Development of a science attitude scale for spanish-speaking populations     

Elaine J. Anderson  Deyanira Barnett Herrera 《科学教学研究杂志》1976,13(1):45-48

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The management and training needs of reception teachers working with the Foundation Stage Curriculum     

Elaine Hodson  Iris Keating 《International Journal of Early Years Education》2007,15(1):67-81

In England, since 2000, teachers of children aged three to five (the Foundation Stage) have been bound by the Curriculum Guidance for the Foundation Stage produced by central government. Initially, we were interested to learn of the responses of early years teachers to that document. We found that teachers welcomed the Curriculum Guidance, not least because it recognized that there exists a valuable and separate stage in children’s education. However, in relation to ensuring that quality learning experiences were provided, teachers identified two issues of concern to them—professional training of early childhood teachers, and the leadership and management of the Foundation Stage. Concerns also remained that not all stakeholders were yet aware of the needs of young children and of the staff training resources necessary to meet these needs. Upon our return to the respondents three years later, we found that, despite the incorporation of the Curriculum Guidance, some practitioners continued to feel that both colleagues and managers sometimes had limited understanding of the unique nature of the early childhood curriculum. Concerns about resources and an appropriate learning environment also continued to be evident.  相似文献   

How university teaching changes teachers: Affective as well as cognitive challenges     

Elaine?MartinEmail author  Gillian?Lueckenhausen 《Higher Education》2005,49(3):389-412

This paper argues that the teaching of a subject can change our understanding of what it means to know, to teach and learn that subject. It also argues that when our understanding is questioned and changes then academic work can become an emotionally charged endeavour. This paper reports on a study where, over a semesters teaching, around two thirds of teachers changed some aspect of their scholarly thinking or practice. These teachers were teaching a range of first and second year classes, they were not new to teaching, nor were they unfamiliar with the teaching of the subject. For approximately one third, the change in understanding was not major. It involved a change in teaching practice but it did not involve the questioning of their existing understanding of subject matter. For another third, however, the change was substantial. These teachers, in some way, questioned previously taken for granted assumptions, they re-thought aspects of the structure of the discipline or the relationship of the subject to the discipline. They also revised their ideas about how to best teach that subject and what learning the subject involved. This change invariably involved anxiety and uncertainty and in some cases this was extreme. Little attention has been paid to change in teachers understanding of subject matter and little, or no, research has focused on the emotional impact of this change. This initial exploration of these neglected aspects of university teaching suggests a rich vein for further exploration. This paper builds on previous work that has used phenomenography to examine changes in university teachers understanding of subject matter taught. An analysis of metaphor is used to explore change and to tap into the rich and complex emotional experiences that accompany this change.  相似文献   

A comparison of Carnegie and NCES data on postsecondary faculty: Ambiguities and disjunctures     

David W. Leslie  Elaine C. Fygetakis 《Research in higher education》1992,33(4):447-465

This paper compares the results of NCES and Carnegie surveys of postsecondary faculty to identify points of agreement and disagreement between them, and to contrast the respective survey results to other recent research on faculty. The two surveys utilized differently constructed samples, experienced different response rates, and employed different weighting schemes for purposes of analyzing and interpreting the results. Certain important inconsistencies in the results of the two surveys were observed and the paper provides a critical analysis of methodological and interpretive issues raised in a comparison of the surveys' results.  相似文献   

And Robins I have Never Seen...     

J. P. Hawkins  D. L. Pratt 《Educational studies》1988,14(1):97-103

A group of children aged 9 and 10 were asked what signified Christmas to them. The children had all English as a mother tongue and were in the traditional mainstream English culture pattern. The children were asked: (1) to write random ideas on Christmas; (2) to define certain terms used in the nativity story, otherwise seldom used; (3) to identify unmarked greetings cards, isolating if possible reasons for their identification.

Afterwards, they heard a reminiscence of Christmas in another land, and applied their imagination to drawing cards appropriate to that.

