A study of laughter in science lessons     

Wolff‐Michael Roth  Stephen M. Ritchie  Peter Hudson  Victoria Mergard 《科学教学研究杂志》2011,48(5):437-458

Laughter is a fundamental human phenomenon. Yet there is little educational research on the potential functions of laughter on the enacted (lived) curriculum. In this study, we identify the functions of laughter in a beginning science teacher's classroom throughout her first year of teaching. Our study shows that laughter is more than a gratuitous phenomenon. It is the result of a collective interactive achievement of the classroom participants that offsets the seriousness of science as a discipline. Laughter, whereas it challenges the seriousness of science, also includes the dialectical inversion of the challenge: it simultaneously reinforces the idea of science as serious business. Furthermore, levels of intimacy, complicity, and solidarity between the teacher and her students were reproduced and transformed through their laughter in class. © 2011 Wiley Periodicals, Inc., Inc. J Res Sci Teach 48: 437–458, 2011  相似文献   

STUDENTS' APPROACHES TO LEARNING AND SATISFACTION WITH PROBLEM‐BASED CURRICULA FOR FOUR DIFFERENT PROFESSIONS     

Grahame Feletti  John Drinan  Faith Trent  Barry Maitland 《Assessment & Evaluation in Higher Education》1988,13(2):163-176

This research looked at students' satisfaction with, and changes in approach to, learning during their first year in problem‐based curricula for agriculture, architecture, medicine and paramedicine. While students at each school showed little change in approach apart from achievement orientation in the six‐month period after entry to the course, there were different patterns of approach at each school. Satisfaction with their respective schools was uniformly high — notably in terms of their emotional climate, supportiveness, student and teacher interaction, and meaningful learning experiences. Correlations between students' approach to learning and degree of satisfaction with their course strongly support earlier claims and research findings on the merits of problem‐based curricula, although they still need more careful definition to be useful to curriculum planners.  相似文献   

Specific mentoring: a theory and model for developing primary science teaching practices     

Peter Hudson 《欧洲师范教育杂志》2004,27(2):139-146

The transition from generic mentoring to specific mentoring practices can provide a stronger focus for developing preservice primary teachers (mentees) in subject‐specific areas. Constructivist theory and a five‐factor model towards specific subject mentoring are proposed as ways to develop mentees' teaching practices. Firstly, constructivist theory complements mentoring within field experiences (practicum/internship), as it can be used to build upon prior understandings towards developing the mentee's knowledge and skills for teaching. Secondly, the picture that emerges from the literature shows five factors for mentoring, namely: (i) personal attributes that the mentor needs to exhibit for constructive dialogue; (ii) system requirements that focus on curriculum directives and policies; (iii) pedagogical knowledge for articulating effective teaching practices; (iv) modelling of efficient and effective practice; and (v) feedback for the purposes of reflection for improving practice. It is argued that ‘generalist’ primary teachers in their roles as mentors will require specific mentoring strategies linked to these five factors to enable effective mentoring in specific subject areas.  相似文献   

Curricular strategies for reducing examination anxiety     

Grahame I. Feletti  Roderick L. B. Neame 《Higher Education》1981,10(6):675-686

Considerable stress is associated with undergraduate examinations. Traditional medical schools appear to regard such stress as inevitable and expect students to cope with their anxieties. The Newcastle medical school decided to develop curricular strategies for preventing (or at least reducing) such anxieties, rather than adopt medical or psychological treatment methods for students who subsequently appear unable to cope. Students and staff recommended changes to the original assessment programme after it had operated for four terms. This article reviews the changes and reports on students' greater satisfaction with them and the Newcastle medical school's attitude towards programme improvement. Suggestions are made for a more open, educational approach to student assessment by other learning institutions.  相似文献   

Group work with Multimedia in Mathematics: contrasting patterns of interaction     

Brian Hudson 《British journal of educational technology : journal of the Council for Educational Technology》1996,27(3):171-190

This paper outlines the use of the UK National Curriculum Council sponsored multimedia package World of Number with a Year 9 mathematics class. The classroom research was conducted in a South Yorkshire comprehensive school during the Spring term of 1994. The class worked on graphs of relationships between distance, speed and time. The resulting activity is illustrated through examples of the discourse from some of the groups working on the multimedia-based activities. Despite initial impressions of effective collaboration, contrasting patterns of interaction are highlighted, with some examples of rich interaction about the problem in several cases but also with examples of much lower levels of engagement with the problem in others.  相似文献   

Announcement     

Brian Hudson 《Educational Studies in Mathematics》1994,27(1):113-114

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Reviews     

Barry Litherland  Jean Hudson  Christine Seex 《Literacy》1980,14(3):39-40

Taverner, D. T. (1980) Developing a Reading Programme. Downing, John (1979) Reading and Reasoning Pollock, Joy, (1980) Signposts of Spelling  相似文献   

Key perspectives in dyslexia: an essential text for educators. By David Armstrong and Garry Squires     

Judith Hudson 《British Journal of Educational Studies》2016,64(1):132-134

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Note from the Editor: Retirement of Joseph Savrock     

Michael Grahame Moore 《The American journal of distance education》2017,31(2)

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Group Work with Multimedia in Mathematics: The Role of the Technology and of the Teacher     

Brian Hudson 《British journal of educational technology : journal of the Council for Educational Technology》1997,28(4):257-270

This paper reports on a study involving the evaluation and use of the National Curriculum Council sponsored multimedia package World of Number. The project was carried out in a South Yorkshire comprehensive school during the Spring Term of 1994. The intended mode of use of the package was unclear from the initial evaluation and also from initial teacher feedback. In addition little attention seemed to have been given to the role of the teacher. Examples of episodes of classroom interaction between the teacher/researcher and a small group of pupils working at the multimedia system are presented and an interpretation, which takes account of the role of the technology and of the teacher from a Vygotskian perspective, is offered.  相似文献