The Relationship Between Teacher Behaviours and Student Talk in Promoting Quality Learning in Science Classrooms     

Ian Mitchell 《Research in Science Education》2010,40(2):171-186

This paper distils 24 years of classroom research into promoting quality learning in science classrooms to develop an overall framework for better understanding and describing both the learning and the teaching approaches that stimulate and support it. For me, quality learning is characterised by adjectives such as informed, purposeful, reflective, intellectually active, metacognitive and independent. Central to quality learning is the role of talk, and central to promoting talk which promotes quality learning are certain teacher behaviours. I first focus on the ways that teachers behave in the classroom in order to promote, react to and use student talk. These behaviours are summed up in a list of twelve principles for quality teaching. Each of these principles requires, as well as appropriate teacher behaviours, the use of effective teaching procedures. I then focus on four kinds of student talk that exemplify informed, purposeful, reflective and intellectually active thinking. These variously involve students’ existing ideas and explanations; increasing student ownership of practical activities; constructive challenges to the teacher (or text’s) idea, and lateral, reflective ‘thinking’ questions.  相似文献   

Teacher learning: a call to complexity     

Ian Hardy 《Discourse: Studies in the Cultural Politics of Education》2010,31(5):713-723

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‘They call me wonder woman’: the job jurisdictions and work‐related learning of higher level teaching assistants     

Roger Hancock  Thelma Hall  Carrie Cable  Ian Eyres 《Cambridge Journal of Education》2010,40(2):97-112

This paper reports on an in‐depth interview study of the roles, job jurisdictions and associated learning of higher level teaching assistants (HLTAs). This role has the core purpose of covering classes to enable teacher release for planning, preparation and assessment. HLTAs’ individual job jurisdictions are described and discussed as are implications for their knowledge and practice. The HLTAs are found to have wide‐ranging job domains and, sometimes, unexpected involvements which mean they have to improvise practice. The study acknowledges that these HLTAs are being creatively managed and deployed by head teachers for the sake of teachers and schools. However, they are, at times, required to take on planning and cover duties which are beyond their knowledge and training with a likely impact on children’s learning. Given their training and experience it is asked if covering classes to release teachers is the most effective use of their abilities and time.  相似文献   

中国“蚁族”获得关注     

栀子 《英语沙龙》2010,(5)

<正>在政府官员聚会首都出席立法机构年会期间,北京郊区的一些村庄有点出人意料地成了人们在热议年青人就业形势严峻这一话题时的关注点。在北京市北部一些村庄,居住着大批自称为"蚁族"的年青人。由于工作辛苦、居住地拥挤寒酸,他们给自己取了这么个绰号。在北京开会的一些全国人大代表举行了一个新闻发布会,集中介绍了失业大学毕业生的  相似文献   

Assessing intellectual potential in Tanzanian children in poor areas of Dar es Salaam     

Steve Humble  Ian Schagen 《Assessment in Education: Principles, Policy & Practice》2018,25(4):399-414

The research set out in this paper attempts to identify whether one of three conventional IQ tests is more capable of identifying intellectual potential amongst poor children in Dar es Salaam. To this end 1857 children from 17 government schools in poor districts of Dar es Salaam were asked to complete a questionnaire and undertake a range of tests. The study included teacher, peer and self-nomination. It has been noted that static testing may not fully elicit the abilities of African children. It has been suggested that dynamic testing might provide a more fair and equitable means of assessment. Therefore 101 students took part in a control and intervention group in order to investigate. The findings show a significant correlation between IQ test scores and other test outcomes. Those with larger families and older children perform less well on IQ tests. Peer ability and self-confidence positively influence test scores.  相似文献   

Teachers communicating about life-limiting conditions,death and bereavement     

Sally Robinson  Alison Ekins  Ian Durrant  Kathryn Summers 《Pastoral Care in Education》2018,36(1):57-69

The number of children with life-limiting or life-threatening conditions in England is double what it was at the millennium. These conditions include cystic fibrosis, cancer, organ failure and severe neurological injuries. The Teaching for Life project aimed to explore the needs of teachers working in English schools in relation to working with children with life-limiting or life-threatening conditions. Ninety teachers completed a questionnaire and 38 completed individual and group interviews. About half the teachers interviewed had experience of working with children with life-limiting or life-threatening conditions, and half did not. The teachers expressed a number of anxieties about coping with illness, death and bereavement. They described difficulties in communicating with parents, children and health professionals. They worried about maintaining their professional role whilst needing to contain their own emotions and the emotions of others, within school cultures that did not feel supportive. The paper concludes that policies and practices that seek to support children with medical conditions need to acknowledge the weight of responsibility for teachers. They need to articulate with a whole school approach that protects and promotes teachers’ emotional well-being.  相似文献   