The whole exercise was in the context of trying to give explicit reasons for signs which have implicit basic cultural significance, and the authors raise the question of whether at least partial knowledge of reasons is important in this type of semiological context, and whether making intuitive knowledge explicit could make a difference to learning.  相似文献   

The transfer of content knowledge in a cascade model of professional development     

Fay Turner  Elaine Wilson 《Teacher Development》2017,21(2):175-191

A cascade model of professional development presents a particular risk that ‘knowledge’ promoted in a programme will be diluted or distorted as it passes from originators of the programme to local trainers and then to the target teachers. Careful monitoring of trainers’ and teachers’ knowledge as it is transferred through the system is therefore imperative. This paper focuses on the transfer of content knowledge through an in-service teacher professional development programme and offers an innovative methodology for investigating knowledge transfer, i.e. through insights gained during a mentoring process. The findings suggest that this methodology facilitated assessment of knowledge transfer because it involved the identification of knowledge in practice. The focus on knowledge in practice appeared to avoid a deficit model of trainers’/teachers’ knowledge and revealed that content knowledge was generally being successfully transferred throughout the system. A detailed analysis of different aspects of content knowledge transfer suggested various foci for additional training.  相似文献   

Children’s Drawing,Self Expression,Identity and the Imagination     

Bryan Hawkins 《The International Journal of Art & Design Education》2002,21(3):209-219

Directions, Volume 18 Number 1 [1] suggests that postmodern theory is beginning to have a significant effect upon educational practice. Atkinson [2] has directed attention towards the effects of both the construction of the subject and the real within art teaching. Much postmodern theory challenges the unitary, pre–existing subject. This paper will argue that the persistence of an ideology of self–expression which asserts that all representation is in connection with (should be read in relation to) a singular, pure, pre–existing self acts to limit our understandings of the complexity of children’s representations and is in conflict with many contemporary positions. Research has centred on the development of ‘out of school’ sketchbooks. Large sketchbooks were given out to nursery and reception children paired with older siblings in primary education. Possible drawing activities and interests were discussed and children were left to develop the sketchbooks at home. Two weeks later (including a half term holiday) the children were interviewed in relation to the drawings developed. The drawings have been considered in relation to contemporary approaches to self and identity. The conclusions of this paper revolve around the possibilities of reading children’s drawing in relation to self and identity through the interaction of social context, discursive practice and agency in a manner which is suggested by Ricouer’s formulation of the social imaginary. Additionally, the substitution of tenacious notions of expression with concepts of agency and contingency grounded in the characteristics of ‘citationality’, articulation and narrative are suggested as a basis for developing the educational potential of drawing.  相似文献   

Children's conceptions of probability — A psychological and pedagogical review     

Anne S. Hawkins  Ramesh Kapadia 《Educational Studies in Mathematics》1984,15(4):349-377

This paper identifies a number of key questions concerning children's understanding of probability. A selection of psychological and pedagogical research studies is evaluated. Attention is drawn to the various definitions of probability assumed by their authors, indicating the relevance of these to an understanding and synthesis of the reported findings. The possibility of basing relevant classroom practice on subjective rather than theoretical concepts of probability is discussed.  相似文献   

The role and the training of teacher-counsellors     

Irene Pütter  Elaine Morrison 《International journal for the advancement of counseling》1986,9(2):189-196

The example of teachers not seeking counselling was used. Some reasons for this situation were given as well as one possible way to change it by providing early information and training during the students' regular studies. My hope is that if teachers have the necessary information, abilities and positive experiences, when they have problems, it should be easier for them to use counsellors than it is for other today.Teachers were used as an example of how one group could be encounraged to make use of counsellors. However, similar strategies could be used with other groups whose jobs involve high personal stress (for example social workers, medical doctors etc.). The example of teachers was also used to show how change can be introduced within a system. Here it might be useful to develop the ability to work with a counsellor during the regular education, so that it becomes part of their understanding of their professional role.  相似文献   

Where have they gone? Issues in transition and progression for special school leavers     

Alan Dyson  Nick Meagher  Elaine Robson 《Journal of Research in Special Educational Needs》2002,2(2)

This paper reports on semi-structured interviews with 76 former special school students now aged between 16 and 25. These young people were 'disadvantaged' rather than 'disabled' and many were experiencing 'fractured' transitions from school. Although they were more positive about their schools than similarly disadvantaged peers who had attended mainstream provision, they nonetheless raised concerns about the quality and usefulness of their experiences. On leaving school they had, in many cases, moved from one unsatisfactory activity to another, without any obvious signs of progression. They displayed a high level of purposefulness but lacked personal and social resources to support their progression within somewhat unsupportive structures. The paper argues that an exclusive focus on transition from school is inadequate and that young people may need support well after this point, possibly from the Connexions service. It also suggests that the notion of 'resilience' may have more to offer than traditional special education discourses.  相似文献