Strengthening and sustaining professional learning in the second year of teaching   总被引：1，自引：1，他引：0  

Katharine Burn  Trevor Mutton  Hazel Hagger 《牛津教育评论》2013,39(6):639-659

The data discussed in this paper derive from post‐lesson and end‐of‐year interviews with 17 teachers in their second year of teaching. They form part of a longitudinal study which first tracked these teachers through their initial postgraduate teacher education programme and induction year. In the light of earlier analysis, which had highlighted both the enduring importance of individuals’ dispositions towards their own learning and the profound sense of professional isolation that some teachers experience once the support of their induction year is withdrawn, this paper focuses specifically on the interplay between teachers’ orientations towards their own professional learning and the nature of the learning environments in which they are working. The complex interrelationships between these two dimensions are illuminated by six case studies, which offer strong support to those who have challenged exclusive conceptualisations of ‘learning’ as either ‘construction’ or ‘participation’. The findings have important implications for all those responsible for the professional education of beginning and early career teachers, especially as they respond to the government launch in England of a new ‘national framework’ intended (eventually) to offer opportunities for Masters level professional learning to all newly qualified teachers.  相似文献   

Classroom teacher effectiveness research: a conceptual critique     

Andrew Skourdoumbis  Trevor Gale 《British Educational Research Journal》2013,39(5):892-906

Teacher effectiveness research now informs the rationale of much Australian education policy aimed at redressing student under‐achievement. The approach draws a ‘straight line’ between teacher practice and student outcomes, ‘controlling’ for and ultimately dismissive of other possible influences. The paper calls into question this conception of teaching–learning relations, particularly the extent to which teaching practice can be reasonably quantified and improvements in students' academic achievement can be solely attributed to and/or sole responsibility placed on the pedagogic strategies employed by teachers. Drawing on the theoretical resources of Foucault and Bourdieu, the paper argues further that teacher effectiveness research is flawed in both means and ends. It concludes that in its ranking of student and teacher performance, such research actually works against the purposes of education; specifically, authentic teaching and learning.  相似文献   

Evaluating a Training Intervention for Assessing Nonsuicidal Self‐Injury: The HIRE Model          下载免费PDF全文

Corrine C. Rutt  Trevor J. Buser  Juleen K. Buser 《Counselor Education & Supervision》2016,55(2):123-136

The authors evaluated the effectiveness of a brief training intervention with graduate counseling students who used the HIRE (history, interest in change, reasons for engaging in the behavior, and exposure to risk; Buser & Buser, 2013b ) model for the informal assessment of nonsuicidal self‐injury. The intervention group demonstrated improvements in nonsuicidal assessment self‐efficacy and assessment skill. Findings suggest that HIRE is an evidence‐informed model for teaching nonsuicidal self‐injury assessment.  相似文献   

Contextual cues in taste-aversion learning     

Per-Olow Sjödén  Trevor Archer 《Learning & behavior》1988,16(2):242-243

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In the Penal Colony: Hunter's view of education and the role of bureaucrats in the ‘post‐modern’ state     

Trevor Maddock 《Discourse: Studies in the Cultural Politics of Education》1995,16(3):423-427

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Deconstructing the Carter Review: competing conceptions of quality in England’s ‘school-led’ system of initial teacher education     

Trevor Mutton  Katharine Burn  Ian Menter 《教育政策杂志》2017,32(1):14-33

The commitment to establish a ‘school-led’ system of teacher education in England, announced by the Coalition Government in 2011 and relentlessly pursued thereafter, represented a radical departure from previous kinds of initial teacher education partnership. While it is entirely consistent with a neoliberal agenda, with its strong regulatory framework and appeal to market mechanisms, it is also underpinned by a particular conception of teaching as a craft – ‘best learnt as an apprentice observing a master craftsman or woman’. In 2014, the government established a Review of Initial Teacher Training, led by a primary school head teacher, Sir Andrew Carter. This signalled the recognition of teacher education as a ‘policy problem’, adopting Cochran-Smith’s term. The ensuing report, published in early 2015, was more nuanced than might have been anticipated, although a number of profound tensions emerge from a closer analytical reading; four of these tensions are similar to those previously defined by Cochran-Smith and two are newly emergent. This paper identifies and discusses these tensions as they appear in the Carter Review and relates them to wider debates about the links between teaching, teacher education, evidence and research and to policy-making processes in education.  相似文献   

The impact of word processing on the preparation and submission of written essays in a tertiary course of study     

Ron Oliver  Trevor Kerr 《Higher Education》1993,26(2):217-226

This study investigated whether the use of word processing in the creation and submission of written essays by tertiary students, resulted in the achievement of higher grades compared with conventional methods. The study was conducted among 240 student teachers in the first year of a degree course and studying a pre-service unit in teacher education. Students' marks in an essay were gathered along with details of the submission method used; word processed, typed or hand-written. Initial statistical tests showed that students who used word processing as a method for essay submission scored significantly higher essay marks that students whose essays were typed or hand-written. Further tests, however, revealed than it was the level of revision carried out rather than the submission method that accounted for the differences in achieved scores.  相似文献   

In one's own image: ethics and the reproduction of deafness     

Johnston T 《Journal of deaf studies and deaf education》2005,10(4):426-441

The ethics of the use of genetic screening and reproductive technologies to select against and for deafness is presented. It is argued that insofar as deafness is a disability it is ethical to act in such a way as to avoid the conception or birth of children with genetic or congenital deafness. The discovery and recognition of signing deaf communities as cultural and linguistic communities (minorities) does not alter this basic ethical position, although the consequences of widespread application of this technology appears destined to lead to the eventual disappearance of these communities. The argument that acting to avoid deafness is unethical because it will lead to the elimination of a linguistic or cultural group (genocide or ethnocide) or conversely that acting to ensure deafness is ethical, if not praiseworthy, can only be sustained if deafness is not regarded as a disability at all. I argue that the premise that deafness is not a disability of some sort is false and thus the claim that genetic selection against deafness is unethical is untenable.  相似文献   

Lifelong learning trajectories: some voices of those ‘in transit’     

Stephen Gorard  Gareth Rees  Ralph Fevre  Trevor Welland 《International Journal of Lifelong Education》2013,32(3):169-187

This paper illustrates the social determinants of lifelong learning histories as uncovered in a largescale survey and interview analysis carried out as part of the ESRC Learning Society Programme, and previously reported in this journal. The statistical ‘determinants’ of adult participation in learning as described there, such as family background or gender, are examined here in terms of individual stories as well as theoretical models derived from earlier phases of this project. The two forms of data and their analyses appear to accord, suggesting perhaps that concepts of structure (determinants) and agency (choice) are not mutually incompatible in explaining patterns of adult learning. Choices are anyway made within subjective opportunity structures (which include notions of what is ‘appropriate’ for each person).  相似文献   

Editor's Note     

Trevor Parry-Giles 《Communication quarterly》2013,61(5)

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