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1.
Virginia Worley Stacy Otto Lucy E. Bailey 《Educational Studies A Journal of the American Educational Studies Association》2013,49(2):192-223
Rather than using literary texts to evidence an analytic argument, within this piece we read Julia McNair Wright's (US, 1840–1902), Sidonie-Gabrielle Colette's (France, 1873–1954), and Willa Cather's (US, 1873–1947) texts through theoretical lenses that expose their educational meaning and value and that create conversation among them concerning girls’ and women's educations. While we do not claim that one can generalize these women's works and lessons to every life, we contend that these women and the literary products they created offer girls and women powerful lessons about resistance, subversion, and nurturing one's intellect, lessons that in some ways transcend class and race in particular. First, we define and explain Bruner's concept of the more using Rosenblatt, Gallagher, and Gardner's theories and findings to illuminate his concept. Next, we identify and examine three themes that emerge across these authors’ texts—subverting through the everyday, becoming one's own steward, and moving from survival to self-actualization. Establishing these themes first in Wright's texts, we then use them to frame Colette's and Cather's fiction and support these themes by focusing on one lesson that emerges from each author's work(s). Finally, we ask what one might learn about educating girls and women from these texts and others whose educative meaning and value remain hidden. 相似文献
2.
陈艳 《福建教育学院学报》2010,11(1):112-113
欣赏课作为美术教材当中一个重要组成部分,对学生审美能力的提升有着不可替代的作用。长期以来,教师一直为如何能上好欣赏课而不懈努力。《美术课程标准》的出台为如何更好地结合教材、如何提高教学质量、如何更合理地上好每一节欣赏课指引了方向。 相似文献
3.
Kai-Lin Yang Jian-Lin Li 《International Journal of Science and Mathematics Education》2018,16(1):109-124
This study investigates one issue related to reading mathematical texts by presenting a two-dimensional framework for assessing reading comprehension of geometric construction texts. The two dimensions of the framework were formulated by modifying categories of reading literacy and drawing on key elements of geometric construction texts. Three categories of reading mathematical texts were recognized and then cross-tabulated with three key elements of geometric construction texts to create a nine-category assessment framework, which was used to design an instrument. After reporting on the validation of the instrument, we conclude by discussing the implications of the framework for assessing students’ reading to learn mathematics and for improving the learning of geometric constructions by reading. 相似文献
4.
While recent scholarship has suggested that colleges and universities have an obligation to help cultivate students’ creativity, existing evidence suggests that this priority is infrequently and imperfectly realized in practice. In order to further examine the potential prevalence of this gap, the present study conducted a qualitative analysis of all publicly available undergraduate course outlines from one Canadian university for the 2013–2014 academic year. Using a modified version of an existing analytical tool, we scrutinized syllabi from across academic disciplines for explicit and implicit references to student creativity, understanding these texts as significant locations at which meanings about teaching and learning are enacted. Based on this analysis, we argue that creativity occupies a relatively circumscribed position in many ways – particularly in the Science, Technology, Engineering, and Mathematics disciplines, but may nonetheless be fostered through the deployment of relevant activities. Implications for the development of student creativity are considered. 相似文献
5.
Interest is increasingly being taken in educational sites which extend or which are located beyond the school. These include sites associated with developing information and communications technologies and mass media organizations as well as institutions of longer standing, such as museums, galleries and so forth. In this article we shall deploy a sociological framework originally developed for the analysis of school texts to such non-school sites. Our focus will include considerations of heritage and conservation sites in the form of castles and zoos. We contend that in operating in terms of both pedagogic and exchange relations, such sites may have something to teach as well as something to learn from schooling. 相似文献
6.
FRED LUBBEN BOB CAMPBELL CHOSHI KASANDA HILENI KAPENDA NOAH GAOSEB UTJI KANDJEO-MARENGA 《Educational studies》2003,29(2-3):109-125
Incidences of prescribed textbook usage in science classrooms in Namibia have been analysed using an approach adapted from linguistic analysis. Aspects of pedagogic purpose, text genre, and the social interactions between teachers and learners were used to characterise teacher and learner engagement with textbooks, and thus categorise their usage in relation to a national policy of learner-centred education. Results indicate a teacher dominated textbook use and a low frequency and restricted range of textbook references per lesson, with some 40% of the Senior Secondary classes observed making no use of their textbook in class. The major uses of textbooks in class were for diagrams and data, and to verify factual information. Occasionally, questions in textbooks were used as homework to test and/or consolidate knowledge. Pupils rarely initiated a reference to a textbook. It is suggested that if learners are to benefit fully from the investment in textbooks then their teachers need to be helped to use the resource in more constructive ways. 相似文献
7.
