‘I do not think I actually do it well’: a discourse analysis of Australian senior secondary teachers’ self-efficacy and attitudes towards implementation of differentiated instruction     

Tom Porta  Nicole Todd  Lorraine Gaunt 《Journal of Research in Special Educational Needs》2022,22(3):297-305

Differentiated instruction is a proactive teaching model and philosophy with demonstrated potential to cater for diverse learners and create inclusive classrooms. There is little research, however, into the implementation of this approach in the senior secondary classroom. Teachers’ implementation of differentiated instruction has been shown to be linked to teacher attitudes and self-efficacy in other settings. This study investigated the impact of teachers’ self-efficacy and attitudes towards the implementation of differentiated instruction in the senior secondary context across two Australian states with a total of five participating teachers. The A (Affective) B (Behaviour) C (Cognitive) model was employed to define teacher attitudes from interviews concerning differentiated instruction. Findings indicated that teacher knowledge was a major factor influencing differentiation, in addition to attitude and self-efficacy. The discourse analysis demonstrated that teachers held a greater knowledge of differentiation strategies than the concepts that underpin the differentiated instruction framework. Additionally, time constraints and feelings of failure in implementing differentiation strategies impacted teacher attitudes. Teacher knowledge, attitude and self-efficacy were interrelated and impacted on teachers’ implementation of differentiated instruction in the senior secondary classroom. Implications for professional development to address student needs through differentiated instruction in the inclusive senior secondary classroom teacher are discussed.  相似文献   

Conceptually enhanced simulations: A computer tool for science teaching     

Joseph Snir  Carol Smith  Lorraine Grosslight 《Journal of Science Education and Technology》1993,2(2):373-388

In this paper, we consider a way computer simulations can be used to address the problem of teaching for conceptual change and understanding. After identifying three levels of understanding of a natural phenomenon (concrete, conceptual, and metaconceptual) that need to be addressed in school science, and classifying computer model systems and simulations more generally in terms of the design choices facing the programmer, we argue that there are ways to design computer simulations that can make them more powerful than laboratory models. In particular, computer simulations that provide an explicit representation for a set of interrelated concepts allow students to perceive what cannot be directly observed in laboratory experiments: representations for the concepts and ideas used for interpreting the experiment. Further, by embedding the relevant physical laws directly into the program code, these simulations allow for genuine discoveries. We describe how we applied these ideas in developing a computer simulation for a particular set of purposes: to help students grasp the distinction between mass and density and to understand the phenomenon of flotation in terms of these concepts. Finally, we reflect on the kinds of activities such conceptually enhanced simulations allow that may be important in bringing about the desired conceptual change.  相似文献   

Reactions of professors to retirement: A comparison of retired faculty from three types of institutions     

Lorraine T. Dorfman  Karen A. Conner  William Ward  Jean B. Tompkins 《Research in higher education》1984,20(1):89-102

Dorfman et al. (1982) compared the professional activities of retired professors from liberal arts colleges, a comprehensive university, and a major research university. This companion piece based on the same survey compares the professors' reactions to retirement. Results show that a majority of faculty from all types of institutions plan for retirement, are positive about retirement, and give suggestions for institutional retirement policy. The retired professors recommend the following: (1) help in planning, (2) more information about retirement, (3) support for continued work, (4) gradual retirement. Major differences among institutions are the following: (1) comprehensive university faculty plan for retirement more than do faculty from the other institutions, (2) faculty from both universities begin financial planning at a younger age than do faculty from the liberal arts colleges, (3) research university faculty miss work and like having time to spend on professional activities more than do faculty from the other institutions.  相似文献   

Relationships among student characteristics, study activities, and achievement as a function of course characteristics     

John W. Thomas  Lorraine Iventosch  William D. Rohwer  Jr. 《Contemporary educational psychology》1987,12(4)

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Moving from reader response to critical reading: developing 10–11‐year‐olds' ability as analytical readers of literary texts     

Lorraine McDonald 《Literacy》2004,38(1):17-25

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Attention and memory for faces and actions in infancy: the salience of actions over faces in dynamic events     

