When asked questions, children often avert their gaze. Furthermore, the frequency of such gaze aversion (GA) is related to the difficulty of cognitive processing, suggesting that GA is a good indicator of children's thinking and comprehension. However, little is known about how teachers detect and interpret such gaze signals. In Study 1 teaching interactions were analysed to determine teachers' responses to different patterns of children's eye gaze. In Study 2 a different group of teachers completed a questionnaire assessing their awareness of GA in determining children's thinking, understanding, and interest. Results showed that teachers did not typically respond to children's GA in predicted ways and did not associate GA with children's thinking. However, when asked explicitly about GA cues they made predictions relating to question difficulty and children's thinking in line with empirical work. We conclude that while teachers have an implicit understanding of GA cues, they typically do not make full use of such cues during classroom teaching. 相似文献
AbstractThis article examines evidence regarding the assessment learning of preservice teachers (PTs) in a new Master of Teaching designed to prepare teachers to address the less than equitable outcomes of certain groups of students in New Zealand. The assessment curriculum was integrated across all of the courses and the in-school experiences as one of six interconnected facets of practice for equity. Evidence about the assessment learning of 27 preservice teachers was collected using a survey, interpretive analysis of three assignments and a focus group interview. The findings demonstrated that preservice teachers combined theory and practice encountered in many contexts to build the assessment understanding and competence needed to address equity issues. We argue that this was facilitated by incorporating the assessment curriculum within each course, intertwining university and school experiences, and the specific focus on addressing equity throughout the programme. 相似文献
There has been a growing focus in New Zealand on the early literacy learning of young children. This emphasis has challenged early childhood teachers to ensure there are appropriate literacy events within their programme. The aim of this study was to identify early childhood teachers' knowledge and beliefs about literacy learning and examine how these translated into literacy practices. Four early childhood settings were chosen—two sessional kindergartens and two full‐day early learning centres. Eight early childhood teachers from four different centres were interviewed. All teachers held a recognized early childhood qualification and were working within the framework of Te Whaariki, the New Zealand early childhood curriculum. Five children in each setting were observed using narrative observations. All teachers were committed to providing meaningful and purposeful literacy experiences within a play‐based programme. However, although teachers had created rich early literacy environments, there was some tendency toward formal skills‐based interactions. The children themselves created many opportunities for authentic and rich literacy events. 相似文献
In England and Wales, Initial Teacher Education depends upon a legal and contractual partnership between schools and higher education institutions in which teacher mentors are often trained to support student teacher development. This paper investigates the much less formal kind of partnership model that has evolved in Scotland, using one university's PGCE (Secondary) programme as a case study. Our research shows that the partnership is based on goodwill and relationships built up over time between university and school staff. However, school staff generally have only a weak understanding of the overall direction of the PGCE programme and they are uncertain about how best to fulfil their role in placement supervision. Partly in consequence, students find it hard to integrate school and university experiences and the quality of placement is very uneven. We identify scope for the development of mentoring skills among teachers and argue that current developments in Scottish education mean that this is a propitious time to begin to strengthen the links between school and university components of PGCE programmes.
En Angleterre et au Pays de Galle, la formation initiale des professeurs repose sur un partenariat contractuel et juridique entre les écoles et les Instituts de formation, c'est‐à‐dire que des professeurs sont formés en tant que mentors pour veiller au bon développement des étudiants. Dans cet exposé nous allons étudier un modèle de partenariat beaucoup moins formel qui s'est développé en Ecosse, en nous basant sur le cas d'étude du programme du PGCE (professeurs du secondaire) d'une université. Nos recherches montrent que le partenariat est basé sur de la bonne volonté et sur des relations bâties au cours des années entre l'université et les enseignants en collège. Cependant en général ces derniers n'ont pas une vision très claire de la direction globale du programme du PGCE et ne savent pas quelle est la meilleure manière de remplir leur rôle de superviseur durant les stages. En partie pour cette raison, les étudiants ont des difficultés à faire le lien entre leur expérience au collège et leur expérience à l'université et la qualité des stages est donc très inégale. Nous constatons donc qu'il faut que les professeurs soient mieux formés à leur rôle de mentor et que—en raison des développements qui ont lieu à l'heure actuelle dans le domaine de l'éducation en Ecosse—le moment est propice pour commencer à créer des liens plus étroits entre les composants universitaires et les stages en collège des programmes du PGCE.
En Inglaterra y Gales, la Educación Inicial del Profesor depende de la asociación legal y contractual entre los colegios y los institutos de educación superior, por donde enseñan a los mentores de profesores a apoyar el desarrollo del profesor en prácticas. Este artículo examina el modelo de asociación mucho menos convencional que ha desarrollado en Escocia, utilizando el programa de PGCE (secundario) de una universidad como estudio de casos. Nuestras investigaciones demuestran que la asociación se funda en la buena voluntad y las buenas amistades que se hace durante cierto tiempo entre la universidad y el personal docente del colegio. Sin embargo, el personal docente del colegio tiene solamente una comprensión floja de la dirección global del programa PGCE, y no está seguro de lo que podría hacer por lo bueno para desempeñar su papel durante la supervisión de la colocación. En cierto modo por consiguiente, los estudiantes tienen dificultades para integrarse en las experiencias del colegio y de la universidad, y la calidad de la colocación es muy desigual. Identificamos el campo de aplicación para el desarrollo de destrezas de mentores entre los profesores, y sostenemos que el desarrollo actual en la educación escocesa significa que ahora es un período propicio para empezar a consolidar las conexiones que hay entre los componentes del colegio y de la universidad en el programa de PGCE.
