Video as a tool for focusing teacher self-reflection: supporting and provoking teacher learning     

Hilary Hollingsworth  David Clarke 《Journal of Mathematics Teacher Education》2017,20(5):457-475

This article describes the research landscape related to the use of video for promoting teacher learning, drawing on a variety of research studies to illustrate the breadth of approaches that have been employed. One particular research study is reported in some detail since, it is argued, this represents a new level of devolution of agency to teachers to play a self-scaffolding role in their own professional education. The study involved the investigation of an approach to the provision of feedback to teachers about their practice that involved stimulating teacher self-reflection and juxtaposed structure and agency. An observation framework grounded in classroom practice research was developed, and teachers selected elements of that framework to serve as the focus for examining their practice and seeking feedback about that practice. Teachers and researchers examined video-recorded lessons focusing on the teachers’ selected observation elements, and then engaged in feedback conversations about their observations and analyses, and the implications of these for future practice. The approach identified the video record as an artefact of the teacher’s own practice and one which demanded a professional response from the teacher. The balance between structure and agency realised in the study, in combination with the use of video for observation and analysis of practice, facilitated teacher self-reflection and functioned to both support and provoke teacher learning.  相似文献   

Teachers' personal epistemological beliefs about students with disabilities as indicators of effective teaching practices   总被引：1，自引：0，他引：1  

Anne Jordan  Paula Stanovich 《Journal of Research in Special Educational Needs》2003,3(1)

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Developing Theories of Mind: Understanding Concepts and Relations between Mental Activities   总被引：1，自引：0，他引：1  

Paula J. Schwanenflugel  William V. Fabricius  Joyce Alexander 《Child development》1994,65(6):1546-1563

The purpose of the study was to expand our knowledge of older children's understanding of the unique features and potential relations existing among mental activities. 8- and 10-year-olds as well as adults were asked to rate the similarity of pairs of mental activity scenarios in terms of how their mind would be used for each one. The scenarios involved primarily Prospective Memory, List Memory, Recognition Memory, Comprehension, Inference, Planning, Comparison, or Selective Attention. There was a developing tendency to organize mental activities on the degree to which memory was a component of the activity. Several distinctions were also more likely to be made with age: the distinction between recall and recognition, the distinction between the roles of internal and external cues in mediating cognitive activity, and the distinction among the various roles of attentional processes in regulating input from the sensory world. Together, these findings suggest that a constructivist theory of mind develops in later childhood.  相似文献   

Understanding the Development of a Hybrid Practice of Inquiry-Based Science Instruction and Language Development: A Case Study of One Teacher’s Journey Through Reflections on Classroom Practice     

Sarah Capitelli  Paula Hooper  Lynn Rankin  Marilyn Austin  Gennifer Caven 《Journal of Science Teacher Education》2016,27(3):283-302

This qualitative case study looks closely at an elementary teacher who participated in professional development experiences that helped her develop a hybrid practice of using inquiry-based science to teach both science content and English language development (ELD) to her students, many of whom are English language learners (ELLs). This case study examines the teacher’s reflections on her teaching and her students’ learning as she engaged her students in science learning and supported their developing language skills. It explicates the professional learning experiences that supported the development of this hybrid practice. Closely examining the pedagogical practice and reflections of a teacher who is developing an inquiry-based approach to both science learning and language development can provide insights into how teachers come to integrate their professional development experiences with their classroom expertise in order to create a hybrid inquiry-based science ELD practice. This qualitative case study contributes to the emerging scholarship on the development of teacher practice of inquiry-based science instruction as a vehicle for both science instruction and ELD for ELLs. This study demonstrates how an effective teaching practice that supports both the science and language learning of students can develop from ongoing professional learning experiences that are grounded in current perspectives about language development and that immerse teachers in an inquiry-based approach to learning and instruction. Additionally, this case study also underscores the important role that professional learning opportunities can play in supporting teachers in developing a deeper understanding of the affordances that inquiry-based science can provide for language development.  相似文献   

The impact of secondary schooling and secondary mathematics on student mathematical behaviour     

David Clarke 《Educational Studies in Mathematics》1985,16(3):231-257

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Helping students become better learners: a case study in teacher education     

