US Urban Elementary Teachers’ Knowledge and Practices in Teaching Science to English Language Learners: Results from the first year of a professional development intervention     

Alexandra O. Santau  Walter Secada  Jaime Maerten‐Rivera  Neporcha Cone  Okhee Lee 《International Journal of Science Education》2013,35(15):2007-2032

The study examined US elementary teachers’ knowledge and practices in four key domains of science instruction with English language learning (ELL) students. The four domains included: (1) teachers’ knowledge of science content, (2) teaching practices to promote scientific understanding, (3) teaching practices to promote scientific inquiry, and (4) teaching practices to support English language development during science instruction. The study was part of a larger five‐year research and development intervention aimed at promoting science and literacy achievement of ELL students in urban elementary schools. It involved 32 third grade, 21 fourth grade, and 17 fifth grade teachers participating in the first‐year implementation of the intervention. Based on teachers’ questionnaire responses and classroom observation ratings, results indicated that (1) teachers’ knowledge and practices were within the bounds of acceptability but short of reform‐oriented practices and (2) grade‐level differences existed, especially between Grades 3 and 5.  相似文献   

Interactive group activity: a socially mediated tool for opening an interpretive space in classroom research     

Barbara Whyte  Deborah Fraser  Viv Aitken  Graham Price 《International journal of qualitative studies in education》2013,26(8):1019-1040

An ongoing challenge in classroom research is to understand children’s perspectives on their learning. While learning is highly individual, it is also significantly social and this raises methodological challenges. An Interactive Group Activity (IGA) is one of several data collection strategies used during the action research phase of the Connecting Curriculum, Connecting Learning project (2010–2011) focusing on arts-based curriculum integration. This article concentrates on the IGA tool as a means of uncovering children’s meaning making following an extended period of learning. Of particular note is the use of an arts pedagogical device to introduce the IGA to children, a device that frames the purpose of the task. In effect, the IGA acts as a group assessment device underlining the socially mediated nature of children’s learning. This article describes how the IGA tool evolved, gives its form and structure, argues for its affordances and suggests possibilities for its wider use.  相似文献   

Engaging with research through practitioner enquiry: the perceptions of beginning teachers on a postgraduate initial teacher education programme     

Bethan Hulse 《Educational Action Research》2013,21(2):313-329

This study focuses on the perceptions of student-teachers towards their engagement in small-scale research projects undertaken whilst on a one-year postgraduate initial teacher education programme. We present an institutional response to national and international policy agendas regarding the place of research within initial teacher education at master’s level, focusing on the role of practitioner enquiry in facilitating a critical engagement with practice. The paper concludes that practitioner enquiry offers a potentially powerful and illuminating way of exploring emerging professional identity and asserting agency in beginning teachers.  相似文献   

鲁迅小说电影化元素的呈现与意义     

左亚男 《辽宁师范大学学报(社会科学版)》2013,(3)

作为真正意义上的文学和思想大家,鲁迅先生影响了几代人.直至今日,对鲁迅先生及其作品的研究还在不同角度以各种方式延伸着.对于当代人来说,这种维度不仅构成了文学创作的重要参量,更成为体验人生的必要准备.鲁迅先生推崇“拿来主义”,在他的作品中经常可以感受到其他艺术的影响或痕迹.观看电影是鲁迅先生一生中的“三大瘾”之一,这种持之以恒的偏好也因此形成了他作品的一些特性.因此,根据鲁迅先生的小说,考察其创作中电影化元素的呈现与流变,成为探究鲁迅小说真相的另一种可能.不仅如此,在“视听时代”来临的当今,对这类创作轨迹的追寻也具有深远的现实意义.  相似文献   

1958-1964年内蒙古地区场社合并问题研究     

王利中 《内蒙古师范大学学报(哲学社会科学版)》2013,(4)

1958年开始,内蒙古地区根据中央的指示,开始了场社合并工作。由于场社合并工作存在着不少问题,1961年开始,内蒙地区对于场社合并的政策进行了一些调整,以解决工作中存在的问题。场社合并的效果并没有达到中央所设想的目标,中央以及内蒙地区根据实际情况,最终停止了这项工作。  相似文献   

