Supporting the education of pupils with profound intellectual and multiple disabilities: the views of teaching assistants regarding their own learning and development needs

Learning support assistants or teaching assistants play a vital role in the education of pupils with complex learning disabilities, routinely supporting students on a 1:1 basis without the direct supervision of teachers. Despite the responsibility afforded these classroom support staff, there appear to be few training programmes designed for this specialised role. This qualitative study, by Trudi Martin of the Manchester Institute of Education, was undertaken at a special school in England. The study explored the views of 17 teaching assistants and five teachers regarding the extent to which teaching assistant training equipped them to support pupils with complex learning needs. The findings illustrated that much of the training, including that on the Qualifications and Credit Framework, provided inadequate information and guidance. Without sufficient knowledge to underpin their practice, teaching assistants are impeded in the educational support they can give to pupils, who face significant learning challenges, with a resultant impact on their students' ability to learn and develop new skills.     

虚拟学习社区环境下教师协作学习的问题与实证

教师培训作为促进教师专业化发展的重要途径,当前主要存在培训主题“行政化”、培训形式单一化、培训内容理论化、培训时间间断化和培训受益面相对窄化等弊端。虚拟学习社区环境下协作学习为教师专业发展提供了一条可持续发展的途径。虚拟学习环境下教师协作学习的理论基础包括支架理论、替代性学习理论和群体动力学理论,协作学习的类型可分为机械协作和有机协作两种。为了探究虚拟学习社区环境下持不同活动策略的主持者在促进教师协作学习的互动效果及其差异,项目组实施了案例研究,结果表明：在活动主持者动机水平一致的情况下,持解答式活动策略的主持者比持启发式活动策略的主持者更能促进教师协作学习的互动效果;教师在学习活动中应重视角色的作用,关爱学生的内心体验,重视自身学习能力的提升。     

反思性学习在专业教学中的尝试——以《社会调查研究方法》课程教学为例

本文以《社会调查研究方法》课程教学为例,对反思性学习手段在教学中的尝试运用予以了由内涵到功能的经验性解读。实践研究表明,在专业方法课教学中开展反思性学习训练对培植和提升大学生的专业素养至关重要。学生只有通过反思性学习掌握了知识应用、迁移和更新的能力,才能够实现自主、建构与创新性的专业学习。在具体的反思性学习实践中,为了避免发生无效的反思行为,专业教师还需按照一定的要求来指导学生。从促成学生养成反思的心理和行为习惯到为学生创设反思的环境条件,从为学生设定明确的反思目标到为学生建设具有内容层次和难点梯度的学习效果达标体系,每项要求都在确保学生的反思性学习活动有持续的动力支持和有章可循。而在指导学生开展反思性学习活动的过程中,教师也实践了对自身教学活动的反思。     

Impact of training on change in practice for education assistants in a group of international private schools in Hong Kong

This paper reports research that evaluated the efficacy of training for education assistants and its impact upon changing practices in a group of private international schools in Hong Kong, China. Two cohorts of education assistants received training through an education institute. The focus was on supporting and fostering inclusive practices in schools. The expectations and perceptions of the education assistants regarding the training was recorded through survey and focus group interviews and discussed alongside international literature in the area of classroom support and inclusive schooling. The paper concludes that the provision of training was successful in meeting education assistants’ expectations and in increasing personal confidence and raising self‐esteem, but that they face many challenges if their learning is to be applied. The research further reveals that education assistants within Hong Kong schools lack clarity in their role and a narrow understanding of how they may be most appropriately utilised within schools has led to a limiting of their deployment. Implications for training providers and the teaching profession are discussed.     

Understanding Individual Patterns of Learning: implications for the well-being of students

This article analyses the link between learning and well-being from the perspective that it is important to take into account the individual patterns of how young people learn and to encourage ways in which they can learn how they learn. Consideration is first given to recent insights and research in education and the cognitive and natural sciences that offer possibilities for new ways of thinking about learning and 'learning how to learn'. Using these trends as a background to her own 30 years of action research, the author offers a simple proposal: even very young children can explore their own unique learning processes. Building this capacity for exploration and encouraging the ongoing engagement in this activity are presented as vital to how well-being, and well-becoming are perceived by the learner. An approach that focuses on exploring individual processes of learning is introduced and the conditions for using it are discussed, including the role of teachers and parents in helping children bring forth their needs for learning in specific ways. Implications of this approach for classroom management and teacher training are also considered.     