ABSTRACT Looking closely at lesson plans as mediating tools, this study examines preservice teacher learning. By using activity theory in our analysis of lesson plans and other data collected in a student-teaching course, we uncovered tensions within/across the contexts of university teacher education program and secondary school field placements. This study serves to further understandings of how new teachers learn to appropriate the genres of teaching and to explore contradictions between a university preparation program and secondary school contexts. Findings provide an account of the student–teachers’ lesson planning and an explanation of how disruptions in those plans provided insight into points of tension. By viewing these tensions as contradictions within/across activity systems, we identify them as opportunities to better understand teacher learning and ways we might support new teachers in navigating tensions in their classrooms and schools. 相似文献
8.
D P Newton 《British journal of educational technology : journal of the Council for Educational Technology》1984,15(1):43-51
This is a report and analysis of a survey of A-level textbook use in physics, chemistry and biology by sixth-form students, taken at the end of their courses in English secondary schools. Texts are being used but primarily after the lesson, at the student's discretion and with great variations between students as far as the amount read is concerned. Biology texts were used, on average, the most and physics texts the least. Differences also existed in the detailed nature of use. The implications for textbook critics, writers, teachers and teacher trainers are briefly discussed. 相似文献
9.
Robert Gray 《Technology, Pedagogy and Education》2019,28(4):473-484
ABSTRACTTaking full advantage of the educative benefits of interaction in digital learning environments will require the development of new theoretical frameworks that can contribute to a richer understanding of interaction. Literary theory provides an excellent place to develop such a framework and advanced understanding. Literary theory enables us to reconceptualise online courses as ‘texts’, thereby equipping us with more sophisticated modes of analysis for the teaching and learning process. By rethinking online courses as texts, and better yet as what Roland Barthes has described as ‘writerly’ texts, we can improve interaction in the online classroom. More importantly, we can move toward a more meaningful form of interaction, where learners interact with course content at the level of meaning and meaning making, where interaction becomes a full participation in the production of a lesson’s meaning. Indeed, this aim of co-producing meaning should be the primary objective of all learning. 相似文献
10.
徐蕾 《外语教学理论与实践》2014,2(1):88-91
本文旨在结合课堂实际应用和教学效果,综合评价杨金才教授主编的文学教材《文学导论》(上海外语教育出版社,2010年)。认为该教材实现了文学概念与作品选读的平衡,一比二的比重既突出了文学本体价值,又较为完整地传递了西方文学的传统概念框架;在文本的选材和编排上勇于突破、善于创新,注意把握合理的难易尺度,使诸多学习因素产生互动并保持平衡。 相似文献
11.
This paper reports findings from a project that explored the use of a modified form of ‘lesson study’ in a one-year programme of secondary school initial teacher education (ITE). Twelve mentors and student-teachers worked in pairs to design and teach two ‘research lessons’ in the course of two eight-week teaching practice placements as part of a university–school partnership for the preparation of new teachers. Participating student-teachers reported that engagement in this form of lesson study with a mentor was an effective way to help them grow individual teaching skills, knowledge and confidence in teaching placements. In addition, in most cases, it enabled active and creative participation in a community of teacher learners. However, engagement in lesson study not only supported student-teachers to meet ‘qualifying to teach’ standards, but also offered opportunities for holistic study of teaching and learning, leading to growth in what we characterise as ‘pedagogic literacy’. 相似文献
12.
In recent decades, the interactive whiteboard (IWB) has become a relatively common educational tool in Western schools. The IWB is essentially a large touch screen, that enables the user to interact with digital content in ways that are not possible with an ordinary computer-projector-canvas setup. However, the unique possibilities of IWBs are rarely leveraged to enhance teaching and learning beyond the primary school level. This is particularly noticeable in high school physics. We describe how a high school physics teacher learned to use an IWB in a new way, how she planned and implemented a lesson on the topic of orbital motion of planets, and what tensions arose in the process. We used an ethnographic approach to account for the teacher’s and involved students’ perspectives throughout the process of teacher preparation, lesson planning, and the implementation of the lesson. To interpret the data, we used the conceptual framework of activity theory. We found that an entrenched culture of traditional white/blackboard use in physics instruction interferes with more technologically innovative and more student-centered instructional approaches that leverage the IWB’s unique instructional potential. Furthermore, we found that the teacher’s confidence in the mastery of the IWB plays a crucial role in the teacher’s willingness to transfer agency within the lesson to the students. 相似文献
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14.
Wasyl Cajkler Phil Wood Julie Norton David Pedder 《Cambridge Journal of Education》2013,43(4):537-554
Lesson Study (LS) case studies were conducted in two secondary school teaching practice placements in England. Using Dudley’s framework, Geography and Modern Languages trainees and school-based colleagues collaboratively planned a ‘research lesson’. This was taught by the mentor while the trainee and other teachers observed the learning of three ‘focus’ students. The lesson was reviewed and revised for teaching to a parallel group by the trainee and the cycle of observation and evaluation was repeated. In post-lesson study interviews, analysed from a Communities of Practice perspective, mentors claimed that LS facilitated rapid integration of the prospective teacher into departmental working practices while trainees claimed they benefited from the team approach inherent in LS. The process enabled participants to explore collaboratively the ‘pedagogic black-box’ enriching the experience and learning of both trainees and mentors. Successfully integrated, LS improves support for teacher development in teaching practice placements. 相似文献
15.
