A sociocultural investigation of pre-service teachers’ outdoor experiences and perceived obstacles to outdoor learning     

Teresa J. Shume  Erica Blatt 《Environmental Education Research》2019,25(9):1347-1367

Abstract

This study utilizes a sociocultural approach to explore how pre-service elementary teachers’ experiences in both outdoor and formal school settings have contributed to their intentions for taking their students outdoors and perceived obstacles to doing so. The participants were pre-service elementary teachers (N?=?95) enrolled in an elementary science education methods course at a public university in the Midwestern United States. This study builds on the qualitative research methodology established in a prior research study, whereby after reading Richard Louv’s book entitled Last Child in the Woods, pre-service teachers completed written essay responses to prompts about their past outdoor experiences, their intentions for taking their students outdoors, and additionally in this study, perceived obstacles to doing so once they become teachers. Analysis of the data indicates the importance of participants’ youth experiences in the outdoors and positive intentions for taking students outside. In addition, findings describe major obstacles discussed by pre-service teachers, and we use sociocultural theory to analyse the context of these findings. Implications for teacher educators working to better equip pre-service teachers to overcome these perceived obstacles are discussed.  相似文献   

Exploring urban print environments: a comparative study across San Antonio and Santiago and implications for early childhood literacy practices     

Misty Sailors  Pelusa Orellana  Rebecca Stortz  Teresa Sellers 《Literacy》2019,53(2):102-111

In this study, we compared the types of texts found in two metropolitan areas (Santiago, Chile, and San Antonio, TX, USA) as a way of documenting the sponsorship of literacy within these two communities. We found (roughly) equal number of texts across the sites but interesting patterns within each. San Antonio's texts were primarily sponsored by industry and the military and Santiago's texts by political and religious sponsors. Similarly, there were statistically significant differences in the types of texts across neighbourhoods based on how well they were historically resourced. Our findings have implications for teaching early literacy through environmental print.  相似文献   

Impact of videotaped instruction in dialogic reading strategies: An investigation of caregiver implementation integrity     

Amy M. Briesch  Sandra M. Chafouleas  Teresa J. Lebel  Jessica A. Blom‐Hoffman 《Psychology in the schools》2008,45(10):978-993

Research during the past 15 years has repeatedly demonstrated the beneficial effects of dialogic reading (DR), a form of shared storybook reading, on the development of language in preschool children. Although much is known about the effects of DR on children, little attention has been paid to the role that adult caregivers play in the DR experience. Specifically, we do not yet have an understanding of the frequency and consistency with which caregivers use DR strategies in daily practice, prior to and following training. In the current study, the integrity with which six caregivers used DR strategies with their preschool‐aged children subsequent to viewing a commercially available training videotape was investigated. Results indicate that caregivers can learn to use several DR strategies through videotaped training; however, supplemental training may be necessary to teach caregivers certain strategies if they are to use them with integrity. © 2008 Wiley Periodicals, Inc.  相似文献   

Effectiveness of an SRSD writing intervention for low- and high-SES children     

Salas  Naymé  Birello  Marilisa  Ribas  Teresa 《Reading and writing》2021,34(7):1653-1680

Reading and Writing - SRSD interventions on writing have shown to be effective across a myriad of contexts and populations. Less is known, however, about their effectiveness for improving the...  相似文献   

Field Practice in La Mixteca: Transnational Teacher Education in the Service of Mexican Indigenous Students in U.S. Schools     

Nadeen Teresa Ruiz  Peter J. Baird  Pedro Torres Hernández 《Journal of Latinos & Education》2016,15(2):97-112

Initial research has documented the ill treatment suffered by Mexican indigenous students in U.S. schools. Using a framework of transnational teacher education, we examined the impact of field practice in an indigenous area of Mexico on teacher candidates. Candidates showed growth in new understandings, such as their role as bilingual teachers in terms of validating students’ cultures and their sense of global interconnectedness with transnational students and communities. Applied classroom projects several months after field practice showed a similar impact, beginning to make the case that transnational field practice can also positively influence the academic performance of the candidates’ future students.  相似文献   

