Meeting the requirements of the initial teacher training national curriculum for the use of information and communications technology in subject teaching,with one year's cohort of postgraduate primary trainees     

Alan Pritchard 《Technology, Pedagogy and Education》2013,22(3):293-312

Abstract

This article reports on a small-scale investigation into the effectiveness of a new information and communications technology (ICT) module for Postgraduate Certificate of Education primary trainees. The trainees are audited and later surveyed. Those involved with training in the school/university partnership are also questioned about the trainees' use of ICT in the classroom. A survey of attitude towards the use of ICT in primary schools gives interesting results which in many ways reinforce the expectations of this type of investigation. Two definitions of the usefulness of work with computers in the primary school are offered: for future functionality, and for wider learning benefits. The article concludes that the module was effective, but with certain provisos. The notions of future functionality and wider learning benefits are highlighted as an area for further investigation with a view to recommending more explicit involvement of trainees and with more well-defined, subject-centred work in ICT  相似文献   

Successful Alternative Middle Schools for Urban Minority Children: A Study of Nativity Schools     

L. Mickey Fenzel  Rosalind H. Monteith 《Journal of Education for Students Placed at Risk》2013,18(4):381-401

Much continues to be written about the failure of U.S. schools to provide a quality education for at-risk urban students. Private Nativity model schools have been instituted in response to the need to provide quality education at the middle school level for such students. As the number of these and other alternative middle schools increases, a thorough examination of the strengths and weaknesses of the model is needed. This study provides such a multimethod examination of 9 such schools. Analyses of students' self-perceptions, perceptions of the quality of the climate at their schools, and academic performance, as well as classroom observations, interviews with teachers, administrators, and students are provided. Results suggest that the success of the Nativity model rests primarily with: (a) a strong and committed teaching staff, (b) an extended school day in which students receive homework assistance and tutoring, (c) small class sizes and student-teacher ratios that afford considerable individual attention from teachers, and (d) a supportive peer environment.  相似文献   

The repeal of Section 28: it ain't over 'til it's over     

Katy Greenland  Rosalind Nunney 《Pastoral Care in Education》2013,31(4):243-251

Section 28 (part of the Local Government Act of 1988) was a notorious piece of legislation that sought to prevent local education authorities in the UK from ‘promoting homosexuality’. The effect of Section 28 was to create uncertainty and fear among teachers as to what was (and what was not) permitted in schools. Over time practitioners and policy‐makers have become increasingly concerned about the failure to address the range of sexualities [i.e. lesbian, gay, bisexual and transgendered (LGBT)] that children bring to the classroom. While the Section was repealed in Scotland in 2000 and in England and Wales in 2003, we suggest that the negative effects of Section 28 may yet remain. We present questionnaire data from 39 secondary school teachers in Wales. The results indicate that nearly half of the sample remained unaware of the repeal of Section 28. A smaller, but still substantial, proportion agreed that Section 28 still affected their practice in schools. Importantly, this included teachers who were also aware of the repeal of the Act. We suggest that the continuing effects of Section 28 need to be understood in the wider context in which it was enacted, and the more general uncertainties and discomforts around doing LGBT issues in schools.  相似文献   

Not the nine o'clock service: Using children's culture     

Lucy Hadfield  Rosalind Edwards  Melanie Mauthner 《Education 3-13》2013,41(1):65-72

This paper discusses current thinking and practice about the use of popular culture in the primary school to teach literacy. It attempts to question the methods that attempt to galvanise children's interest in popular texts to teach the current literacy curriculum. It argues that there is an incompatibility between the pleasures and practices of the world of popular culture and the traditional environment and curricula of school. The paper argues that instead of ‘using’ children's culture to teach the literacy curriculum in school, children's vibrant, sophisticated and valuable culture needs to be embedded within it.  相似文献   

Perspectives on trauma-informed care from mothers with a history of childhood maltreatment: A qualitative study     

Maria Muzik  Menatalla Ads  Caroline Bonham  Katherine Lisa Rosenblum  Amanda Broderick  Rosalind Kirk 《Child abuse & neglect》2013

Women who experienced abuse or neglect as children are more likely to have health problems during pregnancy and postpartum, but can be reluctant to seek help due to a lack of trauma-informed services. As part of a larger mixed method study, this component aimed to obtain qualitative data from trauma-exposed new mothers about their health care preferences during the perinatal period with the ultimate goal to design personalized, supportive interventions. Fifty-two trauma-exposed mothers completed a semi-structured interview at seven months postpartum about health care preferences including ideas for programs that promote wellness, thoughts about the influences of being a new mother and possible names for a program serving trauma-exposed mothers. Interviews were transcribed and coded using N-Vivo. Participants described ambivalence about seeking help but also a sincere desire for healing, coupled with hope for the future. This tension was apparent in the discussions highlighting the importance of access to experienced, nonjudgmental, and knowledgeable health and social care staff and volunteers, the wish for both formal, integrated physical and mental health services, and for informal opportunities to meet other trauma-exposed mothers in a non-stigmatizing, child-friendly setting. Finally, positive relationship-building, respect, and safety were identified as key elements of services critical to counteract trauma-related shame and mistrust in others. Services for trauma-exposed mothers should acknowledge the normal ambivalence surrounding seeking help, but promote hope-affirming practices in a family-centered, safe, non-clinical setting that involves children, builds social support, and provides peer interaction. Program names should reflect optimism and healing rather than trauma.  相似文献   

Small-group discussion in physics: Peer interaction modes in pairs and fours     

Evinella Alexopoulou  Rosalind Driver 《科学教学研究杂志》1996,33(10):1099-1114

The importance of group discussion in facilitating learning in science is widely acknowledged. At the same time, it is recognized that in the social context of small groups, peers' discussion processes and their subsequent learning are influenced by factors other than students' conceptual understanding. Focusing on the social processes of knowledge construction in group settings, this article investigates the ways Greek secondary school students interacted in pairs and fours while discussing and attempting to explain simple physical phenomena. The study showed that students progressed significantly more in their physics reasoning after participation in fours than pairs. Moreover, the analysis of discourse in the different groupings suggested that the differences in progress were related to the more constrained modes of interaction of pairs. © 1996 John Wiley & Sons, Inc.  相似文献   

Kohlbergian Contributions to Educational Programs for the Moral Development of Professionals     

Michael S. Pritchard 《Educational Psychology Review》1999,11(4):395-409

This paper discusses the contributions of Lawrence Kohlberg to the teaching of professional ethics. While rejecting Kohlberg's view that the most advanced stages of moral development must embrace utilitarian or Kantian principles, it agrees with Rest and others that postconventional reasoning is essential for professional ethics. However, it raises questions about how differentiations between conventional and postconventional reasoning can reliably be made. Finally, it suggests areas of psychological research other than moral reasoning that would contribute to the teaching of professional ethics.  相似文献   

Mentor managed training     

Rosalind Rogoff 《Performance Improvement》1990,29(7):20-21

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A Comparative Study of School Textbooks used in the First Year of Teaching English as a Foreign Language in Various European Communities     

Robert Weil  Donald Pritchard 《Compare》1977,7(1):3-15

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Editorial     

Rosalind Pritchard 《Higher Education Quarterly》2002,56(4):327-330

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