The Australian Science Teacher: A Typology of Teacher–Student Interpersonal Behaviour in Australian Science Classes     

Tony?Rickards  Perry?Den?BrokEmail author  Darrell?Fisher 《Learning Environments Research》2005,8(3):267-287

This study reports the first development in Australia of science teacher typologies of teacher–student interpersonal behaviour. Students' perceptions of teacher–student interpersonal behaviour were measured using the Questionnaire on Teacher Interaction (QTI). Earlier work with the QTI in The Netherlands has revealed eight different interpersonal styles, which were later confirmed with an American sample of secondary school teachers. The present study investigated the extent to which typologies found in earlier studies also apply to a sample of Australian secondary school science teachers. Data were first checked to examine whether the eight profiles found in The Netherlands and the USA were also present in the Australian data. A cluster analysis using various clustering methods and procedures was used to determine Australian typologies and compare these with earlier Dutch findings. Results of the cluster analyses were verified by analyses of variance, by plotting QTI scale scores graphically, and by presenting a set of sector graphics to two independent researchers and having them sort these into different profiles as found in the statistical analyses. The resultant typologies and implications for professional development and research are presented.  相似文献   

Inequalities and Agencies in Workplace Learning Experiences: International Student Perspectives     

Tony Wall  Ly Thi Tran  Sri Soejatminah 《Vocations and Learning》2017,10(2):141-156

National systems of vocational education and training around the globe are facing reform driven by quality, international mobility, and equity. Evidence suggests that there are qualitatively distinctive challenges in providing and sustaining workplace learning experiences to international students. However, despite growing conceptual and empirical work, there is little evidence of the experiences of these students undertaking workplace learning opportunities as part of vocational education courses. This paper draws on a four-year study funded by the Australian Research Council that involved 105 in depth interviews with international students undertaking work integrated learning placements as part of vocational education courses in Australia. The results indicate that international students can experience different forms of discrimination and deskilling, and that these were legitimised by students in relation to their understanding of themselves as being an ‘international student’ (with fewer rights). However, the results also demonstrated the ways in which international students exercised their agency towards navigating or even disrupting these circumstances, which often included developing their social and cultural capital. This study, therefore, calls for more proactively inclusive induction and support practices that promote reciprocal understandings and navigational capacities for all involved in the provision of work integrated learning. This, it is argued, would not only expand and enrich the learning opportunities for international students, their tutors, employers, and employees involved in the provision of workplace learning opportunities, but it could also be a catalyst to promote greater mutual appreciation of diversity in the workplace.  相似文献   

Prolog programming techniques     

Paul Brna  Alan Bundy  Tony Dodd  Marc Eisenstadt  Chee Kit Looi  Helen Pain  Dave Robertson  Barbara Smith  Maarten van Someren 《Instructional Science》1991,20(2-3):111-133

In this paper we introduce the concept of a Prolog programming technique. This concept is then distinguished both from that of an algorithm and that of a programming cliché. We give examples and show how a knowledge of them can be useful in both programming environments and in teaching programming skills. The extraction of the various techniques is outlined. Finally, we discuss the problem of representing techniques where we conclude that the most promising approach is the development of a suitable meta-language.  相似文献   

Entering Initial Teacher Education: science graduates’ views of the interview and selection process     

Sheila Turner  Tony Turner 《欧洲师范教育杂志》1997,20(2):125-136

This paper describes ongoing research that builds on earlier studies by the authors that have investigated issues concerning the selection of science graduates to secondary PGCE courses. These studies identified the need for criteria that are understood by tutors and applicants to ensure that candidates from ethnic minority groups are not disadvantaged. The research focuses on the perceptions that science graduates have about the selection process for secondary teacher education courses and seeks to identify whether the procedures used disadvantage any particular groups or individuals. We are interested also in whether there is a mismatch between tutors’ perceptions of the interview process and those of the applicants. During 1995/96 current students and applicants for one year PGCE courses in science were asked how they had prepared for their interviews and for their impressions of the interviewing process. The paper describes initial findings and the implication of these findings.  相似文献   

The Frontier of Web-based Instruction     

Coral Mitchell  Tony DiPetta  James Kerr 《Education and Information Technologies》2001,6(2):105-121

In spite of advances in course design software and experience with online offerings, the question of how web-based education affects teaching and learning remains largely unanswered, and the terrain of online learning remains largely unmapped. In this paper, through the stories of 10 faculties of education and one computer science instructor in Ontario, we map out a small piece of the frontier of web-based course delivery and plot a course for future exploration. We argue that most existing offerings take the form of a Lone Ranger or Greenhorn approach but that there is a need to move toward a strategic institutional Wagon Train approach that consolidates and integrates support for online teaching and learning. We argue, as well, that failures in online instruction cannot simply be attributed to improper instruction or inappropriate course design. Rather, at least part of the problem locates in the ways in which conversation is structured in the online environment.  相似文献   

