Classroom Learning Environments in Urban Elementary,Middle, and High Schools

The purpose of the present study was to investigate student gender, subject area, and grade level differences in students' perceptions of their classroom learning environment. Over 13,000 students from 96 urban elementary, middle, and high schools that served predominantly minority students completed a modified version of the Classroom Environment Scale (CES) and the Instructional Learning Environment Questionnaire (ILEQ). Female students generally reported higher scores for their perceptions of the learning environment than did male students. There were very few differences by subject area, but there were many statistically and educationally significant differences by grade level. In general, middle school classes had less favorable perceptions of their learning environment than did either elementary or high school classes.     

Higher Order Teacher Questioning of Boys and Girls in Elementary Mathematics Classrooms

Abstract

The interaction patterns of teachers and students in public and private urban schools was investigated specifically to explore higher order teacher questioning. On the basis of a review of the literature, the authors speculated that patterns of student response to higher order teacher questioning would differ by student gender. Higher order questioning encourages students to think critically, and, therefore, is powerful for learning. Lower order questioning, however, taps only the memorization of facts. The results from this study suggested no gender difference in students' responses to higher order questioning. The 16 teachers observed used predominately lower level questioning patterns in their classrooms.     

Teacher perceptions of the mathematical potential of students in special education in the Netherlands

Research has shown that high expectations of teachers about their students’ academic development have a positive influence on how these students actually develop. Therefore, when aiming to improve students’ learning results it is essential to know how teachers think about their students’ abilities. The present study was meant to investigate what perceptions primary school teachers in special education have of their students’ potential in mathematics and what possibilities they see to reveal this potential. Data were collected through an online questionnaire. Surprisingly, the responses showed that, although the teachers teach students with low achievement scores in mathematics, most of the teachers were positive about the mathematical potential of their students. The teachers often attributed unused potential to causes outside the student and they underpinned this view with observations from school practice. The article concludes with discussing the consequences of these findings for the professional development of teachers.     

中小学教师流动制度建立的理性思考

本文考察了当前中小学教师流动为逆向流动的现状特点与存在的主要问题;分析了中小学教师流动制度建立中的政策缺失;并从形成教师流动的社会基础、政策环境和实施策略三方面推进中小学教师流动制度建立做了理性思考。     

师定课程——基于课堂层面的教师文化与教师专业化的生命观照

师定课程是在彰显教师生命意义的教育语脉中应运而生的新命题,具有一定的生命意蕴和独特价值。教师文化和教师专业化问题已成为当今教育理论研究和教育实践改革中的热门话题,但是随着研究的不断深入,二者在某种程度上都面临着难以避免的困境和冲突。师定课程为教师文化和教师专业化在课堂这一微观、动态层面上达成一种视界融合提供了独特的研究视角,同时也应通过课程实践以实现其生命观照的价值负载。     

美国中小学教师滋养课堂讨论的有效技术研究

课堂讨论是美国中小学教学中一种常用的教学方法。明确课堂讨论的目的,充分认识课堂讨论的重要性,了解课堂讨论的类型及其优缺点,掌握必要的课堂讨论技术,及时发现并杜绝不利于讨论有效进行的现象等是提高课堂讨论效果的重要条件。     

从美国小学课堂布置管窥美国教育理念

课堂既是展开教育活动的重要场所,也是实践教育理念的地方。课堂布置不仅可以为学生的学习和成长构建生态环境,也集中和直观地反映了师生智慧与教育理念的精神价值和文化内涵。透过美国小学课堂布置的形式与特点,我们可以管窥其表现出的美国教育理念：以学生为中心的人文性;彰显个性、自由发挥的创新性以及培养学生超越学科的能力。     

Agreement and Stability of Teacher Rating Scales for Assessing ADHD in Preschoolers

This study investigated the agreement and stability of 3 teacher rating Scales used to assess ADHD in preschool children: the ADHD Rating Scale, the Child Attention Profile (CAP), and the Conners' Teacher Rating Scale-28 (CTRS-28). A sample of suburban children (n = 60) was observed and rated by their teachers and assistant teachers at preschool level (Time 1) and 4 years later at the elementary school level (Time 2). Agreement among the rating scales and interrater agreement between teacher and assistant teacher ratings yielded noticeably stronger correlations at Time 2 than at Time 1. Over the 4-year interval of the study, there was a significant change in the number of children identified as potential ADHD risks. It is probable there were a high number of false-positive indications in the preschool ADHD screenings. It is also possible that immature behavior of preschool children may mimic ADHD behavior at the elementary school level.     

我国中小学课堂管理制度的审视——制度伦理学的视角

课堂管理制度虽是极为微观具体的教育制度,但其在现实教育生活中的实际影响却不容忽视。本文从制度伦理学的视角对中小学课堂管理制度进行审视,从制度形成过程,制度执行过程,制度执行之后的补救和对制度的超越等方面对其进行“善”的诘问和伦理反思。从而,为完善中小学课堂管理制度,使之能够回归教育的本意,实现教育原仞的美好目的提供一种参照。     

课堂互动之我见

课堂教学中的互动分为积极互动与消极互动、低级互动与高级互动、预设互动与生成互动、有效互动与无效互动、常式互动与变式互动等,无论哪种互动,都是一种教学手段,手段是为目的服务的,课堂的教学效果决定手段的取舍.     