谈发展外语教学中的学习策略

发展外语教学中的学习策略是现代外语教学中培养自主性学习的关键．本文探讨了策略的定义、分类以及与发展外语教学中的学习策略密切相关的策略训练及教师作用的转变．     

基于．NET的远程研修平台的设计与实现

远程研修是现代教育的一种新型学习模式,文章结合作者单位开展2010年福建省高中教师远程研修活动的实际情况,对采用B／S模式、．NET技术的远程研修平台的设计与实现过程进行介绍,并对平台设计采用的一些主要技术进行了讨论,这对教师培训技术的进步有一定的推动作用。     

参与式培训中如何促进学习者参与

有效的培训对于促进教师专业发展、推动课改有着十分重要的意义。参与式培训是此类培训模式之一。它的采用将最大限度地调动参训教师的学习热情,充分利用他们已有的经验,使他们在自主、合作、探究的过程中产生新的经验、认识,实现自我提高。本文就培训者在参与式培训中如何促进学习者参与进行探讨,提出培训者的认识、主导作用和动态的教学模式是参与式培训的三个关键因素。     

语言学习策略及其在大学英语教学中的渗透

语言学习策略在大学英语教学中占有重要的地位,大学英语教师在教学过程中应该重视发现学生的学习策略、注重培养学生的学习策略,不仅要考虑“如何教”,更要思考帮助学生“如何学”的问题。本文综述了国内外学者对语言学习策略与外语教学的研究,并就如何在我国大学英语教学中渗透学习策略,从而提高大学英语学习效果和教学质量的问题提出了相应对策和建议。     

浅谈初中数学阅读能力的提高

在长期的数学教学中发现学生课堂学习效果很好,但独立学习时质量并不高。数学阅读能力不高的学生很难读懂各种学习资料,学习遇到了障碍,因此提高数学的阅读能力有助于促进学生的数学学习。本文从以下几个方面介绍对数学阅读的认识:一是数学阅读在学习过程中的作用;二是教科书上各类数学语言的用途;三是常用的数学阅读方法训练。要使学生具备良好的数学阅读能力,既要掌握阅读方法还需要刻苦训练。阅读能力的提高,将有助于学生的终生学习与发展。     

Improving training outcomes: the significance of motivation when learning about new shipboard technology

This paper reports on some of the findings from a study of new technology and training in shipping. It identifies the key significance of motivation in the learning process and identifies potential factors that motivate or demotivate seafarers when undertaking training about new equipment. It shows that seafarers’ motivation is likely to be impacted by confidence that training is good for the job as well as for promotion. It demonstrates that companies can facilitate and encourage individuals to initiate learning activities but that they may equally adopt strategies which discourage learning. Enabling factors include: establishing a positive learning environment; adopting clear policies; allowing seafarers to identify their own training needs and allowing seafarers to request support for specific courses. Conversely, companies may demotivate some seafarers in relation to training by shifting the burden of training ‘costs’, such as time and money, onto them.     

‘They call me wonder woman’: the job jurisdictions and work‐related learning of higher level teaching assistants

This paper reports on an in‐depth interview study of the roles, job jurisdictions and associated learning of higher level teaching assistants (HLTAs). This role has the core purpose of covering classes to enable teacher release for planning, preparation and assessment. HLTAs’ individual job jurisdictions are described and discussed as are implications for their knowledge and practice. The HLTAs are found to have wide‐ranging job domains and, sometimes, unexpected involvements which mean they have to improvise practice. The study acknowledges that these HLTAs are being creatively managed and deployed by head teachers for the sake of teachers and schools. However, they are, at times, required to take on planning and cover duties which are beyond their knowledge and training with a likely impact on children’s learning. Given their training and experience it is asked if covering classes to release teachers is the most effective use of their abilities and time.     