In England und im Wales, Ausgangslehrerausbildung hängt nach einer zugelassenen und Vertragsteilhaberschaft zwischen Schulen und Ausbildunganstalten ab, in denen Lehrermentors häufig ausgebildet werden, um Kursteilnehmerlehrerentwicklung zu stützen. Dieses Papier forscht die viel weniger formale Art des Partnerschaftssmodells, das sich in Schottland entwickelt hat mit dem PGCE (Sekundär) Programm von einer Universität als Fallstudie. Unsere Forschung zeigt, daß diese Partnerschaft auf dem Wohlwollen und Verhältnissen basiert, die Überzeit zwischen Universität und Schulestab aufgebaut werden. Jedoch hat Schulestab im Allgemeinen nur ein schwaches Verständnis der gesamten Richtung des PGCE‐Programms und sie sind unsicher über, wie man gut ihre Rolle in der Plazierungsüberwachung erfüllt. Teils infolgedessen, finden Kursteilnehmer es hart, Schule zu integrieren und Hochschulerfahrungen und die Qualität der Plazierung ist‐sehr ungleich. Wir kennzeichnen Bereiche für die Entwicklung von mentoring Fähigkeiten unter Lehrern und argumentieren daß gegenwärtige Entwicklungen im schottischen Ausbildungsmittel, daß dieses eine günstige Zeit ist anzufangen, die Verbindungen zwischen Schule und Hochschulbestandteilen der PGCE‐Programme zu verstärken. 相似文献
This paper presents a substantive grounded theory about how the Library Director can ensure the library's relevance to university and external stakeholders in the face of rapid changes in technology and higher education. A constructivist grounded theory research approach involved 14 semi-structured interviews with 12 Library Directors of publicly funded university libraries in Australia and the United States. The substantive theory and the conceptual model presented in this paper suggest that the Library Director responds to the problem of rapid change by enacting the following strategies: aligning strategic vision with the university; continuously reinventing the library; engaging with stakeholders; building an agile and engaged culture; and demonstrating value to the university. The strategies interact with each other in a cyclical pattern. This is an original theory that emphasizes the important role of the Library Director as the agent and model for library strategy and culture. The theory requires library leaders to be strategic thinkers and to be engaged in strategic planning processes that aim for continuous improvements that make the library agile and engaged with stakeholders. The theory also has a significant impact upon the behaviours required for all library staff members. 相似文献
With the international trend towards individualised funding packages that allocate funds to individuals to spend on disability support needs, the challenge of ensuring parents can readily access useful information to make decisions becomes paramount. The present research used a two stage, mixed method sequential approach (with 291 parents surveyed and 56 parents participating in focus groups) to determine how parents acquire information to enhance their understanding of their child's disability and determine how to use an individualised funding scheme to benefit their child and family. Parents attested to the importance of person‐to‐person communication and valued information that originated from other parents of a child with a disability, and from professionals who knew their child. Parents also spoke about the limitations of the internet, noting that reliance on the internet could cause confusion as the validity of information could not be assured. Early childhood intervention services emerged as a key instrument in developing the capacity of families to make informed choices. Understanding families'’ perspectives on the utility of information sources is critical and timely as policy‐makers and service providers within the disability sector shift practice to meet the rise of individualised funding internationally. 相似文献
This paper presents findings from a collaborative research study which sought to explore perspectives and understandings of the concept of inclusion, as played out in schools and colleges in northwest England, via the use of images. The research had two parts: in the first part, children and young people took photographs in their school setting that they felt represented inclusion or exclusion, offering an explanation for their choice. Some of these photographs and the accompanying comments were anonymised and formed the second part of the research that sought the viewpoints and perspectives of student-teachers, serving teachers, teaching assistants and academics via seminars and workshops. It is the responses received in the seminars and workshops that form the focus of this paper. Four images and a range of responses to them have been selected for discussion and are framed within three key inter-related themes of place, positioning and perspective. Such an analysis is made to consider how self-positioning might inform diverse interpretations of the cultural construction and visual representation of inclusion and exclusion. 相似文献
AbstractThis paper draws on an ESRC-funded study of play and creativity in preschool-aged children’s use of apps in the UK. The main objectives of the study were to collect information about access to and use of apps in the home, establish the most popular apps and identify the features of those apps that are successful in promoting play and creativity. A mixed-method approach was used to collect data, including video filming of children using the most popular apps. In identifying play types that emerged in the analysis of data, the team utilised an established taxonomy, which outlines sixteen play types. This taxonomy was reviewed and adapted to analyse data from the project relating to digital play. Through this process, an additional type of play, transgressive play, was identified and added to the taxonomy. The paper outlines the implications of the revised taxonomy for future studies of play. 相似文献
The 3-step approach has been recently advocated over the simultaneous 1-step approach to model a distal outcome predicted by a latent categorical variable. We generalize the 3-step approach to situations where the distal outcome is predicted by multiple and possibly associated latent categorical variables. Although the simultaneous 1-step approach has been criticized, simulation studies have found that the performance of the two approaches is similar in most situations (Bakk & Vermunt, 2016). This is consistent with our findings for a 2-LV extension when all model assumptions are satisfied. Results also indicate that under various degrees of violation of the normality and conditional independence assumption for the distal outcome and indicators, both approaches are subject to bias but the 3-step approach is less sensitive. The differences in estimates using the two approaches are illustrated in an analysis of the effects of various childhood socioeconomic circumstances on body mass index at age 50. 相似文献
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