Alyson Simpson 《Technology, Pedagogy and Education》2016,25(2):135-151
This article focuses on the pedagogic value of dialogue to strengthen pre-service teachers’ reflective practices and improve their knowledge about the power of talk for learning. Dialogic learning was introduced to a unit of study taken by a final-year cohort of students in an initial teacher education degree at an urban university in Australia. Various opportunities for dialogue were designed into the unit through blended learning such as face-to-face tutorials, social networks and Viva Voce contexts. In the face of mixed opinion on their efficacy, the author profiles the use of social networks as a means of incorporating more interactive discourse through Web 2.0 platforms in higher education. The mixed-methods study reports on data collected from focus group interviews run at the end of the semester. An analytical framework based on Alexander’s principles of dialogic learning is used to interrogate the data set. The results illustrate the positive impact that dialogue employed as a pedagogic tool had on the value students perceived of their learning experience. It is recommended that designs for learning in higher education incorporate iterative exchanges across a variety of blended learning contexts to encourage productive interactions between students, peers and tutors. 相似文献
16.
José M. Reis‐Jorge 《Asia-Pacific Journal of Teacher Education》2005,33(3):303-319
17.
Earlier research had shown that in some Russian schools, pupils were significantly more highly motivated to learn in school than in some American and English schools. Further inquiry was conducted to ascertain to what extent such high motivation might be attributed to schooling-related factors. It is suggested that Russian schools exhibit a 'pedagogical nexus' - a set of linked, interactive and mutually reinforcing influences on pupils' motivation to learn within and because of the schooling process- in which continuity of school, class and teacher - inter-generational continuity; closeness of home-school relations; readiness and preparation for schooling; the articulation of a national curriculum in school texts and in a critical pedagogics; the extent and character of inter-relation between lesson, textbook, homework and assessment; and the role of memorisation in learning - play highly inter-related and mutually attuned roles. It is argued that the terms of explanation of an unfamiliar education system cannot be reliably used for the identification of isolable practices for transnational export to other systems. Explanations of unfamiliar systems can, however, raise powerful and pointed evaluative questions of general interest. 相似文献
18.
In light of disappointing scores on the Early Grade Reading Assessment (EGRA) and the Progress in International Reading Literacy Study (PIRLS), Arabic-speaking countries have begun to reexamine, and in some case reform, how they teach reading in the early grades. Egypt was one of the first countries to initiate early-grade reading reforms in 2010. This article presents a single case study from Egypt, examining whether the grade 2 Arabic-language textbook supports its reform goals. Data were collected through detailed content analysis of the textbook and coded using a “best practices” framework. While the textbook has strengths, it is not consistently in alignment with current research on reading in Arabic. We contend that modest textbook reform could be the easiest and fastest way to improve the teaching and learning of reading in Egypt and the region, in part because teachers depend so heavily on textbooks for lesson structure and because textbooks are generally available. 相似文献
19.
The Scholarship of Teaching and Learning has become an important field of inquiry, focusing on the development of new and critical pedagogic approaches in higher education. It is a broad field leading to the emergence of a number of contrasting perspectives concerning the development of insights into teaching and learning. In this article, we explore the potential for Lesson Study to act as a framework for reflecting on and developing pedagogic practice in the university sector. Originating in Japan over a century ago, Lesson Study is a collaborative tool for analysing and developing understanding of student learning. This makes it an ideal tool for capturing and interrogating new and critical insights into teaching and learning. An outline framework is suggested for developing the use of Lesson Study in higher education and we discuss how it can form a positive methodology for extending the work of the Scholarship of Teaching and Learning. 相似文献
20.
Rossella Santagata Claudia Zannoni James W. Stigler 《Journal of Mathematics Teacher Education》2007,10(2):123-140
A video-based program on lesson analysis for pre-service mathematics teachers was implemented for two consecutive years as part of a teacher education program at the University of Lazio, Italy. Two questions were addressed: What can preservice teachers learn from the analysis of videotaped lessons? How can preservice teachers’ analysis ability, and its improvement, be measured? Two groups of preservice teachers (approximately 140 in total) participated in the program. A three-step lesson analysis framework was applied to three lesson videos: (1) goal(s) and parts of the lesson; (2) student learning; and, (3) teaching alternatives. Preservice teachers’ ability to analyze lessons was measured through an open-ended pre- and post-assessment. In the assessment, preservice teachers were asked to mark and comment on events (in a lesson not included in the program) that they found interesting for: teachers’ actions/decisions; students’ behavior/learning; and, mathematical content. A coding system was developed based on five criteria: elaboration, mathematics content, student learning, critical approach, and alternative strategies. In both studies, the ability to analyze instruction improved significantly on all five criteria. These data suggest promising directions for the development of both an instrument to measure lesson analysis abilities and a model for teacher learning. 相似文献