Teacher enquiry as a tool for professional development: Investigating pupils’ effective Talk While Learning     

Kate Wall  Steve Higgins  Emma Glasner  Ulfëbt Mahmout  Jane Gormally 《The Australian Educational Researcher》2009,36(2):93-117

The Learning to Learn in Schools Phase 3 Evaluation was a four year project across England exploring the concept of Learning to Learn in 33 primary and secondary schools. The project was funded through the UK based Campaign for Learning. One of the key aims of the project was to ensure that the locus of control in terms of development remains with the schools, who decided on the focus of innovation relevant to them under the umbrella heading of Learning to Learn. A team from the Research Centre for Learning and Teaching at Newcastle University then supported and facilitated the teachers in the systematic evaluation of their experiences. As a result we believe that this process supported meaningful professional development about teaching and learning. This paper exemplifies this process through two professional enquiries into pupil talk in the classroom and how it supported learning. The projects were carried out by teachers in two schools, one secondary (11–18 years) and one primary (4–11 years). Both schools decided that encouraging pupil talk about learning best fit with their priorities and the project aims of exploring Learning to Learn. The paper describes the different research methods and findings of the teachers’ research, focusing on the decision making which occurred and how the process of the research has impacted on their professional development. Conclusions are drawn about how the philosophy of Learning to Learn can be as easily applied to the process of professional enquiry through action research and teachers’ learning, as to the more traditional domain of students’ learning and how this might contribute to the development of a successful Learning to Learn school culture.  相似文献   

William Steig: champion for romance     

James E Higgins 《Children‘s Literature in Education》1978,9(1):3-16

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Students’ Perceptions of Priorities in Nurse Education: Research Findings and their Curriculum Implications     

Les Higgins 《高等教育研究与发展》1989,8(2):117-127

A credible assumption is that the success of any curriculum intended for adult students is a function of the match between the curriculum and the needs and aspirations of participating students. This assumption provided a basis for investigating the educational priorities of students undertaking nurse education programs in selected N.S.W. colleges of advanced education. The investigation involved a longitudinal study together with several comparative studies. The findings of the studies present a picture of groups of students who are ambivalent towards many of the objectives and priorities of their vocational programs. The origins of that ambivalence appear to reside both in a restricted view of the nurse's role and in anxieties and doubts which students have about their clinical experience and competence. The ambivalence experienced by the students appeared to be working to divert their attention, if not to alienate them altogether, from aspects of their programs and indeed from the vision of nursing which college curricula are intended to foster. Possible responses to the challenges presented by the findings of the studies are canvassed.  相似文献   

Selective attention of impulsive and reflective children     

Byron Egeland  Anne Thibodeau Higgins 《Contemporary educational psychology》1976,1(3):213-220

Kagan's Matching Familiar Figures Test was used to select 36 impulsive and 36 reflective children at each of three grade levels: kindergarten, second, and fifth. An incidental learning paradigm was used to assess the child's recall of central and incidental information. Reflective subjects recalled more central and incidental information than impulsives, suggesting that impulsives have difficulty encoding information for storage. Central recall increased with grade level but incidental learning remained constant, a finding consistent with the developmental trend found in previous investigations. A task order effect was found in the recall of central information with more errors made when the central recall task was presented after the incidental. This order effect may account for the higher central recall scores found in previous investigations. Other problems with the incidental learning paradigms raise questions about the validity of the task for inferring selective attention. Despite the problems associated with the task, the results offer further evidence to support the notion that impulsive and reflective children differ on dimensions other than response latency.  相似文献   

Assistive technology for postsecondary students with learning disabilities: From research to practice     

Eleanor L. Higgins  Jennifer C. Zvi 《Annals of dyslexia》1995,45(1):123-142

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Gender inequality in the primary classroom: will interactive whiteboards help?     

