Toward Identifying Pedagogical Knowledge for Mentoring in Primary Science Teaching     

Peter Hudson 《Journal of Science Education and Technology》2004,13(2):215-225

Final year preservice teachers' perceptions of their mentoring in primary science teaching were gathered through surveys from three separate studies. The three studies (n = 59, n = 331, n = 60) provided an indication of the degree of mentoring preservice teachers perceived they received with mentoring practices linked to Pedagogical Knowledge. This research argues that mentors require pedagogical knowledge of primary science for guiding mentees with planning, timetabling, preparation, implementation, classroom management strategies, teaching strategies, science teaching knowledge, questioning skills, problem-solving strategies, assessment techniques, and developing viewpoints on science pedagogy. The key study findings (n = 331, from nine Australian universities involved in primary teacher education) indicated that 55% or more mentees had not received Pedagogical Knowledge for primary science teaching in each of the associated mentoring practices (mean score range: 2.60–2.91, standard deviation range: 1.10–1.32). The study concludes that mentors require further professional development to ensure that preservice teachers (mentees) receive adequate pedagogical knowledge for teaching primary science, which will involve significant collaboration between universities and schools.  相似文献   

Impact of math self-efficacy,math anxiety,and growth mindset on math and science career interest for middle school students: the gender moderating effect     

Huang  Xiaoxia  Zhang  Jie  Hudson  Laura 《European Journal of Psychology of Education - EJPE》2019,34(3):621-640

European Journal of Psychology of Education - This study tested a proposed model consisting of mathematics anxiety, mathematics self-efficacy, and implicit theories of intelligence in predicting...  相似文献   

Depoliticization of educational reforms: the STEM story     

Sharma  Ajay  Hudson  Cheryl 《Cultural Studies of Science Education》2022,17(2):231-249

Cultural Studies of Science Education - Education reforms are rarely successful or free of controversies. However, efforts to STEM-ify public education in the USA by positioning education in STEM...  相似文献   

Global perspectives in the mathematics classroom     

Brian Hudson 《Educational Studies in Mathematics》1990,21(2):129-136

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The Emperor's New Clothes: Globalisation and e-learning in Higher Education     

Sue Clegg  Alison Hudson  John Steel 《British Journal of Sociology of Education》2003,24(1):39-53

Two closely related and over-determining myths have shaped government inspired policy towards Information and Communication Technologies (ICTs) and education: the one is the irresistible power of globalisation, the other is the determining effect of technology. The result of both is to present the acceptance of e-learning throughout the education system as inevitable. The space left for practitioners in Higher Education is either to embrace the new media enthusiastically or to stand aside and watch its inevitable unfolding. In this paper we develop a critical stance towards the dominant discourse and suggest that the shape of new media in education can be, and is being, contested. We argue against both technological determinism and the passive acceptance of the neo-liberal globalisation paradigm. No technologies are neutral. They are always the products of real historical social relations as well as the emergent technical capacities they provide. ICTs as artefacts and social processes are already inscribed with gendered assumptions and the accumulation strategies of their purveyors. Moreover, the conditions under which e-learning is being introduced into education are shaped by managerialist agendas. Placing pedagogy at the forefront is therefore to struggle over the terms and shape of the media adopted. We can see this at both the micro and macro level. Our paper exposes the emperor's new clothes while arguing that there is space for critical discourses that can more meaningfully engage with socially available technologies.  相似文献   

Teachers’ Perceptions of the Goals of Education in the USA: responses to the educational reform literature of the 1980s     

Alan J. Hoffman  Hugh D. Hudson Jr  Cathie Mayes Hudson 《Educational studies》1991,17(2):117-125

What do teachers in the USA perceive as the significant goals and purposes of education? To what extent are these perceptions related to those advocated in the reform literature of the 1980s? Responses to a survey administered to 279 teachers in metropolitan Atlanta, Georgia are analyzed in this study. Findings indicate some areas of congruence between teachers and reformers. In areas where the reform literature is divided, especially with regard to educational purpose, teacher opinion is similarly divided. Teacher responses, however, also indicate some attempt to synthesize seemingly disparate views. To provide an expanded frame of reference, the article offers some preliminary findings based on John Goodlad's Teachers for Our Nation's Schools. The article concludes with commentary about the nature and likelihood of educational reform in the USA.  相似文献   

Using IT to Investigate World Statistics     

Brian Hudson 《Teaching Statistics》1995,17(2):57-60

This article outlines the development of classroom materials and a number of associated datafiles involving the use of IT.  相似文献   

The Efficacy of Written Teacher Advice (Tip Sheets) for Managing Classroom Behaviour Problems     

Emma Little  Alan Hudson  Ray Wilks 《教育心理学》2002,22(3):251-266

This study evaluated the efficacy of a set of tip sheets developed to provide written advice to teachers about the management of common classroom behaviour problems. Twenty teachers were involved in the trial of the tip sheets. Teachers selected a child in their grade who demonstrated one of the behaviour problems, and after a baseline period, implemented the written advice for a period of 4 weeks. Outcome measures included teacher collected data, Goal Achievement Scale scores, Sutter-Eyberg Student Behavior Inventory, Teacher Report Form and consumer satisfaction. Measures of treatment integrity were also collected. Results indicated that 13 of the children showed substantial or moderate improvement. Of the seven who did not improve, four had high levels of general behaviour problems prior to intervention, and three had teachers who were not following the written advice completely. However, high levels of general behaviour problems did not prevent some other children still demonstrating improvements in behaviour (n = 5). The written advice in the tip sheets was found to be highly acceptable to the teachers.  相似文献   

Peer Assisted Learning (PAL) — Listserver/ Electronic Journal     

Joanne Hudson  Ann‐Marie Latham 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):47-48

This paper examines quality assurance in School Based Teacher Education Partnerships (STEPs) draws on the perspectives of different participants and reveals some issues which require attention in order to achieve quality. Based on this evidence, suggestions are made as to how those involved can work towards enhancing and maintaining quality.  相似文献   

Making mentoring explicit: articulating pedagogical knowledge practices     

Peter Hudson  Rebecca Spooner-Lane  Michelle Murray 《School Leadership & Management》2013,33(3):284-301

Mentoring pedagogical knowledge is fundamental towards developing preservice teachers’ practices. As a result of a train-the-trainer mentoring programme, this study aimed to understand how mentors’ engagement in a professional development programme on mentoring contributes to their mentoring of pedagogical knowledge practices. This qualitative research analyses the mentoring of pedagogical knowledge from six paired mentor teachers and preservice teachers (n=12) after a four-week professional school experience. Findings indicated that the train-the-trainer model was successful for mentoring pedagogical knowledge on 10 of the 11 advocated practices. This suggested that a well-constructed professional development programme on mentoring can advance the quality of mentoring for enhancing preservice teachers’ practices.  相似文献