Toward Intentional,Reflective, and Assimilative Classroom Practices with Students with FASD

The value of research-informed classroom practices is well recognized and thus this qualitative study was designed to explore, from multiple perspectives, the experiences and influences of classroom practices for students with Fetal Alcohol Spectrum Disorders (FASD). The inductive analysis of 11 focus groups and three interviews involving 60 individuals working closely with this student population—31 teachers, seven administrators, 16 allied professionals, and six caregivers—generated three themes: understanding the whole student, responding within dynamic environments, and optimizing student-centered programming. This study provides an essential step toward better-prepared educators for meeting the learning and developmental needs of students with FASD as well as other complex populations. The implications for developing professional learning opportunities reflective of intentional, reflective, and assimilative classroom practices are discussed.     

How the instructional and learning environments of liberal arts colleges enhance cognitive development

This study analyzes longitudinal data from 17 four-year institutions in the United States to determine how the distinctive instructional and learning environment of American liberal arts colleges accounts for the positive impact of liberal arts college attendance on four-year growth in critical thinking skills and need for cognition. We find that, net of important confounding influences, attending an American liberal arts college (vs. a research university or a regional institution in the United States) increases one’s overall exposure to clear and organized classroom instruction and enhances one’s use of deep approaches to learning. In turn, clear and organized classroom instruction and deep approaches to learning tend to facilitate growth in both critical thinking and need for cognition—thus indirectly transmitting the impact of attending a liberal arts college.     

Processing Fluency in Education: How Metacognitive Feelings Shape Learning,Belief Formation,and Affect

Processing fluency—the experienced ease with which a mental operation is performed—has attracted little attention in educational psychology, despite its relevance. The present article reviews and integrates empirical evidence on processing fluency that is relevant to school education. Fluency is important, for instance, in learning, self-assessment of knowledge, testing, grading, teacher–student communication, social interaction in the multicultural classroom, and emergence of interest. After a brief overview of basic fluency research we review effects of processing fluency in three broad areas: metacognition in learning, belief formation, and affect. Within each area, we provide evidence-based implications for education. Along the way, we offer fluency-based insights into phenomena that were long known but not yet sufficiently explained (e.g., the effect of handwriting on grading). Bringing fluency (back) to education may contribute to research and school practice alike.     

基于体验式英语教学理论的大学英语课堂教学设计

体验式英语教学是当今世界教育学研究和实践中的一种主流思潮。它所倡导的许多主张已经得到了广泛的认可,诸如:以学生为中心,注重学习者的认知经验,提倡发现式学习、强调学习过程、强调学习的互动等研究成为当今英语教学的范式。把体验式教学理论应用到实际课堂教学应注重六个方面的课堂设计,让学生积极主动地参与课堂教学活动,提升学生的自信心和学习能力。     

Instructional practices in secondary science: How teachers achieve local and standards-based success

This article reports on analyses of the instructional practices of six middle- and high-school science teachers in the United States who participated in a research-practice partnership that aims to support reform science education goals at scale. All six teachers were well qualified, experienced, and locally successful—respected by students, parents, colleagues, and administrators—but they differed in their success in supporting students' three-dimensional learning. Our goal is to understand how the teachers' instructional practices contributed to their similarities in achieving local success and to differences in enabling students' learning, and to consider the implications of these findings for research-practice partnerships. Data sources included classroom videos supplemented by interviews with teachers and focus students and examples of student work. We also compared students' learning gains by teacher using pre–post assessments that elicited three-dimensional performances. Analyses of classroom videos showed how all six teachers achieved local success—they led effectively managed classrooms, covered the curriculum by teaching almost all unit activities, and assessed students' work in fair and efficient ways. There were important differences, however, in how teachers engaged students in science practices. Teachers in classrooms where students achieved lower learning gains followed a pattern of practice we describe as activity-based teaching, in which students completed investigations and hands-on activities with few opportunities for sensemaking discussions or three-dimensional science performances. Teachers whose students achieved higher learning gains combined the social stability characteristic of local classroom success with more demanding instructional practices associated with scientific sensemaking and cognitive apprenticeship. We conclude with a discussion of implications for research-practice partnerships, highlighting how partnerships need to support all teachers in achieving both local and standards-based success.     

