classroom observations with the Reformed Teaching Observation Protocol indicated that features of the PD were observed in the teachers’ practice during the academic year follow-up. Implications for effective science teacher professional development models are discussed.  相似文献   

18.
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19.
In this paper a conceptual model of instruction “the six mirrors of the classroom” used as a frame for teaching a learning topic, the microorganisms are depicted. The paper consists of four sections: (a) the six mirrors of the classroom model (SMC); (b) the SMC as implemented in the expository and cooperative modes of instruction in classrooms and results; (c) a “Journey of Inquiry into the Wonderful World of Microorganisms” (JIWWM), developed according to the Science–Technology–Environment–Peace–Society (STEPS) approach; and (d) teaching and learning the JIWWM, in ninth-grade classes, within the SMC model. The results show that science topic can be taught in the frame of the mirrors of the classroom. When the instructional goals of the teachers used the mirror “1, classroom organization” and mirror “6, pupils’ social behavior” and the third ring around the all six mirrors cooperative skills were practiced, academic outcomes were achieved, and attitudes toward environmental preservation and peace improved. The SMC model can serve as a valuable tool for teachers, since it can design their teaching and learning settings in a more controlled environment, in terms of objectives, teachers’ and students’ social behaviors, and academic outcomes.  相似文献   

20.
This 3 year longitudinal study reports the feasibility of an Improving Teacher Quality: No Child Left Behind project for impacting teachers’ content and pedagogical knowledge in mathematics in nine Title I elementary schools in the southeastern United States. Data were collected for 3 years to determine the impact of standards and research-based teacher training on these aspects of teacher quality. Content knowledge for the scope of this research study refers to the knowledge that teachers have about subject matter. Teacher quality is directly related to teachers’ “highly qualified” status, as defined by the No Child Left Behind mandate. According to this mandate, every classroom should have a teacher qualified to teach in his subject area and be able to “raise the percentage of students who are proficient in reading and math, and in narrowing the test-score gap between advantaged and disadvantaged students.” Participants were six second grade and seven third grade teachers of mathematics from nine schools within one failing school district. The implementation of standards-based methods in the nine Title I Schools increased teacher quality in elementary school mathematics. In fact, qualitative and quantitative data revealed significant gains in teachers’ mathematics content and pedagogical knowledge at both grade levels.  相似文献   

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