高等职业院校教师实践技能提升的思考与探索     

崔淑鑫  任程坤 《哈尔滨学院学报》2013,34(7):113-115

文章首先阐述了高等职业院校教师实践技能提升的重要性,然后在分析当前高等职业院校教师在实践技能方面存在问题的基础上,提出了加强高等职业院校教师实践技能提升的路径选择。  相似文献   

贺龙体育思想的实践品格、历史贡献及当代价值     

李凤梅 《沈阳体育学院学报》2022,(1)

贺龙是新中国体育事业的主要开拓者和奠基人。贺龙体育思想形成于实践,在实践中不断检验、总结并得以发展和提高,具有鲜明的时代特征和实践品格。幼时生活的环境熏陶、多年从军的革命生涯和主管体育后的基本国情,共同影响着贺龙体育思想及实践。贺龙认为体育工作应以人民性和政治性为根本宗旨;要从实际出发,深入基层调研;应注重运动员全面发展,提高体育科学化水平。主政国家体委后,贺龙灵活运用马克思列宁主义、毛泽东思想指导新中国体育事业,形成了具有中国特色的社会主义体育思想和竞技体育发展模式,在引导民众树立科学的体育观、培养全面发展的运动员以及建立常态化和制度化的体育工作联席制度等方面,为新时代我国体育事业发展积累了可资借鉴的重要经验。贺龙体育思想及实践是开创中国社会主义体育事业基本理论及实践的重要组成部分。  相似文献   

Workload and willingness to change: disentangling the experience of intensification     

Katrijn Ballet  Geert Kelchtermans 《课程研究杂志》2013,45(1):47-67

Teachers are facing an increasing number of changes in their job context, many of which significantly affect their work lives. This study offers a theoretical understanding of the changes in teachers’ working conditions, starting from the intensification thesis. The case study of a Flemish (Belgian) elementary school shows the existence of various and mutually reinforcing sources of intensification. Those sources emerge not only from outside school (e.g. policy‐makers and society), but also as teachers impose their own standards on their work. The case study exemplifies the compelling (and thus intensifying) character of a collective norm of willingness to innovate. However, this norm seems to act paradoxically: both as a support in dealing with external pressure and as an intensifying factor, increasing the workload. The possibly intensifying impact of changes on teachers’ working conditions is mediated by the school organization as well as the personal interpretative framework (sense‐making) of individual teachers.  相似文献   

Early years curriculum: funds of knowledge as a conceptual framework for children’s interests   总被引：1，自引：1，他引：0  

Helen Hedges  Joy Cullen  Barbara Jordan 《课程研究杂志》2013,45(2):185-205

Children’s interests are frequently cited as a source of early‐years curricula. Yet, research has rarely considered the nature of these interests beyond the play‐based environment of early‐childhood education. This paper reports findings from a qualitative, interpretivist study in two early childhood settings in Aotearoa/New Zealand. Using participant observation, interviews, and documentation, the study examined children’s interests and teachers’ engagement with these in curriculum interactions. Evidence suggested children’s interests were stimulated by their ‘intent participation’ in family and community experiences and encapsulated in the notion of ‘funds of knowledge’. The concept of funds of knowledge provides a coherent analytic framework for teachers to recognize children’s interests and extend teachers’ curriculum planning focus beyond that of a child‐centred play‐based learning environment.  相似文献   

Students’ Needs,Teachers’ Support,and Motivation for Doing Homework: A Cross-Sectional Study     

Idit Katz  Avi Kaplan  Gila Gueta 《Journal of Experimental Education》2013,81(2):246-267

Self-determination theory provided the theoretical framework for a cross-sectional investigation of elementary and junior high school students’ autonomous motivation for homework. More specifically, the study focused on the role of teachers’ support of students’ psychological needs in students’ motivation for homework in the two school systems. The study also investigated the contribution of a match between teachers’ support and students’ expressed level of psychological needs to autonomous motivation for homework. The findings indicated that teacher support partially mediated the difference in autonomous motivation for homework between students in the two school systems. In addition, the findings suggested that whereas students’ with different level of expressed needs may perceive different levels of teachers’ support, and that teachers’ support might be more important for students who express higher level of needs, perceived teachers’ support of psychological needs was important for students’ adaptive motivation for homework, irrespective of their expressed level of needs.  相似文献