文化差异对美国汉语课堂教学的影响

文章基于Hofstede提出的集体主义社会文化和个人主义社会文化的差异在课堂中的具体反映,结合个体的教学经验,分析在美国本土的汉语教学中,教师如何适应这种不同的社会文化对课堂教学的影响。文章所讨论的具体内容包括学习动机、课堂发言、回答问题、学生提问、考试成绩和教学中的公平原则等六个方面。     

差异拷贝与桌面云技术在多媒体教室中的应用

针对多媒体教室计算机软件系统维护中所存在的问题,通过对现有的技术和方法进行分析,探讨差异拷贝与桌面云技术在多媒体教室计算机软件系统维护中的应用。     

试论中美课堂非言语交际及其文化差异

非言语交际是跨文化交际的重要组成部分。本文选取中美课堂师生交流这一特定的交流领域,探讨中美师生间的非言语交际行为的辅助作用及其文化差异,提出师生的"文化依附"矛盾这一概念,旨在增强师生双方的跨文化意识,提高其跨文化交际能力。     

Classroom disciplinary climate of schools and gender – evidence from the Nordic countries

ABSTRACT

Classroom disciplinary climate has emerged as a crucial factor with regard to student achievement. However, most previous studies have not explored potential gender differences in both students’ perceptions of the classroom disciplinary climate and the association between classroom disciplinary climate and student learning. Using data from the Organisation for Economic Co-operation and Development (OECD) Programme for International Student Assessment (PISA) 2012 for the Nordic countries, we found a significant association between the perceived classroom disciplinary climate of schools and students’ mathematics performance across countries. On the basis of an analysis of a pooled sample consisting of all 5 Nordic countries, we found that the correlation between classroom disciplinary climate of schools and maths achievement is significantly stronger for boys than for girls. Further analyses showed that this finding may partly be attributable to gender differences in the perception of the disciplinary climate of schools, whereby boys seemed to perceive the classroom disciplinary climate of schools more positively than girls.     

论民国时期的儿童文学与小学语文教材

儿童文学概念从提出到流行一直与儿童的教育成长问题相伴随,在一定程度上反映了教育思想变革所带来的教育内容的变化。民国时期儿童文学作品的出现,既是清末以来教材实用化、大众化追求的结果,也是儿童本位的课程观得以确立和强化的反映。这一时期的儿童文学作品成为小学国语教材,主要以反复故事和各科知识文学化的形式出现,旨在解决国语教材的文字反复和知识传授所带来的趣味性缺乏问题。儿童文学教材进入国语教科书的丰富和完善过程凸显了三种积极的尝试,即尝试教材形式的多样化、教材内容的顺利过渡和衔接,以及无意义的拟声词和有意义的动作字词的大量运用。这些探索和尝试对今天的语文教材编写和组织都有重要的启示和借鉴意义。     

小学教室内部色彩的设计原则及其应用

小学教室内部色彩的设计应遵循色彩自身的和谐与统一、色彩与学生身心发展相和谐以及色彩与教室内部环境相和谐等原则,并将教室内部色彩分为背景色、主体色以及强调色3部分,然后具体从教室天花板、墙壁、门窗、课桌椅、地面及其他室内装饰物等方面提出一些建议,力求为小学生创设一个良好的色彩环境。     

Development,Validation and Application of a Malay Translation of an Elementary Version of the Questionnaire on Teacher Interaction

An elementary version of the Questionnaire on Teacher Interaction (QTI) and a scale for determining students' Enjoyment of their Science Lessons (ENJ) were translated into Standard Malay. This process, together with its initial validation carried out in 136 classrooms with 3,104 students, is described in this paper. Statistical analyses revealed that data from this Malay version of the QTI with these Malay-speaking elementary school students in Brunei are indeed valid and reliable. Associations between students' perceptions of their teachers' interpersonal behaviours and their end-of-year results on an external science examination were investigated. Students' perceptions of cooperative behaviours were positively correlated, while submissive behaviours were negatively correlated with their cognitive achievement. Cross-national comparisons were made between students' perceptions of teachers' classroom interaction and similar studies in Singapore, Australia, and Korea.     

印度农村初等教育教师在职培训机会差异研究

随着义务教育的普及,印度农村师资的需求不断扩大,因此通过各种渠道招募了不同素质水平的教师。为了提高教育教学质量,印度政府从中央到地方采取不同措施开展教师在职培训。在农村初等教育教师在职培训中存在诸如机会的区域差异、学段差异、办学主体差异、性别差异等问题。印度政府解决农村教师培训机会问题的对策对于思考我国基础教育中农村教师的培训问题有着一定的启示。     

论中小学课堂管理中教师的专业性

课堂管理中教师工作具有复杂性、创造性和道德性的特点。目前在课堂管理中教师的管理类型有专制型、放任型、民主型三种。有效的、民主的课堂管理需要教师具有清晰的教育价值观、理性的决策、问题解决的能力和课堂管理的策略等专业特性。     

The Classroom Practice of a Prospective Secondary Biology Teacher and His Conceptions of the Nature of Science and of Teaching and Learning Science

We describe research carried out with a prospective secondary biology teacher, whom we shall call Miguel. The teacher’s conceptions of the nature of science and of learning and teaching science were analyzed and compared with his classroom practice when teaching science lessons. The data gathering procedures were interviews analyzed by means of cognitive maps and classroom observations. The results reflected Miguel’s relativist conceptions of the nature of science that were consistent with his constructivist orientation in learning and teaching. In the classroom, however, he followed a strategy of transmission of external knowledge based exclusively on teacher explanations, the students being regarded as mere passive receptors of that knowledge. Miguel’s classroom behavior was completely contrary to his conceptions, which were to reinforce the students’ alternative ideas through debate, and not by means of teacher explanation.