Leadership in governance: Exploring collective board leadership in sport governance systems     

Lesley Ferkins  David Shilbury  Ian O’Boyle 《Sport Management Review》2018,21(3):221-231

The purpose of this paper is to introduce and explore a working conceptualisation of collective board leadership in a federal sport network. In this paper, the authors examine the relationship between collective leadership and governance systems specifically within the non-profit sport organisation context, bringing together notions of collective board leadership and collaborative governance. Neither concept has yet been presented in tandem for the benefit of developing sport governance knowledge and practice. As an outcome of the conceptualising, the authors make explicit the multiple levels of the sport governance system and pose two broad research directions that will help advance theory and drive a better understanding of collective board leadership within these types of governance systems. A central premise of this paper is that the sport management field is lacking literature that brings together leadership and governance, and that collective leadership is a topic where the intersection of leadership and governance renders advancement for both bodies of work. The authors offer implications for future work in collective leadership for sport governance.  相似文献   

Change-of direction deficit in elite young soccer players     

Irineu Loturco  Sophia Nimphius  Ronaldo Kobal  Altamiro Bottino  Vinicius Zanetti  Lucas A. Pereira  Ian Jeffreys 《Sportwissenschaft》2018,48(2):228-234

Change-of-direction (COD) ability is an essential physical component for soccer. This study examined the relationships between conventional speed–power assessments and COD performance in elite young soccer players. Twenty-five under-20 male players from the same club (age: 17.6?±?0.8 years, height: 178.1?±?6.7?cm, body mass [BM]: 72.2?±?7.9?kg) performed sprint speed tests, vertical jumps, loaded jump squats, half squats, and Zigzag COD assessments. Moreover, the COD deficit was calculated as the difference between 20-m sprint velocity and Zigzag COD test velocity. A Pearson correlation analysis was used to determine the correlations between Zigzag COD performance and COD deficit with speed and power outputs. Although no significant relationships between speed–power variables and COD ability were present, there were still strong positive correlations between traditional neuromechanical measures and COD deficit. Briefly, it seems that higher performances in speed and power tests are not necessarily related to better performances in specific COD maneuvers. Therefore, it is recommended that coaches and technical staff include specific COD drills in soccer player routines to optimize the transference from speed and power capacities to specific COD performance.  相似文献   

Coaching efficacy research: learning from the past and looking to the future     

Ian D. Boardley 《International review of sport and exercise psychology》2018,11(1):214-237

Coaching efficacy (CE) represents the extent to which coaches believe they have the capacity to affect the learning and performance of their athletes, and the CE model details antecedents, dimensions and outcomes of CE. Based around the CE model, the present paper had two main aims. First, to present a comprehensive and critical review of the research underpinned by the CE model. Studies were categorised by whether they investigated antecedents, outcomes or athletes’ perceptions of their coach. Twenty-one published studies were identified for the review. Overall the review provides support for the main tenets of the CE model, with researchers establishing links between CE and many of the antecedents and outcomes proposed in the model. The second aim was to assimilate findings from the review, limitations in the CE model and relevant conceptual models to present a revised CE model. Whilst retaining the essence of the original model, the revised model also incorporates explicit processes linking coach beliefs and athlete perceptions, antecedents of athlete perceptions and an intrarelationship source of CE. It also incorporates specific categories of coach behaviour and athlete-/team-level outcomes. The paper concludes by identifying limitations in the literature and review, and by proposing key directions for future research.  相似文献   

The association between fundamental athletic movements and physical fitness in elite junior Australian footballers     

Carl T. Woods  Ian McKeown  Justin Keogh  Sam Robertson 《Journal of sports sciences》2018,36(4):445-450

This study investigated the associations between fundamental athletic movement and physical fitness in junior Australian football (AF). Forty-four under 18 players performed a fundamental athletic movement assessment consisting of an overhead squat, double lunge, single leg Romanian deadlift and a push up. Movements were scored on three assessment criterions using a three-point scale. Additionally, participants performed five physical fitness tests commonly used for talent identification in AF. A Spearman’s nonparametric correlation matrix was built, with correlation coefficients being visualised using a circularly rendered correlogram. Score on the overhead squat was moderately positively associated with dynamic vertical jump height on left (r_s = 0.40; P ≤ 0.05) and right (r_s = 0.30; P ≤ 0.05) leg take-off, stationary vertical jump (r_s = 0.32; P ≤ 0.05) and negatively associated with 20-m sprint time (r_s = ?0.35; P ≤ 0.05). Score on the double lunge (left/right side) was moderately positively associated with the same physical fitness tests as well as score on the multistage fitness test. Results suggest that improvements in physical fitness qualities may occur through concurrent increases in fundamental athletic movement skill, namely the overhead squat and double lunge movements. These findings may assist with the identification and development of talent.  相似文献