Reception Teacher Responses to the Foundation Stage Réactions des enseignants des premières classes du primaire à la phase de fondation Las Racciones de los Maestros del Primer Año (de un parvulario) respecto a la Etapa Preparatoria     

Iris Keating  Jo Basford  Elaine Hodson  Angela Harnett 《International Journal of Early Years Education》2002,10(3):193-203

Teachers of children aged four and five years in England (the Foundation Stage), since 2000, have been bound by the Curriculum Guidance produced by central UK Government. We were interested to learn of the responses of these teachers to this newly introduced document. We found that teachers welcomed the Foundation Stage Curriculum Guidance, not least because it recognised that there exists a valuable and separate stage in children's education. Further, the teachers were relieved that there was, within the document, the acknowledgement of the importance and value of play as integral to the educational needs of young children. The teachers indicated that the document was also beneficial in that it allowed them to return openly to what they felt to be sound Early Years practice which some had felt had been undermined by previous curriculum guidance. However, concerns remained in that not all stakeholders are yet aware of the needs of young children and of the resources necessary to meet these needs. En Angleterre, depuis 2000, les enseignants des enfants de quatre et cinq ans (phase dite de 'fondation') doivent se conformer à la Curriculum Guidance (Lignes directrices des programmes scolaires) produite par le gouvernement central du Royaume-Uni. Nous souhaitions connaître les réactions de ces enseignants face à ce nouveau document. Nous avons constaté que les enseignants accueillent favorablement la Foundation Stage Curriculum Guidance tant elle reconnaît l'existence d'une phase utile et distincte d'assimilation chez les enfants. En outre, les enseignants ont été soulagés de constater que la document reconnaît l'importance et l'utilité du jeu comme faisant partie intégrante des besoins éducatifs des jeunes écoliers. Ils ont également fait savoir qu'ils trouvent ce document utile dans la mesure où il leur permet de revenir ouvertement à des pratiques qu'ils considèrent comme étant saines pendant les premières années scolaires des enfants et qui, selon certains, avaient été amoindries par les lignes directrices des programmes scolaires précédents. Ils s'avèrent néanmoins toujours préoccupés du fait que toutes les parties prenantes ne sont pas encore conscientes des besoins des jeunes enfants et des ressources nécessaires pour les satisfaire. Desde el año 2000, en Inglaterra, los profesores de niños de la edad de 4 y 5 años (la Etapa de Fundación) han tenido que conformar con las reglas de curriculum introducidas por el gobierno central del Reino Unido. Tuvimos interes de enterarnos de las respuestas de aquellos profesores a ese documento nuevo. Encontramos que los profesores estan de acuerdo con la 'Guía de Curriculum de la Etapa de Fundación', por lo menos porque reconoció que existe una etapa válida y aparte en la educación de niños. Además estuvieron contentos que el documento reconició la importancia y validez de juegos infántiles imprescindible en el desarrollo del niño. Los profesores indicáron que el documento fue beneficioso también porque les permitió volver abiertamente a lo que sentieron que fueron 'prácticas sanas' de los años primeros que algunos de ellos pensaron que habían estado desacreditadas por las 'Guías de Curriculum' previas. No obstante quedan preocupaciónes que algunos interesados todavía no estan enterados de lo que los niños necesitan y los recursos que hacen falta.  相似文献   

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   

The Effect of Questioning Style During Storybook Reading on Novel Vocabulary Acquisition of Preschoolers   总被引：1，自引：0，他引：1  

Bridget A. Walsh  Pamela Blewitt 《Early Childhood Education Journal》2006,33(4):273-278

The effects of adult questioning on children’s novel word acquisition during storybook reading were investigated. Three-year-olds were assigned to one of three conditions: vocabulary eliciting questions, noneliciting questions, and no questions (control). General vocabulary comprehension and novel word knowledge were equivalent across the groups before the storybook reading intervention. Children were read 3 storybooks repeatedly across 4 reading sessions and were tested for production and comprehension of novel words in the final session. Children’s novel word comprehension increased more in both question conditions than in the control condition, suggesting that type of question is not as important to word learning as children’s active engagement in discussion about novel words in general. Novel word production was not strongly affected by any of the reading conditions. However, asking children noneliciting questions did appear to foster production of new words more than not asking questions at all.  相似文献   

Lifelong learning and the reform of the teaching practicum in Australia     

Ron Toomey Corresponding author  Judith Chapman  Janet Gaff  Jacqueline McGilp  Maureen Walsh  Elizabeth Warren 《Asia-Pacific Journal of Teacher Education》2005,33(1):23-34

This paper reports the findings of a project—‘Lifelong learning and teacher education’—undertaken by the Centre for Lifelong Learning, Australian Catholic University, under the auspices of the Australian Commonwealth Department of Education, Science and Training. The study was designed to investigate the operationalization of lifelong learning in Australian teacher education. The study revealed that there is a range of existing, innovative practices regarding partnerships between schools and higher and further education that are in keeping with emerging ideas about lifelong learning. Moreover, some of these take the form of collaborative action research projects focused on improving the learning occurring in the partnership schools. This paper describes some current approaches in Australia to collaborative action research by teacher educators' and their partnership schools and shows how they contribute to lifelong learning. The approaches are then analyzed to suggest ways of advancing lifelong learning within Australian Education Faculties thus helping to make lifelong learning more of a reality for all.  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   

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   

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   

Gender differences in cognitive abilities of learning-disabled females and males     

Susan A. Vogel  Patricia C. Walsh 《Annals of dyslexia》1987,37(1):142-165

Gender differences in level and pattern of cognitive abilities were examined in 28 LD college-able females (CA 18–25) as compared to 21 LD college-able males (CA 18–25). Both groups were in the average IQ range as measured by the Wechsler Adult Intelligence Scale, with LD males significantly higher on the Full Scale IQ and three out of the four subtests, Picture Completion, Block Design, and Information. The LD females performed significantly better on the Digit Symbol subtest. The hierarchies of subtest performance and Bannatyne and ACID category scores were compared. LD females have strengths in visual-motor abilities and verbal conceptualization, while the LD males’ highest abilities were nonverbal visual-spatial confirming earlier studies on younger LD individuals and non-LD males and females. Performance on the Digit Symbol subtest was the next to the lowest for the males, the highest for females. However, for both groups, short-term and long-term memory for digits and factual knowledge and mental arithmetic problem solving were relative weaknesses. Results indicate different patterns of cognitive abilities in LD females and males which have implications for identification, service, and prognosis for the learning disabled, especially females.  相似文献