深度学习:课堂转型的标识

“深度学习”是指学习者能动地参与教学的总称.深度学习的三个视点——主体性、对话性、协同性,正是应试教育课堂的缺陷所在.深度学习是从问题开始的教学,着力于从“基于教科书水准”上升到“超越教科书水准”,而“对话指导”与“反思指导”则是支撑深度学习的两根支柱.深度学习是课堂转型的标识.革新的教师面临的课题是,汲取学习科学的养...     

Roles of Teachers in Orchestrating Learning in Elementary Science Classrooms

This study delves into the different roles that elementary science teachers play in the classroom to orchestrate science learning opportunities for students. Examining the classroom practices of three elementary science teachers in Singapore, we found that teachers shuttle between four key roles in enabling student learning in science. Teachers can play the role of (1) dispenser of knowledge (giver), (2) mentor of learning (advisor), (3) monitor of students’ activities (police), and (4) partner in inquiry (colearner). These roles are dynamic, and while teachers show a preference for one of the four roles, factors such as the nature of the task, the types of students, as well as the availability of time and resources affect the role that teachers adopt. The roles that teachers play in the classroom have implications for the practice of science as inquiry in the classroom as well as the identities that teachers and students form in the science learning process.     

Developing an Effective Lifelong Learning Inventory: the ELLI Project

This paper reports the initial results of a study that was designed to develop and test an instrument that could identify the elements of an individual's capacity for lifelong learning. We anticipated that the components of this capacity would include a complex mix of dispositions, lived experiences, social relations, values, attitudes and beliefs and that these various factors would coalesce to shape the nature of an individual's engagement with any particular learning opportunity. The instrument that was developed—the Evaluating Lifelong Learning Inventory—was trialled with pupils across a range of ages and subject to factor analytic study. The data have proved robust over successive factor analytic studies, allowing the identification of seven dimensions of learning power and reliable scales to assess these. These dimensions appear to be capable of differentiating between efficacious, engaged and energized learners and passive, dependent and fragile learners. Whilst further, larger scale field trials will be necessary to confirm these early results, the findings would appear to have significant implications for conventional models of curriculum design and classroom practice.     

道德与法治课堂有效合作学习的实践探索

合作学习成了道德与法治课堂教学改革的一大亮点,但合作学习有时也遇到一些问题。文章从三个方面探讨道德与法治课堂有效合作学习的策略。合理分组,明确分工,是有效的合作学习的前提条件;创设情境,问题驱动,是有效的合作学习的重要环节;加强指导,科学评价,是小组合作学习顺利进行的有效保障。     

中国英语课堂话语研究——综述与展望

我 国外语教学研究越来越重视外语课堂话语的研究。其焦点是分析外语教师如何为学生参与课堂对话活动提供机会或空间,以完成课堂教与学的任务。而课堂话语质量,策略选择,课堂互动或协商模式,反馈策略等都会直接影响学生学习和认知、语言发展速度和教育成果, 所以外语课堂话语研究是外语教育、语言学和二语习得研究的重要领域。本文首先界定课堂话语的三个主要语用功能,然后根据这三个主要功能对我国英语课堂话语研究进行综述和评价。最后在评价的基础上对我国英语课堂话语的深入研究提出建议, 力求使课堂教学实现本土化和全球化的接轨。     

Toward pervasive knowledge building discourse: analyzing online and offline discourses of primary science learning in Singapore

This research examined discourses in classroom and online learning environments where the Knowledge Building Community model was enacted to foster deep understanding in science learning in Singapore primary classes. This study posited that discourse is a fundamental form of learning that reveals how knowledge building is enacted and embodied by a community of learners. Discourses in classroom lessons and online postings were analyzed from both quantitative and qualitative views. Overall, the discourse analysis of the verbal activities in classroom lessons showed clear signs of IRE (Initiation–Response–Evaluation) patterns of discourse, while more diversity of ideas and questions were found in Knowledge Forum postings. However, online discourse showed some instances of incorrect group thinking and fear of appearing ignorant. In conclusion, we discuss implications of findings and future research directions for creating pervasive knowledge building discourse.     

