“That’s the whole idea of college readiness”: A critical examination of universal Pre-K teachers’ understandings around kindergarten readiness     

《Teaching and Teacher Education》2020

This study examines universal Pre-Kindergarten teachers’ understanding of kindergarten readiness through critical lens towards neoliberal narratives of “quality and high return” (Moss, 2014; 2018) and power and knowledge that produce “regime of truth” (Foucault, 1984). In-depth, semi-structured interviews were conducted with 14 teachers, transcribed, and analyzed by utilizing thematic analysis. The implications include recognizing where the dominant narratives lie in early childhood education and valuing teachers, especially those of color, is critical to develop a clear definition of readiness with culturally relevant and sustainable approaches. (85)  相似文献   

Getting recognised: Teachers negotiating professional identities as learners through talk   总被引：2，自引：0，他引：2  

Jennifer L. Cohen 《Teaching and Teacher Education》2010

This paper presents findings from a qualitative study on teachers' negotiation of professional identity through talk with colleagues at an urban, public, Midwestern school in the United States. The purpose of the research was to identify discourse strategies the teachers used to negotiate local significances for their professional identities. Analysis and findings demonstrate that the teachers made and recognised identity bids to accomplish the professional identity of teacher as learner, using a range of discourse strategies, including two genres of reflective talk. Implications for our understanding of teachers as knowledge-producers and how this can inform teacher education and education policy are considered.  相似文献   

西方质的教育领导研究的兴起及其启示   总被引：1，自引：1，他引：0  

钱海燕 《复旦教育论坛》2010,8(5):31-36

在国际范围内,教育领导研究已由过去的实证主义独尊,发展为今日的多元范式并陈。其中,质的教育领导研究已成为一股重要的力量。反观我国,教育领导研究的多元范式尚未形成,对质的研究的认识还存在颇多误区。通过回顾国际上质的教育领导研究的兴起以及国内质的研究地位的分析,本文呼吁开展更多扎根田野的质的研究,为教育领导研究探索一条新的方法论路径。  相似文献   

李克东难题：争鸣与反思     

王竹立 《电大教学》2010,(2):63-67

本文主要从李克东难题的问题真伪、如何看待深度学习与互动、李克东的追问有没有道理、博客互动少是技术原因还是人的原因、李克东难题要不要解决以及如何解决这五个方面,讨论了围绕李克东难题所产生的种种不同意见;并分别从三个角度探讨了教师为什么不写博客、什么样的话题容易引起深度讨论以及从李克东难题的讨论中所折射出来的种种教育与研究方面的问题。  相似文献   

The challenge of an interdisciplinary curriculum: a cultural analysis of a doctoral-degree program in neuroscience   总被引：1，自引：1，他引：0  

Karri Holley 《Higher Education》2009,58(2):241-255

Drawing on data collected through 45 interviews with faculty, doctoral students, and administrators affiliated with an interdisciplinary neuroscience program, I examine the structure of the interdisciplinary graduate curriculum. The data presented here highlight the challenge of such programs. I review the purpose, organization, and content of the interdisciplinary curriculum, noting those challenges that arise. Not only do such programs require collaboration among faculty who traditionally has been highly invested in their individual discipline or department, but they also require an active, deliberate process to foster interdisciplinary integration and student learning.  相似文献   

Electronic portfolios: Perspectives of students, teachers and parents     

Julie K. McLeod  Sheri Vasinda 《Education and Information Technologies》2009,14(1):29-38

This study explores the perspectives of students, teachers and parents to evaluate the use of digital portfolios as an additional way to capture and enhance the learning of elementary students in a public school setting and as an opportunity to communicate this learning to parents. The research questions address four problems: complex assessment of learning, parental participation, and student and teacher satisfaction and the impact of the portfolio on teaching methods. Particularly, we are interested in the subjective satisfaction of students, teachers and parents in the portfolio development process. We are also interested in whether students learn to reflect constructively on their work, whether teachers have changed their teaching methods and whether parents believe the portfolio was used or could be used for enhanced communications.  相似文献   

10 year retrospect on stage models of e-Government: A qualitative meta-synthesis     

Jungwoo Lee 《Government Information Quarterly》2010

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Lessons learned: Using the literacy histories of education students to foster empathy     

《Teaching and Teacher Education》2016

In order for new teachers to foster equitable literacy learning environments, they must first understand the scope and variety of experience that will pervade their classrooms. The following multi-case study describes the potential of digital stories as an instructional tool in a literacy methods course at a northeastern university and college where the authors examined four digital autobiographical stories created by their students and the subsequent reactions to these stories by classmates. These stories were shared to allow the preservice teachers to reflect on social equity with a goal of building empathy.  相似文献   

Contributing conditions: A qualitative comparative analysis of teachers’ instructional responses to data     

《Teaching and Teacher Education》2016

Despite the press for data-informed decision making, there is still much to learn about when and under what conditions data promote changes in instruction and when they may contribute to other outcomes. The study uses qualitative comparative analysis to examine 245 cases of teachers’ data use in five middle schools from a year-long study in the United States. Analysis points to the important influence that certain types of data, the involvement of a coach or peer group, and the school culture can have on teachers’ instructional responses to data.  相似文献   

Overcoming pathological IT use: How and why IT addicts terminate their use of games and social media     

《International Journal of Information Management》2020

IT addiction scholarship indicates that pathological use of IT such as games or social media is on the rise. While pathological IT use, such as addictive behavior, can negatively affect private, social and work life, individuals displaying addictive behavior toward an IT are challenged to overcome their addiction. In this study, we aim to offer insights into how and why IT addicts stop their pathological IT use by terminating to use the IT. We interview individuals who have overcome their IT addiction to games and social media, finding that some IT addicts terminate their use of the IT without external support because they had a strong intrinsic or extrinsic motivation or because they felt stressed, frustrated or guilty. Other IT addicts required external support, contacting a therapist after unsuccessful attempts to quit or after experiencing a shocking event. This study establishes a new strand of research into ending pathological IT use and becoming an ex-user. We theorize IT addiction as part of the IT lifecycle alongside adoption, usage and discontinuation. We also offer practical insights into why some individuals can terminate pathological IT use on their own, while others require external support.  相似文献