Children's Responses to Contrasting `Realistic' Mathematics Problems: Just how realistic are children ready to be?   总被引：1，自引：0，他引：1  

Barry Cooper  Tony Harries 《Educational Studies in Mathematics》2002,49(1):1-23

In recent years there has been an increasing emphasis within the world of mathematics education on realistic problem solving. At the same time research has shown that children typically remain apparently unwilling or unable to introduce realistic considerations when solving supposedly realistic word problems, though research has also shown that children's behaviour in this domain does vary as a function of the nature of the item, its context and the child's social background. This paper analyses 11–12 year-old English children's responses to two realistic problems. The first is taken from English national tests; the second is a revised version of this item which has been rewritten to encourage a more realistic pattern of responses. Through a comparison of responses to the two items it is suggested that, given suitable realistic problems, many children may be more willing and able to introduce realistic responses in a testing context than earlier research might lead us to expect.This revised version was published online in September 2005 with corrections to the Cover Date.  相似文献   

The Effects of an Introductory Provision of Context on the Oral Reading Behaviour of an Above Average Reader     

Tony Knott  Dennis W. Moore 《教育心理学》1988,8(1-2):123-126

Abstract Previous studies have shown that prior discussion, or the provision of context, both decrease oral reading errors and increase self‐correction amongst low‐progress and mentally retarded readers. This study investigated the effects of prior provision of context upon the reading behaviour of an above average reader. The results indicate that discussion of context (through examination of the relevant illustrations, asking and answering questions, and the verbal introduction of some new words in the text) both significantly decreased errors, and slightly increased the amount of self‐correction for this subject.  相似文献   

Signifying “students”, “teachers” and “mathematics”: a reading of a special issue     

Tony Brown 《Educational Studies in Mathematics》2008,69(3):249-263

This paper examines a Special Issue of Educational Studies in Mathematics comprising research reports centred on Peircian semiotics in mathematics education, written by some of the major authors in the area. The paper is targeted at inspecting how subjectivity is understood, or implied, in those reports. It seeks to delineate how the conceptions of subjectivity suggested are defined as a result of their being a function of the domain within which the authors reflexively situate themselves. The paper first considers how such understandings shape concepts of mathematics, students and teachers. It then explores how the research domain is understood by the authors as suggested through their implied positioning in relation to teachers, teacher educators, researchers and other potential readers.

Tony BrownEmail:

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Linking critical pedagogy practice to higher education in Malaysia: insights from English language teachers     

Joanna Joseph Jeyaraj  Tony Harland 《Asia Pacific Journal of Education》2019,39(1):1-13

This study explores whether critical pedagogy is viable for meeting the goals of the Malaysia Education Blueprint (MEB) 2015–2025. The MEB has a particular focus on societal improvement and the authors suggest that critical pedagogy should be considered as a way of teaching as it specifically aligns with the aims of government policy. However, there is uncertainty about how critical pedagogy might be enacted in the Malaysian higher education context because it is difficult to understand and practise. The authors interviewed English language critical pedagogues from various countries about their experiences and found four common themes across all cultures. These were: co-construction of knowledge between teacher and student; new levels of trust; the use of problem-posing techniques; and evaluation of teaching and the student experience. These findings provide a guide to practice and the authors conclude that for critical pedagogy to gain acceptance across Malaysia, consideration needs to be given to changing prevailing cultural norms, the strict social order, as well as the political landscape of the country.  相似文献   

Semantic Innovation: Arithmetical and Algebraic Metaphors Within Narratives of Learning     

Tony Brown  Frank Eade  Dave Wilson 《Educational Studies in Mathematics》1999,40(1):53-70

This paper examines a theoretical perspective on the ways in which children progress in learning mathematics. It suggests that there is a difficulty in associating teaching discourses with the mathematics they locate. This can result in an incommensurability between alternative perspectives being offered. The paper resists attempts to privilege any particular account but rather demands an analysis of these discourses and their presuppositions. In developing these themes the paper invokes Ricoeur's analysis of time and narrative as an analytical approach to treating notions such as transition, development and progression in mathematical learning. His notion of semantic innovation is introduced. This embraces both the introduction of a new metaphor into a sentence or the creation of a new narrative which reorganises events into a new plot. The notion is utilised in arguing that the shift in the student's mathematical development from arithmetic to first order linear equations with unknowns reconfigures the contextual parameters governing the understanding of these mathematical forms. It is also utilised in showing how alternative approaches to accounting for such transitions suit different and perhaps conflicting outcomes. For example, demonstrating awareness of generality or performing well in a diagnostic test featuring the solution of linear equations.This revised version was published online in September 2005 with corrections to the Cover Date.  相似文献