Capitalizing on Participation: Latina/o Adolescents and the Classroom Economy     

Terri Patchen 《The Urban Review》2012,44(5):511-533

Interactions with capital??how it is identified, accumulated and exchanged??occur within fields of action, and every field has its own set of rules, or habitus, shaping the ways in which these interactions unfold. Classrooms, the fields in which students interact in schools, shape and privilege certain ways of thinking and acting, thereby building (or neglecting) opportunities for students. Yet little research has focused on student perceptions of classroom interaction, and particularly whether or how classroom participation might be a form of capital for them. Deploying data collected through classroom observations and interviews with Latina/o students at a large urban high school, this study focuses on examining the ways in which distinct groups of Latina/o students (in a set of schools within a school) understand and experience classroom participation. Findings reveal that while a shared understanding of classroom habitus may be more common than previously thought, we cannot just tell students to participate, or merely depend upon a general belief in the value of participating. Instead, we must simultaneously and explicitly bolster student participation and the cultivation of student networks so that a shared habitus turns the promises of participation into meaningful and equitable praxis.  相似文献   

Teachers’ perceptions of the use of an external change agent in school curriculum change     

Judy Smeed  Terri Bourke 《The Australian Educational Researcher》2012,39(2):207-220

An external change agent (ECA) was recently employed in three Queensland schools to align the school curriculum with the requirements of the state’s high stakes test known as the Queensland Core Skills test (QCS). This paper reports on the teachers’ perceptions of a change process led by an ECA. With the ever-increasing implementation of high stakes testing in Australian schools, teachers are under mounting pressure to produce ‘results’. Therefore, in order to maximise their students’ success in these tests, schools are altering their curricula to incorporate the test requirements. Rather than the traditional method of managing such curriculum change processes internally, there is a growing trend for principals to source external expertise in the form of ECAs. Although some academics, teachers, and much of the relevant literature, would regard such a practice as problematic, this study found that in fact, teachers were quite open to externally led curriculum change, especially if they perceived the leader to be knowledgeable and creditable in this area.  相似文献   

Turning Around Five At‐Risk Elementary Schools     

H. Jerome Freiberg  Neil Prokosch  Edward S. Treister  Terri Stein 《School Effectiveness & School Improvement》2013,24(1):5-25

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The teacher as reflexive professional: making visible the excluded discourse in teacher standards   总被引：1，自引：0，他引：1  

Mary Ryan  Terri Bourke 《Discourse: Studies in the Cultural Politics of Education》2013,34(3):411-423

In the current climate of accountability, political manoeuvring, changing curriculum, increasingly diverse student cohorts and community expectations, teachers, more than ever, need to develop the skills and abilities to be reflective and reflexive practitioners. This study examines national teacher professional standards from Australia and the UK to identify the extent to which reflexivity is embedded in key policy documents that are intended to guide the work of teachers in those countries. Using Margaret Archer's theories of reflexivity and morphogenesis, and methods of critical discourse analysis, we argue that these blueprints for teachers’ work exclude reflexivity as an essential and overarching discourse of teacher professionalism.  相似文献   

Uncovering students’ thinking about thinking using concept maps     

Ron Ritchhart  Terri Turner  Linor Hadar 《Metacognition and Learning》2009,4(2):145-159

A method for uncovering students’ thinking about thinking, specifically their meta-strategic knowledge, is explored within the context of an ongoing, multi-year intervention designed to promote the development of students’ thinking dispositions. The development of a concept-map instrument that classroom teachers can use and an analytic framework for interpreting students’ responses is presented. In a preliminary study, the concept map instrument is piloted to evaluate changes in students’ conceptions of thinking after a year’s participation in classrooms where their teachers actively sought to make thinking more visible by noticing and naming the thinking observed as well as introducing and using thinking routines (Ritchhart and Perkins. Educational Leadership, 65(5), 57–61 2008). Concept maps from 239 students from grades 3 through 11 were analyzed. Results suggest that students’ conceptions of thinking do improve with age but also can be substantially developed through a classroom culture where thinking is modeled and rich opportunities for thinking are present. The concept map instrument itself proved to be a robust instrument for uncovering students’ thinking about thinking.  相似文献   

