The evolution of an effective pedagogy for teachers using the interactive whiteboard in mathematics and modern languages: an empirical analysis from the secondary sector     

Derek Glover  Douglas Averis  Victoria Door 《Learning, Media and Technology》2007,32(1):5-20

There has been considerable investment in the use of interactive whiteboard technology in schools in the UK. There is evidence that whilst teachers understand such technology, many do not understand the nature and implications of interactive learning. Observation and analysis of 50 video‐recorded lessons taught by ‘successful’ teachers drawn from mathematics and modern foreign language departments in secondary schools led to the classification of three types of practice representing a spectrum of increasing interactivity. The nature of this good practice was analysed together with criteria for assessing the changes being wrought by technology in approaches to learning and teaching. The investigation concluded that the use of new technology alone cannot lead to enhanced learning. Teachers also need training to develop awareness of the relationship between approaches to interactive learning and conceptual and cognitive development in subject areas.  相似文献   

Teachers’ Views on School Discipline: a theoretical framework     

Bruce Johnson  Victoria Whitington  Murray Oswald 《Cambridge Journal of Education》1994,24(2):261-276

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Economic hardship, parenting, and distress in adolescence   总被引：5，自引：0，他引：5  

J D Lempers  D Clark-Lempers  R L Simons 《Child development》1989,60(1):25-39

The relation between family economic hardship and adolescent distress among secondary school students in a small Midwestern community was investigated. According to prior results, family hardship has both direct and indirect effects on adolescent distress. The indirect effects come about through stress-induced changes in parental nurturance and parental discipline. The findings of this study showed that hardship effects varied according to type of distress. For females as well as males, economic hardship had both direct and indirect effects on a depression-loneliness distress factor. The indirect effects occurred through less parental nurturance and more inconsistent discipline. No direct effect of economic hardship was found for either males or females on a distress factor composed of delinquency and drug use items. For both females and males, however, an indirect effect of family economic hardship on the delinquency-drug use factor was found with inconsistent parental discipline as the mediating variable.  相似文献   

Support from Spouse as Mediator and Moderator of the Disruptive Influence of Economic Strain on Parenting     

Ronald L. Simons  Frederick O. Lorenz  Rand D. Conger  Chyi-In Wu 《Child development》1992,63(5):1282-1301

A model is presented regarding associations between economic strain, support from spouse, and quality of parenting. The model was tested using a sample of 451 2-parent families, each of which included a seventh grader (age 12-13). Parent and adolescent reports, as well as observational ratings, were used as indicators of constructs. Analysis using structural equation modeling procedures indicated that level of spouse support was positively related to supportive parenting, whereas economic strain operated to undermine parental involvement. As posited, economic strain produced its effect through a direct relation with parenting and indirectly through its association with spouse support. These findings held for mothers and fathers, regardless of the gender of the child. Spouse support moderated the impact of economic strain on supportive parenting for mothers but not fathers. Possible explanations for this gender difference are presented.  相似文献   

Building a Professional Learning Community: Teachers’ Documentation of and Reflections on Preschoolers’ Work     

Victoria Damjanovic  Jolyn Blank 《Early Childhood Education Journal》2018,46(5):567-575

This study describes teachers’ experiences in a preschool professional learning community (PLC) in order to gain understanding of the role of documentation in group learning. A central underlying assumption of PLCs is that teacher learning involves talking with colleagues about teaching and grappling with the issues embodied in everyday classroom life. We utilized a qualitative case study design in order to emphasize the situated and contextual nature of teachers’ professional learning in context. Data sources included the following: observations of PLC sessions, interviews with participating teachers, and the classroom documentation teachers shared during the sessions. We found that the incorporation of documentation in the PLC made implicit assumptions about children visible in order to be scrutinized. In addition, the teachers’ reflections on the documentation highlighted conflicting notions about teaching as either technical practice or inquiry. In contrast to traditional delivery approaches to teacher learning, we argue that PLCs focused on documentation encourage teachers to problematize practice rather than simplify it. The process of reflecting on children’s work made shifts in thinking about the nature of teaching possible.  相似文献   

Transforming what they read: helping eleven‐year‐olds engage with Internet information     

Alan Pritchard  Victoria Cartwright 《Literacy》2004,38(1):26-31

This article explores an issue of great current concern: how do we help primary aged children to engage with, and to benefit from, information from the Internet? The notion of ‘engagement’ is considered in the context of constructivist learning theory. A short case study based on a small‐scale research project in a primary school classroom in England is presented in order to illustrate the difficulties that arise when children undertake information handling work involving access to vast amounts of information. The end products from two groups of children are found to be far from what might have been expected from children of their ability, background and experience. Engagement with the ideas contained in non‐fiction texts is isolated as a crucial factor. Approaches, including the EXIT model, are presented and considered as ways in which engagement might be encouraged.  相似文献   

A review of photovoice applications in environment,sustainability, and conservation contexts: is the method maintaining its emancipatory intents?     

Victoria Derr 《Environmental Education Research》2020,26(3):359-380

Abstract

Photovoice, a Participatory Action Research method developed by Wang and Burris, has gained popularity as a pedagogical tool to engage youth with environmental, sustainability, and conservation issues. Influenced by Paulo Freire’s critical pedagogy, feminist theory, and documentary photography, photovoice supports reflection about place, critical dialogue about community issues, and social change by reaching policymakers. Some scholars have modified the method and applied varying frameworks to increase relevance for diverse participants. However, adaptation also may lose the original tenets. Through a scoping review, this study examined methodological applications to science, conservation, and sustainability education and whether emerging approaches align with Wang and Burris’ original goals. The scoping review identified and analyzed four applications of photovoice: i) place as pedagogy, ii) conservation and sustainability, iii) STEM teaching; and iv) decolonizing education. Current scholarship shows promise for photovoice in environmental education applications to support participatory, diverse, and equitable educational settings, but some projects would benefit from more explicit attention to the original emancipatory intents of the method.  相似文献   

Pick a Number … Any Number?     

Jacob V. Simons  Jr.    Barbara A. Price 《Decision Sciences Journal of Innovative Education》2005,3(2):295-306

A recent classroom revelation caused us to reconsider the adequacy of the instructions offered in our textbooks for one of our most elementary quantitative methods. Specifically, we found that many students were mystified concerning how to pick an initial objective function value when plotting an isoprofit line in order to graphically solve a linear programming problem. We observed that this seemingly insignificant issue was causing a surprising amount of wasted time, confusion, and even anxiety. Our experience indicated that students do not necessarily possess any consistent intuition for choosing an appropriate initial value. We confirmed this perception through informal experimentation. We reviewed several textbooks and found that most simply do not bother to address this issue. Therefore, we devised a simple, comprehensible method which we have taught our students to resolve or avoid this problem. Although we quickly found the method to be helpful for many students, we conducted an experiment to formally measure its effect.  相似文献   

Measuring learners’ perceptions of a team-taught learning environment: development and validation of the Learners’ Team Teaching Perceptions Questionnaire (LTTPQ)     

Simons  Mathea  Coetzee  Stephen  Baeten  Marlies  Schmulian  Astrid 《Learning Environments Research》2020,23(1):45-58

Learning Environments Research - Team teaching is a teaching model in which teachers work collaboratively in the preparation, teaching and evaluation of a course. Literature suggests that team...  相似文献   

A Nontopical System of TV Program Categories     

William R. Hazard  J. David Moriaty  Victoria C. Timmons 《Educational technology research and development : ETR & D》1964,12(2):146-163

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