Warking with other adults: what teachers need to know     

Isobeln Calder  Ann Grieve 《Educational studies》2004,30(2):113-126

This paper discusses the concepts which trained teachers carry into the classroom from their initial teacher education courses and argues that these outmoded concepts must be altered so that the roles which other adults play can be understood by teachers. There is a common perception that teaching is a solitary activity carried out by a trained adult with a group of learners. The reality is that there is often another adult present. To maximize the support of another adult, teachers must understand the roles of those involved and they must be prepared to manage the involvement of other adults who may not be trained teachers. The paper is set in the context of classroom assistants working in Scottish primary mainstream classrooms. It concems the way in which teachers and other adults work together to support children with behavioural difficulties. Although the data is peculiarly Scottish, the lessons learned have a wider national and international currency, for it seeks to explain the changes necessary in teachers' thinking about collaborative working. This paper argues that continuing professional development must be provided to allow teachers already in the field to consider the effect on their professional identity produced by the presence of other adults. Most crucially, it is argued that initial teacher education must acknowledge the changes happening in mainstream classes and must include personnet and performance management training in courses for student teachers.  相似文献   

Bullock Refreshed: The Five Languages for Life     

Nigel Proctor 《Literacy》1987,21(2):80-91

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Criticism and the children's fiction industry     

Nigel Hand 《Children‘s Literature in Education》1973,4(3):3-9

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Higher order conditioning of a taste aversion     

Nigel Bond  Wayne Harland 《Learning & behavior》1975,3(4):295-296

Two groups of rats each received 5 drops of NaCl solution from a dropper placed directly inside the mouth. The experimental group was then injected with lithium chloride to establish a conditioned taste aversion. The control group was injected 24 h later. After a recovery day the above procedures were repeated. On the next day both groups received 5 drops of a saccharin solution followed immediately by 5 drops of the NaCl solution. Subsequent preference tests established that the experimental group had learned an aversion to the saccharin solution as a result of its pairing with the NaCl solution which had previously been associated with poisoning. These results demonstrate that higher order conditioning of a taste aversion can be established using tastes as both the first-order stimulus and the second-order stimulus.  相似文献   

Return of the Teacher     

Nigel Tubbs 《Educational Philosophy and Theory》2003,35(1):71-88

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What is Education Studies?     

Nigel Tubbs  Janice Grimes 《Educational studies》2001,27(1):3-15

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Problematising the ‘Career Academic’ in UK construction and engineering education: does the system want what the system gets?     

Nick Pilcher  Alan Forster  Stuart Tennant  Mike Murray  Nigel Craig 《European Journal of Engineering Education》2017,42(6):1477-1495

‘Career Academics’ are principally research-led, entering academia with limited or no industrial or practical experience. UK Higher Education Institutions welcome them for their potential to attain research grant funding and publish world-leading journal papers, ultimately enhancing institutional reputation. This polemical paper problematises the Career Academic around three areas: their institutional appeal; their impact on the student experience, team dynamics and broader academic functions; and current strategic policy to employ them. We also argue that recent UK Government teaching-focused initiatives will not address needs to employ practical academics, or ‘Pracademics’ in predominantly vocational Construction and Engineering Education. We generate questions for policy-makers, institutions and those implementing strategy. We argue that research is key, but partial rebalancing will achieve a diverse academic skill base to achieve contextualised construction and engineering education. In wider European contexts, the paper resonates with issues of academic ‘drift’ and provides reflection for others on the UK context.  相似文献   

Using the Internet in teaching: the views of practitioners (A survey of the views of secondary school teachers in Sheffield, UK)   总被引：2，自引：0，他引：2  

Andrew Madden  Nigel Ford  David Miller  Philippa Levy 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(2):255-280

A questionnaire was generated from the results of a series of interviews at The City School one of the 27 state secondary schools in Sheffield. In October 2002, it was sent out to 499 Heads of Department at the remaining 26 state secondary schools. Responses were received from 188 teachers, ranging in age from 24 to 60 years old. The purpose of the questionnaire was to gain information about teachers’ views of the Internet and its usefulness as an educational tool. Nearly 85% of teachers acquired their Internet skills informally (self‐taught, learned from friends/colleagues, etc), rather than on a taught course. Despite this, most of the respondents were confident of their ability to use the Internet, with the most confident users being young teachers of technical subjects. However, there was a widespread perception (particularly amongst women teachers) that students are more competent users of the Internet than are teachers. Older teachers were more likely to feel under pressure to use the Internet than their younger colleagues. Only about a third of teachers agreed with the statement “I often use the Internet with classes.” Responses varied significantly according to school and subject. There was strong support, however, for the suggestion that the Internet is a valuable source of learning and teaching materials.  相似文献   

Can virtual environments enhance the learning of historical chronology?     

Nigel Foreman  Stephen Boyd-Davis  Magnus Moar  Liliya Korallo  Emma Chappell 《Instructional Science》2008,36(2):155-173

Historical time and chronological sequence are usually conveyed to pupils via the presentation of semantic information on printed worksheets, events being rote-memorised according to date. We explored the use of virtual environments in which successive historical events were depicted as “places” in time–space, encountered sequentially in a fly-through. Testing was via “Which came first, X or Y?” questions and picture-ordering. University undergraduates experiencing the history of an imaginary planet performed better after a VE than after viewing a “washing line” of sequential images, or captions alone, especially for items in intermediate list positions. However, secondary children 11–14 years remembered no more about successive events in feudal England when they were presented virtually compared with either paper picture or 2-D computer graphic conditions. Primary children 7–9 years learned more about historical sequence after studying a series of paper images, compared with either VE or computer graphic conditions, remembering more in early/intermediate list positions. Reasons for the discrepant results are discussed and future possible uses of VEs in the teaching of chronology assessed.  相似文献   

Making it all work: the engineering graduate of the future,a UK perspective     

Nigel Spinks  Nicholas L. J. Silburn  David W. Birchall 《European Journal of Engineering Education》2007,32(3):325-335

High skills are today seen as being of vital importance to economies, industries, companies and individuals. The engineering industry is no exception and the graduate engineer has a key position in this regard. In the research reported in this paper, the authors use in-depth interviews with industry experts to investigate the provision of undergraduate engineering education in the UK. The current and future skill needs of industry are examined. A typology of future engineering roles and their requisite attributes is proposed. Implications for undergraduate engineering are also discussed.  相似文献