The effect of practical work on students' understanding of combustion     

Rod Watson  Teresa Prieto  Justin S. Dillon 《科学教学研究杂志》1995,32(5):487-502

This paper describes a study which investigated 14 and 15 year old students' understanding of combustion in both England and Spain, and explores the effect of practical laboratory experience on students' understanding. The teaching and learning styles used with the students in the study were explored using questionnaires and interviews. The students' understanding of combustion was explored using a questionnaire. The responses of English and Spanish students are significantly different. The quality of the responses is explored in terms of the awareness of students of the involvement of gases in combustion, and it appears, however, that the more extensive use of practical work in English schools has had only a marginal effect on their understanding of combustion.  相似文献   

Technology as ‘a human practice with social meaning’–a new scenery for engineering education     

María Teresa Santander Gana  Luis Antonio Trejo Fuentes 《European Journal of Engineering Education》2006,31(4):437-447

In a world sustained and interconnected by technology, people make choices. Therefore, they have to consider that technology is subject to analysis and interpretation because it is designed by humans with varied histories, experiences and cultures. To generate an understanding of the technological phenomenon, this article proposes to view the technology as a human practice, with social meaning and an attending change in classical technology-related education. The hidden resumé of the professors, the development of contents and didactic methods to be used in the educational process are fundamental elements in the appropriation of knowledge. Modifying these elements requires paradigmatic shifts, especially in the education of engineers, which would have to be focused on the knowledge acquisition and capabilities to allow an adequate practice of the technology management.  相似文献   

Touchstones as sprezzatura: the significance of attachment to teacher literary formation     

Teresa Strong‐Wilson 《Changing English: An International Journal of English Teaching》2006,13(1):69-81

A touchstone is a smooth dark stone that, when rubbed against gold and silver, proves the metal's quality. Figuratively, it has come to signify ‘that which serves to test or try the genuineness of anything’ (Oxford English Dictionary). Here I consider why certain literary ‘touchstones’ of teachers are more formative than others. This leads to an exploration of the close association between the aesthetics of literary response and the sprezzatura of childhood reading. The pedagogical question of involving teachers and teacher educators in critical reflection on their practices should begin with these formative stories.  相似文献   

La dialectique ancien-nouveau dans l'intégration de Cabri-géomètre à l'école primaire     

Teresa Assude  Jean-Michel Gelis 《Educational Studies in Mathematics》2002,50(3):259-287

In this article, we study the conditions and constraints of the integration of the dynamic geometry software ‘Cabri’ in the teaching of geometry in ordinary primary school classes (10 years old pupils). We focus our attention on the way the dialectic between old and new is working during this integration, looking at the types of tasks and techniques proposed in class by the teachers. The ‘good equilibrium’ between old and new ways of doing appears as one of the main conditions of integration as it allows to reconcile innovating and usual activities in the everyday life of the class. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

The student,the private and the professional role: Students’ social media use     

Pernilla Josefsson  Stefan Hrastinski  Daniel Pargman  Teresa C. Pargman 《Education and Information Technologies》2016,21(6):1583-1594

Research has shown that students perceive a distinct divide between educational and private use of social media. The present study explores this divide by focusing on master students’ perception of roles when using social media in a higher education context. A qualitative method has been used, mainly comprising of analyses of home exams and interviews, which were conducted with students enrolled in the master’s course “Social media technologies”. Results support previous research stating that students perceived a distinct divide between educational and private use of social media, and furthermore provide a more detailed understanding of this divide. The results from the study also indicate that there is yet another type of use: social media as a tool for career-building purposes, or what is labeled as professional use. Implications of social media for use in higher education are described through the analysis of three roles as performed by the individual: the student role in educational settings, the professional role for career-building, and the private role.  相似文献