Bahrick LE  Gogate LJ  Ruiz I 《Child development》2002,73(6):1629-1643

Discrimination and memory for video films of women performing different activities was investigated in 5.5 month-old infants. In Experiment 1, infants (N = 24) were familiarized to the faces of one of three women performing one of three repetitive activities (blowing bubbles, brushing hair, and brushing teeth). Overall, results indicated discrimination and memory for the actions but not the faces after both a 1-min and a 7-week delay. Memory was demonstrated by a visual preference for the novel actions after the 1-min delay and for the familiar actions after the 7-week delay, replicating prior findings that preferences shift as a function of retention time. Experiment 2 (N = 12) demonstrated discrimination and memory for the faces when infants were presented in static poses at the 1-min delay, but not the 7-week delay. In Experiment 3 (N = 18), discrimination of the actions was replicated, but no discrimination among the objects embedded in the actions (hairbrush, bubble wand, toothbrush) was found. These findings demonstrate the attentional salience of actions over faces in dynamic events to 5.5 month-olds. They highlight the disparity between results generated from moving versus static displays in infancy research and emphasize the importance of using dynamic events as a basis for generalizing about perception and memory for events in the real world.  相似文献   

‘Experiencing the Theory': Constructivism in a pre-service teacher preparation program     

Lorraine Evans 《Teachers and Teaching》2013,19(2):183-205

In two Bachelor of Education courses, students experienced social constructivist principles for teaching Elementary Language Arts. In the first course, they were introduced to the theory upon which curricula, methods, and strategies are based. Implications for instruction were explored through discussion of readings and participation in child-centered activities, later examined from the points of view of the learner and of the theory. In the second course, the seminar group pursued advanced questions about social constructivist theories, methods, and strategies. Students kept informal written responses to readings; shared reactions, ideas, and questions; suggested readings and approaches; and summarized their understanding in final papers. Students evaluated both experiences as being exceptionally useful to their own understanding of instruction. Four pedagogical points are worth consideration. First, despite differences in their undergraduate disciplines, all students demonstrated that they could contribute to their peers' construction of knowledge or meaning making of the concepts and theories examined. Second, the sequence of the two courses seemed to be important for establishing a base of understanding and inquiry for the seminar group. Third, students used metacognitive analysis of their experiences in order to examine their own learning, to investigate learning in general, and to inquire into the use of this understanding in their teaching. Fourth, students' excitement, as expressed in their evaluations, suggests that they began to construct a notion of what a teacher can be, of the obligation that a teacher has to continuous professional development, and of the need to inquire about their own practice.  相似文献   

The Audit     

Lorraine Busby 《期刊图书馆员》2013,64(3-4):311-320

The value of the audit process to libraries is examined and questioned. Although generally accepted accounting principles (GAAP) are followed by accountants in all fields, these policies and procedures are not always relevant for serials, particularly electronic journals. Adhering to these best practices does little to achieve professed goals and desired outcomes.  相似文献   

The OA Gourmand     

Lorraine Busby 《期刊图书馆员》2013,64(1):32-38

It is trendy to be a supporter of Open Access publication with even journal publishers finding a role in communicating research results through this mechanism. When discussing Open Access it is rare for all parties to be clear about why Open Access is endorsed. The differences between Green Open Access and Gold Open Access can lead to unclear communication when the distinctions between the two are avoided.  相似文献   

MANAGING STRESS AMONG ADULT WOMEN STUDENTS IN COMMUNITY COLLEGES     

Lorraine G. Johnson  Robert A. Schwartz  Beverly L. Bower 《Community College Journal of Research & Practice》2013,37(4):289-300

Stress management for adult women students in community colleges is essential because of the enormous demands they face from family, career, and financial responsibilities. Community colleges and adult educators must help adult women students identify their major sources of stress as well as provide strategies to alleviate those stressors. An extensive review of the literature and a campus-based study found high levels of stress resulting from parenting, nancial, and health concerns. Age was also found to be an important stress factor. Recommendations for helping adult women students are discussed.  相似文献