Learning to teach: enhancing pre‐service teachers’ awareness of the complexity of teaching–learning processes     

Billie Eilam  Yael Poyas 《Teachers and Teaching》2013,19(1):87-107

Abstract

Interest in story in teaching has been linked to teacher research (Carter, 1993; Elbaz, 1991), to teacher education (Connelly &; Clandinin, 1994), to curriculum (Britz‐man, 1989; Gudmundsdottir, 1991c), and to school change (Giltin, 1990). I wish to argue here for a link between story and one form of teacher reflection, for portfolio construction, unlike more conventional forms of teacher development, encourages teachers to tell the story of their classrooms and to frame that story in particular ways. I wish to argue here for a view that constructing a portfolio shifts the ownership of learning to the portfolio‐maker and that in this constructing, we can trace a teacher's developing understanding of pedagogy. Specifically, my aim is to illustrate the narrative dimensions of a self‐generated portfolio question — its interpretations, the reflections upon its meaning, and its transformations of pedagogical understanding — as this text becomes pedagogy and pedagogy becomes text. This interpretive process is illustrated through a case study of Ellen Nicol, a secondary English as a Second Language teacher, in her graduate teacher education year and her first 2 years of classroom teaching. Ellen's pedagogical text, her question, is reinterpreted with major changes each time she comes to understand more completely the richness and complexity of her classroom. Each new transformation and reinterpretation serve as guide for selection of materials, for selection of pedagogy, and for assessment of success. Each new collection of pedagogical information serves as impetus for possible reframing and transformation of the text.  相似文献   

A Systematic Review of Whole School Improvement Models     

Yael Kidron  Marlene J. Darwin 《Journal of Education for Students Placed at Risk》2013,18(1):9-35

This article presents a review of widely implemented, externally developed whole school improvement models. The models serve elementary, middle, and high schools and schools operated by education service providers. A systematic review of the research was conducted using rigorous evidence standards. Across models, the whole school improvement approach demonstrates promising results, with the majority of the evidence pertaining to elementary school models. However, there is relatively little research evidence that the majority of the models reviewed positively impact student academic achievement. For the majority of the models, most of the core components (i.e., practices or strategies) are linked to empirical evidence. An examination of the models' designs and materials revealed that model providers offer a range of services and supports for successful implementation. The use of research evidence in conjunction with other considerations is discussed.  相似文献   

Talent identification and early development of elite water-polo players: a 2-year follow-up study     

Bareket Falk  Ronnie Lidor  Yael Lander  Benny Lang 《Journal of sports sciences》2013,31(4):347-355

The processes of talent detection and early development are critical in any sport programme. However, not much is known about the appropriate strategies to be implemented during these processes, and little scientific inquiry has been conducted in this area. The aim of this study was to identify variables of swimming, ball handling and physical ability, as well as game intelligence, which could assist in the selection process of young water-polo players. Twenty-four players aged 14–15 years underwent a battery of tests three times during a 2-year period, before selection to the junior national team. The tests included: freestyle swim for 50, 100, 200 and 400?m, 100-m breast-stroke, 100-m ‘butterfly’ (with breast-stroke leg motion), 50-m dribbling, throwing at the goal, throw for distance in the water, vertical ‘jump’ from the water, and evaluation of game intelligence by two coaches. A comparison of those players eventually selected to the team and those not selected demonstrated that, 2 years before selection, selected players were already superior on most of the swim tasks (with the exception of breast-stroke and 50-m freestyle), as well as dribbling and game intelligence. This superiority was maintained throughout the 2 years. Two-way tabulation revealed that, based on baseline scores, the prediction for 67% of the players was in agreement with the final selection to the junior national team. We recommend that fewer swim events be used in the process of selecting young water-polo players, and that greater emphasis should be placed on evaluation of game intelligence.  相似文献   

Teaching and learning in high school biology laboratory classes in Israel     

Yael Friedler  Pinchas Tamir 《Research in Science Education》1984,14(1):89-96

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Teaching and learning cultures in higher education: a mismatch in conceptions     

Ornit Sagy  Yael Kali 《高等教育研究与发展》2019,38(4):849-863

ABSTRACT

Instructional approaches in higher education that foster learning based on internal values are required with the enrollment of wider and more diverse audiences. The current study explores this challenge with a focus on the relationship between students’ learning cultures and the way instructors’ view them. We interviewed 76 students and six instructors at an established academic institution. Data comprised of 210 students’ and 146 instructors’ utterances that were analyzed using mixed methods. Findings revealed a mismatch of instructors’ conceptions about the learning culture of the typical student, potentially leading to compromises in their teaching practices. We provide evidence that reciprocal relations exist between cultures of teaching and learning, contributing to the wicked challenges of rethinking the role of teachers in reinforcing passive learning cultures in undergraduate education. Adoption of internal-based values teaching approaches can help break this feedback loop.  相似文献   

“Don’t Sell Me the Enemy’s Literature”: A Self-Study of Teaching Literature in Politically Fraught Contexts     