Spanish-Speaking Children's Social and Language Development in Pre-Kindergarten Classrooms

The current study examined the social and language development of 345 Spanish-speaking pre-kindergartners who attended pre-kindergarten programs that varied widely in how much Spanish was spoken in the classroom by the teacher. Previous studies on English language learners have focused on how the language of instruction impacts children's language proficiency, ignoring the context in which children are learning. The current study found better social skills and closer teacher—child relationships in classrooms where teachers spoke some Spanish. Teacher ratings of children's peer social skills and assertiveness were positively associated with increased amounts of Spanish being spoken. More Spanish language use in the classroom was also related to a decrease in children's likelihood of being victims of aggression as rated by independent observers. The findings have implications for better understanding how policy decisions regarding language of instruction impact children in the social domain. As early education programs are faced with the challenging task of developing best practices for English language learners, it is essential that programs are attentive to the social implications of language.     

Investigating Strategies for Pre-Class Content Learning in a Flipped Classroom

In a flipped classroom model, learning of basic content is shifted before class while in-class time is used for concept application. Empirical and controlled research studies are lacking on the best strategies to provide the necessary pre-class content instruction. In this study, we tested three methods of pre-class content learning—interactive online tutorials, video lectures, and textbook-style readings—while holding the content and the in-class application activities constant. Identical introductory, non-majors biology classes were manipulated at both a public, open-enrollment institution and a private, highly selective institution. We found that video lectures offer a small advantage to overall student learning over interactive tutorials or textbook-style readings. Although our two populations differed in their ability to effectively learn from pre-class activities, through a student-centered flipped classroom approach, students at both institutions demonstrated equal learning gains by the final assessment. Potential reasons for some observed differences are suggested.     

Changing classroom practice at Key Stage 2: the impact of New Labour’s national strategies

The article examines the impact of New Labour policies—particularly the National Literacy and Numeracy Strategies and the subsequent Primary National Strategy—on classroom practice at Key Stage 2 in England. Evidence is drawn from fieldwork conducted in 2003–2005 from a sample of 50 schools, replicating a study conducted a decade previously in the same schools. The data base consists mainly of 188 transcribed in‐depth teacher interviews and fieldnotes from observation of 51 lessons. By comparison with other research studies on primary classroom practice from the 1970s through to the mid‐1990s, our study suggests that there have been more changes in the last five years in teaching styles and in classroom organisation throughout the whole curriculum at KS2 than in the previous two decades. Such changes include a dramatic increase in whole‐class teaching, the use of learning objectives shared with pupils and changes in pupil seating arrangements. Through compliance with centrally imposed changes in pedagogy, teachers’ experiences have led them to change some of their professional values concerning desirable pedagogy. The article concludes by considering some of the implications of our evidence for theories of educational change and of teacher professionalism.     

One speaker,two languages: Learning opportunities in the mathematics classroom

The data reported in this article come from a large project whose goal was to explore how Latin American students in Catalonia, Spain use their two languages—Spanish and Catalan—to support their learning of mathematics in small groups with other students who are Spanish- or Catalan-dominant. For 5 years, lessons from bilingual mathematics classrooms in three public secondary schools were video-recorded and transcribed. In the presentation of findings, I discuss three language practices that emerged from the analyses of several classroom instances as follows: (1) caution with mathematical vocabulary, (2) invention of terms, and (3) word-for-word translation. One example is chosen to represent each practice and some of its situated effects. The first two examples support the view that the experience of language difficulties, either real or presumed, contributes to generating opportunities that may be beneficial to mathematics learning. The third example, where the focus on the mathematics is hindered, points to a contrasting finding. Unlike other studies in the field, which have reported the difficulties and obstacles that arise in learning and teaching due to bilingualism in the classroom, I propose a change of focus through the conceptualization of language as a potential for thinking and doing, and particularly for learning and teaching mathematics.     

