Teachers' embodied presence in online teaching practices     

Karin Bolldén 《Studies in Continuing Education》2016,38(1):1-15

This study aims to examine teachers' embodiments online. The analysis is based on online ethnographic data from two online courses in higher education settings using different information and communication technologies. The perspective of practice theory and the concepts of being a body, having a body and the instrumental body were used to analyse how teachers step into an embodied presence. The embodied presence depends on both teacher judgements and what the technology offers. The finding adds to the understanding of the concept of teacher presence online, in showing that teacher embodiment occurs online and furthermore that the body could be understood as multiple. The result also shows how online and offline bodies hang together, actualising the offline body in the online setting, which in turn raises questions on the dualism of online and offline. Teachers also deliberately used their embodiments and bodily traces online in order to sustain presence and to bring about certain teaching practices. Their bodily positioning signalled what kind of teaching that would take place. A deliberate positioning of the online body in a virtual world also helped to reduce the complexity of the arrangements for the students.  相似文献   

Training reading fluency: is it important to practice reading aloud and is generalization possible?     

Hintikka S  Landerl K  Aro M  Lyytinen H 《Annals of dyslexia》2008,58(1):59-79

Outcomes of three different types of computerized training in sub-lexical items (word-initial consonant clusters) on reading speed for 39 German-speaking poor readers in Grades 2 and 3 were evaluated. A phonological–orthographic association group, a reading aloud group, and a combined group were compared in performance with an untrained control group. During short-term training, the intervention groups showed higher gains than the control group in reading speed of the trained sub-lexical items and of the words containing the trained segments. No differences were found between the intervention groups. In the development of pseudoword reading, the groups did not show differential improvements. The generalization effect to pseudoword reading was similar, whether the pseudowords contained the trained segment as a syllable or as a non-syllabic letter string. The gains induced by training were specific to the materials used in training and did not induce gains in general reading speed.

Sini HintikkaEmail:

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Strengthening science attitudes for newcomer middle school english learners: visually enriched integrated science and language instruction     

Thomas R. Tretter  Yuliya Ardasheva  Judith A. Morrison  Anna Karin Roo 《International Journal of Science Education》2019,41(8):1015-1037

This study investigated ways to foster positive science attitudes among newcomer first-year middle school English learners (n?=?79) under two conditions: (1) Extended Science?+?Extended Literacy (planetarium-based visualisations?+?vocabulary?+?comic and trade books) and (2) Extended Science?+?Literacy (planetarium-based visualisations?+?vocabulary). The results indicated a statistically and practically meaningful increase in science attitudes (Cohen’s d?=?0.43) after an 8-week science unit delivered under the Extended Science?+?Extended Literacy condition, which was maintained, but not increased, for the second 8-week unit under the Extended Science?+?Literacy condition. These results suggest that the combination of planetarium-based visualisations and comic and trade books can be effective for supporting newcomer ELs’ science attitudes. However, once achieved, this effect may be maintained with less intensive literacy (vocabulary only) support. Student judgments of the quality of the planetarium-based visualisation experiences in terms of clarity, easiness, excitement, and usefulness began high and went even higher with more experiences, Cohen’s d?>?0.50 for three out of four quality indicators. Interviews corroborated these results with teacher and students indicating that they highly valued the visually-rich nature of the program, the variety of learning opportunities within the program, and program continuity/close alignment between science and literacy supports—all components contributing to high levels of engagement and positive attitudes toward science. Ways to adopt program components across settings are discussed.  相似文献   

Accountability conversations: mathematics teachers’ learning through challenge and solidarity     

Karin Brodie  Yael Shalem 《Journal of Mathematics Teacher Education》2011,14(6):419-439

Teacher learning through professional development is a complex process and is not yet well understood. Some features of professional development programs are known to be important, such as a focus on learner needs, design of and reflection on classroom artefacts, and the creation and sustaining of communities of support for teacher professional learning. In this paper, we describe the workings of such communities in a teacher professional development program, which focused on learner errors in a well-researched mathematical topic—the equal sign. Drawing on data from program sessions where teachers discussed their lesson designs and reflections on their teaching with each other, we develop the notions of challenge and solidarity as important in developing accountability conversations among teachers. We show how our program supported teachers to challenge each other and to build solidarity with each other and in so doing to develop accountability to each other and the profession, for their practices and their learning.  相似文献   

Providers,consumers and the horizons of the possible: a case study of marketization and physical education teacher education pedagogical discourse     

Karin Redelius  Birgitta Fagrell  Håkan Larsson 《Sport, Education and Society》2013,18(2):245-260