Barry C. Dart  John A. Clarke 《Higher Education》1991,22(3):317-335

The aim of this project is to increase teacher education students' understanding of the learning process by focussing on their own learning experiences. 67 preservice teacher education students in 4 classes completed measures of academic locus of control and study processes before and after a semester course in a specially designed programme in Educational Psychology. The programme focuses on students taking greater responsibility for their own learning by exposing them to a variety of learning experiences. These experiences include negotiation of the curriculum, peer discussion and teaching, learning contracts, self, peer and collaborative assessment and critical reflection on these and other learning experiences by means of an ongoing learning log.Results indicate an increase in academic locus of control for one class, and an increase in deep motive, achieving strategy, deep approach and deep achieving approach to learning for the whole group. These outcomes are discussed in terms of the congruence between these changes and the particular learning experiences to which the students were exposed.  相似文献   

Tailored for China: did it work? Reflections on an intensive study abroad programme for Chinese student teachers     

Fang Wang  Anthony Clarke  Andrea S Webb 《Teachers and Teaching》2019,25(7):800-820

ABSTRACT

This study examines how a cohort of 32 Chinese student teachers experience a 3-week Intensive Study Abroad Programme in Canada, which focused on facilitating understanding of teaching and learning from an international perspective. Research findings underscore the effectiveness of a context responsive approach to cross-cultural teaching and learning that places emphasis upon modelling and deliberate explication of teaching practice, experiential learning and dialogic reflection.  相似文献   

Durable Research,Portable Findings: Rhetorical Methods in Case Study Research     

Devon Moriarty  Paula Núñez De Villavicencio  Lillian A. Black  Monica Bustos  Helen Cai  Brad Mehlenbacher 《Technical Communication Quarterly》2019,28(2):124-136

ABSTRACT

Case studies have been a central methodology employed by scholars working in the rhetoric of science and technical communication. However, concerns have been raised about how cases are constructed and collected, and what they convey. The authors reflect on how rhetoricians of science and technical communication researchers can – and do – construct a variety of case-based mixed-methods studies in ways that may make our research more portable and durable without undercutting the important and central role of case-based analysis.  相似文献   

Writing it down—writing it out—writing it up: researching our practice through action learning   总被引：1，自引：1，他引：0  

Pete Mann  Davina M. Clarke 《Action Learning: Research and Practice》2007,4(2):153-171

We dedicate this article to the late Professor John Morris, an appreciative inquirer into and true enabler of the writing of practice for each of us.

What value is added for writer and reader by intentionally keeping personal learning part of public researching? When a practitioner attends conscientiously to ‘the relationship with their research,’ does it make a difference to their learning and researching? If it does, can this difference also make a difference to the reader …? This paper addresses these kinds of queries from the standpoint of ‘scholarly practice,’ the research undertaken by mature managers and professionals who account in text for initiating and sustaining change within their complex contexts of work. Through exploring a variety of learning frames, the authors identify the distinctive opportunities and challenges in practice-led enquiry, and raise implications critically for the researching professional as well as for their ‘enablers’—the academic supervisors or fellow action-learning set members—who support and challenge the efforts of scholarly practitioners to make sense of and explicate their action. Revans's praxeology of action-based learning (systems alpha, beta and gamma) is extended as a research analogue for practice-led knowing. Ontological, methodological and epistemological perspectives are progressively deployed to examine critically the essentially reflexive nature of scholarly practice. The authors depict challenges in scholarly practice of establishing focus, incorporating others' thinking alongside one's own and asserting one's own voice. The paper concludes by warning of two ways in which enablers can unwittingly hijack the purpose of practice-led research.  相似文献   

Anxiety, depression, and peer relationships during adolescence: Results from the Portuguese national health behaviour in school-aged children survey     

Margarida Gaspar de Matos  Paula Barrett  Mark Dadds  Alison Shortt 《European Journal of Psychology of Education - EJPE》2003,18(1):3-14

Use data from the Portuguese HBSC (Health Behaviour in School-Aged Children) survey, which was conducted by one of the authors who is the national representative of the European Study HBSC, a World Health Organisation collaborative study (Currie, Hurrelmann, Setterbulte, Smith, & Todd, 2000; Matos, Simões, Carvalhosa, Reis & Canha 2000), to examine correlates of depression and anxiety in a large, representative sample of adolescents. The study had four aims: (1) to examine the relationship between feelings of anxiety and depression; (2) to examine the association of positive peer relationships, and anxiety and depression in school-age adolescents; (3) to examine the relationship between health, peer relationships, depression and anxiety; and finally, (4) to assess age and gender differences with regard to the above issues. Measures were constructed of depression, anxiety, peer relationships, and health. Consistent with previous studies, anxiety and depression were found to be significantly correlated. A MANOVA revealed that females and adolescents in grades 8 and 10 were more likely to report high anxiety and/or depressive symptoms. High anxiety and depression in adolescence was associated with poor peer relationships and poorer health. Implications of these results and directions for further research are discussed.  相似文献