Yael Poyas 《Studying Teacher Education》2016,12(3):267-283

This article describes a self-study pursuant to a clash between a lecturer and a student concerning the teaching of literature in a politically fraught context. The learning group is composed of Arab and Jewish teachers at a college in northern Israel. The work read by the group expresses a Palestinian perspective. The incident, discussed with reference to the concepts of ethical reading and in-between space, is explained against the background of the lecturer’s professional views and the complexity of teaching literature in a polarized and conflicted society. Analysis of the incident, accompanied by a look at the professional literature, reveals the lecturer’s blind spots as well as the complexity of the situation in which she was acting. Details of the case and the process of its interpretation may serve to enrich the perspectives of literature teacher educators who believe in ethical reading and in constructing an in-between space in their lessons, providing them with insights regarding teaching in contexts fraught with cultural tensions.  相似文献   

Essential Features of a Teacher Education Programme for Cooperative Learning     

Yael Sharan 《Asia Pacific Journal of Education》2002,22(1):68-74

What are the main features of a successful programme for preparing teachers to use cooperative learning methods in their classrooms? In seeking an answer to this question, many researchers and educators focus on cooperation as the primary concept

1. (a) Cooperation among faculty members in university or college teacher education programmes to ensure consistency, continuity and a common set of goals for pre‐service teacher education. Some programmes have begun to emphasise the acquisition of competence in the use of cooperative learning methods.

2. (b) Cooperation between universities and schools to enable novice and experienced teachers to practise cooperative learning in the classroom.

3. (c) Cooperation among teachers in given schools to provide mutual support and assistance to maintain the long‐term use of cooperative learning.

Various programmes and projects reported in the relevant literature that have implemented these ideas are surveyed and discussed in this paper.  相似文献   

Emergent literacy skills for five kindergartners with autism spectrum disorder: a pilot study          下载免费PDF全文

Yael Kimhi  Meital Achtarzad  Gila Tubul‐Lavy 《Journal of Research in Special Educational Needs》2018,18(3):211-221

In typical development, emergent literacy skills predict successful reading abilities. Code‐related literacy skills may include letter knowledge, print concepts, early writing and early phonological awareness. Meaning‐related literacy skills may include lexical and grammatical ability, story retelling and comprehension. Children with ASD (autism spectrum disorder) show, on the most part, poor reading comprehension abilities, yet up to date, research regarding emergent literacy skills in ASD is limited. We conducted a study to investigate a naturalistic, standards‐based national literacy programme, for five kindergartners with ASD, of age 5‐8 years in their kindergarten setting. We implemented an ASD‐adapted intervention as an intensive group treatment over 6 weeks, with a pretest–posttest design to examine emergent literacy gains. The children with ASD demonstrated gains in both code‐related and meaning‐related skills following intervention. The clinical and theoretical implications are discussed regarding the importance of an intensive structured literacy intervention for children with ASD before entering school.  相似文献   

Predicting academic achievement by class‐level emotions and perceived homeroom teachers’ emotional support          下载免费PDF全文

Gabriela Kashy‐Rosenbaum  Oren Kaplan  Yael Israel‐Cohen 《Psychology in the schools》2018,55(7):770-782

Using a multilevel approach, this study examined the role of classroom emotional climate on students' academic achievement. Positive and negative emotions and homeroom teachers' support were used to assess the classroom emotional climate on the individual and class levels. To our knowledge, no study to date has investigated these specific aspects of the classroom emotional climate in relation to students' GPA. Data were collected from 73 classrooms in grades 7‐12 (N = 1,641, students; 53% female) across three schools in Israel. Findings revealed that aggregated levels of both positive affect and perceived homeroom teacher support were positively tied to GPA and that aggregated levels of negative affect were negatively tied to GPA. The final model included gender, teacher support, individual and class emotions and explained 14% of within‐class GPA. A central implication of this study is the relevance of having an emotionally supportive homeroom teacher for students' academic achievement.  相似文献   

Specific binding and magnetic concentration of CD8+ T-lymphocytes on electrowetting-on-dielectric platform   总被引：1，自引：0，他引：1  

Shah GJ  Veale JL  Korin Y  Reed EF  Gritsch HA  Kim CJ 《Biomicrofluidics》2010,4(4):44106

In the quest to create a low-power portable lab-on-a-chip system, we demonstrate the specific binding and concentration of human CD8+ T-lymphocytes on an electrowetting-on-dielectric (EWOD)-based digital microfluidic platform using antibody-conjugated magnetic beads (MB-Abs). By using a small quantity of nonionic surfactant, we enable the human cell-based assays with selective magnetic binding on the EWOD device in an air environment. High binding efficiency (～92%)of specific cells on MB-Abs is achieved due to the intimate contact between the cells and the magnetic beads (MBs) produced by the circulating flow within the small droplet. MBs have been used and cells manipulated in the droplets actuated by EWOD before; reported here is a cell assay of a clinical protocol on the EWOD device in air environment. The present technique can be further extended to capture other types of cells by suitable surface modification on the MBs.  相似文献