Cost efficacy of two social learning training procedures with withdrawn/isolate children

This investigation compared the cost effectiveness of two approaches—the social learning approach and the social learning approach with reinforcement—to increase the frequency of targeted social skills with socially withdrawn/isolate children. Twelve grade three subjects were selected whose mean score was higher than 2.00 on the social withdrawal subscale of the Walker Problem Behavior Identification Checklist. The frequency of four behaviours—asking questions, giving directions, praising and encouraging, and social other—were observed and compared to the frequency of behavior of an “average” peer. The results indicated that the social learning approach paired with reinforcement for teaching targeted social skills was more cost effective, thus more feasible for classroom application.     

A review of the literature on Attention-Deficit Hyperactivity Disorder children: Peer interactions and collaborative learning

ADHD children may have social skill deficits in at least three main areas: social communication, poor emotional regulation, and social-cognitive biases. They also have cognitive difficulties which have implications for their learning. Based on a review of the literature, it is argued that maladaptive classroom peer interactions for ADHD children may disadvantage their learning on collaborative tasks. Although the literature is sparse in the area of peer interactions and collaborative learning for ADHD children, some suggestions for practice and future research are suggested. © 1996 John Wiley & Sons, Inc.     

Action research through stimulated recall

The emphasis in classroom learning research has moved from process-product models to the mediating process paradigm. The stimulated-recall interview and thik aloud techniques are the two main processes that have been used in attempts to find out what goes on inside students' heads while they are learning. For example, this researcher has used the stimulated-recall interview technique to identify the workplace thinking of a marine science researcher, and the in-class thinking of a year eleven biology student. Such studies as these have produced findings with important implications for the classroom teacher in the role of action researcher. This paper describes how to conduct stimulated-recall interviews and discusses some classroom implications from the two studies. Specializations: secondary science teacher education, classroom thinking during instruction, direct teaching of thinking skills.     

Routines in classroom discourse: An ethnomethodological approach

The approach to routines presented in this paper refers to the phenomenology of Schütz, to symbolic interactionism and in particular to ethonomethodology: The interest is focussed on teachers’ and students’ routines making them establish the common classroom discourse. Routines important in the mathematics classroom — but presumably in other subjects too — are presented. The discussion shows that they have positive functions for the interaction process as well as partly negative consequences for the learning of mathematics.     

Exploring Taiwanese High School Students’ Perceptions of and Preferences for Teacher Authority in the Earth Science Classroom with Relation to their Attitudes and Achievement

Educational researchers have suggested that the tension between the learner‐centred and teacher‐centred pedagogies represents a real classroom issue that influences teaching and learning. This issue may be particularly significant in East‐Asian countries such as Taiwan due to some cultural influences. For example, teacher authority is highly valued in the culture. Accordingly, the present study aims to develop a questionnaire—the Teacher Authority Survey (TAS), with actual and preferred versions—to explore students’ perceptions/preferences regarding teacher authority in the earth science course. The relationships among students’ perceptions/preferences for teacher authority, learning attitudes, and learning achievements were investigated. Six hundred and seventeen Taiwanese high school students were administered the TAS, the earth science attitudinal questionnaire, and achievement assessment. Both exploratory and confirmatory factor analyses indicated that the TAS developed in this study has satisfactory validity and reliability measures. Correlation analysis indicated that the classrooms more oriented to learner‐centredness were correlated with more favourable attitudes toward learning. Moreover, three clusters of preferred teacher authority—namely, teacher‐centred authority, uncertain authority, and sharing authority—were identified. Students who preferred sharing authority tended to have more favourable learning attitudes, whereas students in the uncertain authority group seemed to have lower earth science attitudes and achievements.