Undergraduate Social Work Students’ Perceptions of a Team-Based Learning Approach to Exploring Adult Development     

Karen Watkins  Terri Lewinson  Brittany Garner  Larance D. Carter  Lindsay Greenwald 《Journal of Teaching in Social Work》2018,38(2):214-234

ABSTRACT

Social work educators are challenged to adopt innovative instructional methods and pedagogies to prepare students to meet the contemporary needs of diverse client populations. A team-based learning (TBL) approach is a pedagogical strategy that utilizes cooperative and collaborative learning principles to inspire academic, professional, and interpersonal growth for students. This study explores perspectives of 93 undergraduate social work students regarding the benefits and challenges of using a TBL approach to research adult development. Despite identifying several benefits of this method, including in-depth learning and enhanced relationships, students also experienced significant challenges to working in teams.  相似文献   

Integrating Game-Based Learning Initiative: Increasing the Usage of Game-Based Learning Within K-12 Classrooms Through Professional Learning Groups     

André R. Denham  Robert Mayben  Terri Boman 《TechTrends》2016,60(1):70-76

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Serial naming speed and the component elements of speech time and pause time: relationships with the development of word‐level reading in children aged four to five years     

Shirley Cobbold  Terri Passenger  Colin Terrell 《Journal of Research in Reading》2003,26(2):165-176

Serial naming speed and its association with reading ability was examined in a longitudinal investigation. Participants were 68 children aged between 4.0 and 4.5 years when the study began and between 5.0 and 5.5 years when the study ended. Serial naming speed was measured at three equidistant time points over the 12‐month period as children progressed from a pre‐literate to early‐literate stage. Children's responses were digitally recorded to computer to enable analysis of the sound files. During analysis, the articulation time for each word and the length of each pause between the spoken words were measured independently. At the end of the study, children's word‐level reading ability was measured. Results suggest that children aged 4.0 to 5.5 years show wide variability in serial naming speed that is predominately attributable to the length of the pauses between the articulated words. There appears to be a developmental association between the duration of the pauses and word‐level reading ability.  相似文献   

Social partnerships: Practices, paradoxes and prospects of Local Learning networks   总被引：1，自引：0，他引：1  

Terri Seddon  Allie Clemans  Stephen Billett 《The Australian Educational Researcher》2005,32(1):25-48

This paper discusses the formation, character and contradictions of social partnerships. We report on a specific initiative, the Local Learning and Employment Networks (LLEN) established by the Victorian Government in Australia in 2001, documenting the nature of this initiative and how it is playing out. We draw attention to some of the tensions that exist between different agencies, including different agencies within government. Through this detailed case study it is possible to identify parallels between LLEN and other social partnership initiatives developing in other parts of the world. This process of situating a specific Australian partnership within the wider trend to social partnerships permits a more contextualised analysis. It shows the way social partnerships are developing as a consequence of education reform shaped by neo-liberal governance and various patterns of compliance and resistance to this political rationality.  相似文献   

Pre-service teachers’ defensive pessimism in situ: Two case studies within a mathematics classroom     

Alice H. Merz  Terri Jo Swim 《Teaching and Teacher Education》2008

In this study, defensive pessimism is reviewed in relation to anxiety, self-esteem, expectations, self-regulation, and self-handicapping. Then, two case studies of American pre-service teachers in a mathematics classroom are provided that move the research beyond survey and correlational studies. In the case analyses, defensive pessimists’ discourse and behaviours are examined and additional characteristics are noted, e.g., expressions of humour and self-congratulations. In connection with teaching, teachers are encouraged to support defensive pessimists’ learning strategies, such as perseverance and the use of multiple representations, so that the focus is on meaningful learning instead of the negative self-talk.  相似文献