Framed within a shift from a highly centralized system of higher education (HE) to a de-regulated system in Norway, this article addresses how the foci upon student recruitment and incentives in the governmental funding of HE have stimulated market dynamics which affect local configurations of bachelor degrees in sport, physical education and outdoor pursuits, which in turn, can affect the content knowledge of physical education teacher education (PETE) degree. Analyzing data generated via in-depth interviews with Deans and Heads of programs at three significant national providers in the field of HE sport and physical education, this article illuminates how marketization permeates the communication of education values and, thus, the institutional pedagogical discourse. This article problematizes the ways in which PETE pedagogical discourse currently reflects market values embedded in new managerialism in local strategies to recruit students at university colleges in Norway, rather than educational or professional values.  相似文献   

A Realistic Evaluation of Two Training Programs on Implementing Skin-to-Skin as a Standard of Care     

Kajsa Brimdyr  Ann-Marie Widstr?m  Karin Cadwell  Kristin Svensson  Cynthia Turner-Maffei 《The Journal of perinatal education》2012,21(3):149-157

The authors used realistic evaluation to examine the real-world effectiveness of two 5-day training techniques on sustained optimal skin-to-skin practices that support Step 4 of the revised Baby-Friendly Hospital Initiative (BFHI). The authors found that education alone was insufficient to effect sustainable practice change. Exposure to the 5-day immersion model (Practice, Reflection, Education and training, Combined with Ethnography for Sustainable Success, or PRECESS) alone or combined with education was an effective strategy to change and sustain the standard of care for skin-to-skin practice (p < 0.00001). The intended outcome of sustained practice change toward implementation of skin-to-skin care through immersion or a combined approach shows promise and should be repeated in other localities.  相似文献   

Classroom Location,Activity Type,and Physical Activity During Preschool Children's Indoor Free-Play     

Clevenger  Kimberly A.  McKee  Katherine L.  Pfeiffer  Karin A. 《Early Childhood Education Journal》2022,50(3):425-434

Early Childhood Education Journal - Preschool children spend most of their day in the indoor classroom, but it is unknown which learning centers or activity types are associated with physical...  相似文献   

Paraprofessionals: A dynamic staffing model     

Robert M. McDaniels  Jennifer K. Carter  Cynthia J. Heinzen  Karin I. Candrl  Anna M. Wieberg 《Journal of Career Development》1994,21(2):95-109

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Facilitating a culture of relational trust in school-based action research: recognising the role of middle leaders     

Christine Edwards-Groves  Peter Grootenboer  Karin Ronnerman 《Educational Action Research》2016,24(3):369-386

Abstract

Practices such as formal focused professional dialogue groups, coaching conversations, mentoring conversations and professional learning staff meetings have been taken up in schools and pre-schools as part of long-term action research and development activities to improve the learning and teaching practices. The development of relational trust has long been described in the literature as pivotal for the ongoing ‘success’ of such research and development in sites. In this article, we attempt to re-characterise relational trust as it is accounted for by participants in action research. We present data from a cross-nation study of middle leaders from Australian primary schools and Swedish pre-schools. Middle leaders are those teachers who ‘lead across’; they have both an acknowledged position of leadership or responsibility for the practice development of colleagues and a significant teaching role. The larger study examined the practices of middle leaders; and in this article we draw on interview data from one of the case-study sites that illustrate how colleagues in schools recognise the role middle leaders have for facilitating action research and teaching development. This article specifically presents excerpts from semi-structured interviews with 25 teachers, three principals, three executive teachers and three district consultants. Interviewees described how nourishing a culture of relational trust and mutual respect are critical features in the change endeavour. For them, the practices of the middle leader who facilitated the action research were instrumental in developing trust for teacher development. Analysis of participant accounts revealed five dimensions of trust: interpersonal trust, interactional trust, intersubjective trust, intellectual trust, and pragmatic trust.  相似文献   

Attachment Patterns at Age Six in South Germany: Predictability from Infancy and Implications for Preschool Behavior     

Ulrike G. Wartner  Karin Grossmann  Elisabeth Fremmer-Bombik  Gerhard Suess 《Child development》1994,65(4):1014-1027

A cross-cultural replication of concordance between attachment patterns to mother in infancy and patterns of reunion responses to mother at age 6 was tested for 40 children in Regensburg, South Germany. Concordance between the 4 types of attachment status (A, B, C, D) in infancy and at age 6 was 82%. When observed in preschool at age 5, children classified securely attached (B) at age 6 were more competent in their play quality and conflict resolution, showed fewer behavior problems, and attributed less hostility in a social perception picture test compared to the insecurely attached (A, D) children. Children classified disorganized (D) at age 6 were found almost as often in the incompetent preschool behavior groups as the avoidantly attached (A) children, independent of best-fitting alternative attachment pattern. Thus, disorganization at age 6 may be considered as an insecure attachment.  相似文献