Fay Smith  Frank Hardman  Steve Higgins 《Gender and education》2007,19(4):455-469

This paper sets out to investigate (i) gender differences in whole class classroom interaction with a sample of teachers who were not using interactive whiteboards (IWBs) in their lessons; and (ii) the short‐term and longer term impact of IWB use upon gender differences in classroom interaction. The study focused upon teacher–student interaction at Key Stage 2 in the teaching of literacy and numeracy in English primary schools. As part of the National Literacy and Numeracy Strategies, IWBs have been made widely available as a pedagogic tool for promoting interactive whole class teaching. In order to investigate their impact, the project looked specifically at the interactive styles used by a national sample of primary teachers. Using a computerized observation schedule, 144 lessons were observed over a two‐year period. The findings concur with other research which has found that boys dominate classroom interaction in terms of the frequency of certain discourse moves. The average length of each move did not vary significantly between boys and girls. Frequency dominance was disproportionately stronger in classes with a high percentage of boys in class, and was also stronger in lessons where whiteboards were used. Understanding how interaction varies in the classroom, and how new technology might affect this interaction, has important implications for teachers, researchers and future research priorities.  相似文献   

Reconfiguring the optics of the critical gaze in science education (after the critique of critique): (re)thinking “what counts” through Foucaultian prismatics     

Marc Higgins 《Cultural Studies of Science Education》2018,13(1):185-203

The purpose of this article is to explore what Michel Foucault refers to as “the” critical attitude and its relationship to science education, drawing from Foucault’s (The politics of truth. Semiotext(e), New York, 1997) insight that the critical attitude is but a critical attitude. This article is a rejoinder to Anna Danielsonn, Maria Berge, and Malena Lidar’s paper, “Knowledge and power in the technology classroom: a framework for studying teachers and students in action”. Where Danielsonn and colleagues think with Foucaultian power/knowledge to examine and (re)consider teacher-student didactic relations in science and technology education, this article critically examines the power/knowledge relationship between science educators and science education to critically explore the modes of criticality produced and produceable. Particularly, I explore possibilities for and of critique that stem from and respond to what Bruno Latour (Politics of nature: How to bring the sciences into democracy. Harvard University Press, Cambridge, 1993) refers to as the crisis and critique of critique.  相似文献   

Literalism in the young child’s interpretation of pictures     

Leslie C. Higgins 《Educational technology research and development : ETR & D》1980,28(2):99-119

This article describes four studies concerned with the young child’s response to the illusion of incompleteness in pictures. A substantial proportion of the children, aged 4 to 7 years, responded as if an element “out of sight” in a picture either did not exist or was incomplete. This mode of responding, termed “literalism,” was found to be related to age and proved to be little influenced by training and one other form of structured experience. The work reported in this article was funded by a grant from the Education Research and Development Committee, Commonwealth Department of Education, Canberra, Australia. The author acknowledges with gratitude the assistance of Ann Ring, June Sleet, and Janette Muir in the execution of these studies.  相似文献   

The effects on the student-teacher relationship in a one-to-one technology classroom     

Kevin Higgins  Shawna BuShell 《Education and Information Technologies》2018,23(3):1069-1089

This embedded case study explores the student-teacher relationship in a one-to-one technology environment. The actual change in relationship in a one-to-one classroom was examined. The study was guided by the self-system theory of motivation and its three characteristics of autonomy, relatedness, and competency as a theoretical framework. To explore this topic, the researchers considered the perspectives of four classroom teachers and 207 high school students at a suburban public high school in New Jersey. The case study research utilized teacher interviews, classroom observations, student surveys, and a student focus group. The findings revealed a notable change in the relationship between teachers and students within the one-to-one environment. The change existed in the connectivity between the teachers and their students beyond the classroom and school. The researchers concluded that the teachers and their students did have a positive relationship in a one-to-one environment and that relationship depended on the teacher’s ability to engage students using the one-to-one device. The researchers concluded that the one-to-one environment creates an autonomous learning environment for students; teachers and students have a relatedness that extends beyond the traditional boundaries of a school; and a higher level of competency in both teachers and students creates a more engaging classroom. As one-to-one technology environments are becoming more popular across the country, this study contributes to a better understanding of the expected changes in teacher-student relationships before issues of conflict occur.  相似文献   

Evaluating computer graphing programs     

Norman Higgins 《TechTrends》1989,34(3):13-16

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