浅析对象国情节的培养对语言专业学习的作用

语言和文化是一个相互融合的整体,学习语言的过程中同时也是学习对象国文化的过程。语言和文化的这种密切的关系,让语言专业的学习必须关注对象国的文化,培养对象国情节。本文主要是讨论对象国情节的培养对语言专业学习的促进作用。     

英语专业新生语言学习观念差异的影响因素分析

通过对某大学英语专业新生语言学习观念的问卷调查,采用定量分析方法分析了新生语言学习观念差异背后的原因.分析结果表明,当今大学生对语言学习本质的理解更全面,他们意识到语言学习不仅要学语法、词汇而且要提高综合技能,尤其是交际能力的培养;他们的工具型动机较弱而融入型动机较强;不同外语水平的学生只在语言学习本质、语言学习动机观念上存在显著性差异.     

移动学习在生物教师职后培训项目中的应用

文章就如何为中小学教师提供更适合其学科特点和学习需求的职后培训,并为其探寻一种快捷有效的终身学习新途径以促进其专业化发展的问题作了深入研究,将移动学习引入到生物教师职后培训项目中,旨在为研修学员提供一个"利用自己目前拥有的移动设备进行非正式学习"的实践机会:即通过培训,使学习者能基于智能手机、平板电脑等移动设备,利用无处不在的手机网络、Wi-Fi网络等,通过移动设备上的APP、web2.0社会性软件,获取优质的学习资源,构建移动个人学习环境,与更多的学习者进行多层次的交流,实践随时随地、微小化、碎片式的有效学习。经过培训后,证实这些研修学员从移动学习的意识、技术、实践等层面都有所提高,能够自觉地将移动学习作为终身学习的方式,最大限度地促进自身的专业化发展。     

高职院校非英语专业学生英语学习策略使用情况的调查研究

调查分析了高职院校非英语专业学生在英语学习策略的运用,以及英语教师在向学生介绍学习策略方面与对学生进行自主学习的培训与教育情况.调查结果表明:英语教师关注师生之间形成良好的师生关系,注重英语教学本身.教师在教学过程中教授某些学习策略,但是教师都没有积极地推广自我监控和自我评价这两种管理策略.非英语专业学生的英语课时较少,在尝试或者坚持应用老师所介绍的各种策略方面信心不足,自主学习能力较差.     

Firefighter training in Sweden: from face-to-face learning in training grounds to distance learning – a challenge for exercise instructors?

When distance learning supported by digital technologies was introduced in firefighter training in Sweden some years ago, training exercise instructors accustomed to face-to-face teaching in the field had to adapt their professional roles to an electronic landscape with a number of new opportunities and constraints. Based on activity theory and comparisons between campus and distance mode, this study was aimed at increasing the understanding of how the training exercise instructor role is affected by the shift towards technology-enhanced distance learning. An analysis of interviews with instructors and students, and observations of response exercises, show that contradictions are emerging in the distance mode between instructors’ motives, their technology tools and the object of the training they provide, and also between the two types of training, that is, the campus and the distance modes. Structural tensions and personal motives contribute to changes in the division of labour with instructors tending to adopt a much more passive role in the distance mode compared to their more active role in the campus mode.     

Supporting the Role of Associate Dean in Universities: an Alternative Approach to Management Development

Located between senior management and academic staff, the role of the Associate Dean in universities appears to be growing in number, complexity and importance in recent years. A role arguably fraught with complexity, it remains largely undefined and under‐researched. While little is known about the role in general, less still is known about their leadership development experiences. This paper reports on a Leadership Foundation funded UK study to explore what training and role preparation Associate Deans have had. Data was collected from 15 interviews with Associate Deans from five different institutions and a follow‐up online survey of Associate Deans (n = 172) throughout England and Wales. The study found that 60 per cent of respondents had received little or no formal management training and that 24 per cent of those who had received training reported it to be only moderately useful or of little or no use. In contrast, however, the respondents identified the establishment of informal learning and support networks with other Associate Deans as being a vital source of support. The paper argues that an alternative model of management development, based on relational and social learning theories, might be a more appropriate way to help support this group of academic middle leaders.     

浅谈钢琴练习中的慢练意识

科学的练琴方法是保证练琴质量不断提高的有效方法.慢速练习在钢琴练习中具有十分重要的作用,每一位钢琴教师都会不断地提醒学生慢练、巧练.但是在实践当中,很多人不愿意慢练或者不会慢练,结果事倍功半甚至半途而废.慢速练习可以使钢琴学习者放松身心,突破技术难点.在练习中要把握快慢相问、重点突破等原则.因此,正确理解慢练的作用和意义并合理运用在学习钢琴过程中至关重要.