Differentiated instruction in a data-based decision-making context

In this study, the relationship between differentiated instruction, as an element of data-based decision making, and student achievement was examined. Classroom observations (n = 144) were used to measure teachers’ differentiated instruction practices and to predict the mathematical achievement of 2nd- and 5th-grade students (n = 953). The analysis of classroom observation data was based on a combination of generalizability theory and item response theory, and student achievement effects were determined by means of multilevel analysis. No significant positive effects were found for differentiated instruction practices. Furthermore, findings showed that students in low-ability groups profited less from differentiated instruction than students in average or high-ability groups. Nevertheless, the findings, data collection, and data-analysis procedures of this study contribute to the study of classroom observation and the measurement of differentiated instruction.     

A profile of mathematics instruction time in Irish second level schools

Similar to counties such as the UK and Netherlands, second level schools in Ireland are free to decide how to allocate instruction time between curriculum subjects. This results in variations between the quantum of time allocated to teaching mathematics in different schools and between different class groups within the same school. This quantitative study builds a profile for both lower second level (Junior Cycle) and upper second level (Senior Cycle) mathematics instruction time in Ireland. The results of the study highlight that although the proportion of time is on par with the OECD average, there are many issues of concern regarding instruction time in Ireland. These include the short length of the school year, experimentation with new teaching approaches, the high number of subjects studied, variations between individual school and class group allocations and the number of classes that do not take place.     

中学作文教学的现状及其改革

目前,我国中学作教学的状况仍十分令人担忧。为尽快改变这种局面,必须对作教学现状作全面透视,重新认识“写作”,努力探索出一条适合中学生特点、适合时代发展需要的作教学新路子。     

Respect and responsibility: Review of research on small rural schools in England

This paper reviews 25 years of research on small rural schools in England, in a period of unprecedented educational reform, and shift in government policy on small schools from persistent threat of closure through a period of a centrally funded ‘presumption against closure’ in the early 2000s. It notes a dearth of funded or peer-reviewed research since that time, but reports new research on the status of teachers in small rural schools who feel greater responsibility towards, and sense greater respect from people inside and outside schools than do their large urban school counterparts. A call for theory-led, well-designed, comparative and large-scale studies, the application of the new definition of rurality, and research which seeks pupil and community voices is expressed.     

中职计算机分组教学法的实践研究

本文探讨计算机教学过程中的一些具体的教学方法，对在计算机教学过程中如何培养同学们的理论学习能力和动手操作能力，以及团队的合作能力做了一些具体的阐述。     

Reviews of research in rural schools and their communities: Analytical perspectives and a new agenda

This chapter responds to the research questions posed in the introductory chapter on the status and nature of educational research on rural schools and their community relationships. Drawing on the national reviews, we discuss the quality of the research focusing on its themes and questions, theoretical perspectives, and research design and methodology. The conclusions indicate substantial hiatuses, and call for greater use of the local voice, the life-world perspective, longitudinal and comparative studies, and multiple purposively sampled case studies. Internationally, while first-hand sources on the cultural contributions of rural schools exist, these must be accessed before documentary studies of central policies over-write such history. Finally, a new research agenda is formulated.     

Digital inclusion in Chile: Internet in rural schools

This paper analyzes the teacher's contribution to improving digital inclusion in Chilean rural schools, using a multidimensional definition of the digital divide. Data was obtained from interviews and surveys applied to teachers and students from 145 rural schools. Results show that teachers function as gatekeepers. They do not teach students how to use ICT explicitly, but when teachers have high expectations, skills and technology access, this leads to conditions for students learning how to use ICT. Finally, the data contributes to a better understanding of the new role that teachers and schools play in rural areas in terms of social and symbolic integration.     

Differentiated instruction in teacher education: A case study of congruent teaching

Teachers are supposed to use forms of differentiated instruction to anticipate the differences among their students. However, the adaptation of teaching to the diversity of the group often takes place with difficulty. Teacher education is blamed for not preparing student teachers adequately for differentiated instruction. Several authors suggest that congruent teaching in teacher education might be an adequate solution to this problem. This case study aims to investigate the (congruent) realization of differentiated instruction in teacher education using ethnographic tools. The results indicate that the observed teacher educator demonstrated limited forms of differentiation, largely without providing meta-commentary. Therefore, she is not a role model on the subject of differentiated instruction in the view of student teachers. These results are discussed in depth, and form a basis for further research and suggestions for practice in teacher education.     

Reviews of research on rural schools and their communities in British and Nordic countries: Analytical perspectives and cultural meaning

This introduction presents the case, and sets the scene, for five reviews of research on rural schools and their communities, arguing that educational research in this field is relatively rare, and decreasingly visible despite the significant population of the world's children who live in rural communities and attend rural schools. After considering various interpretations of ‘rural’, of the purpose and function of rural schooling, and of the relationship between school and community, we present three basic research questions with relevance for researchers of schools and communities, rural and urban, the world over, and raise more specific questions which are addressed in the reviews themselves and pursued in the closing chapter. Finally we introduce the research reviews and justify our selection of British and Nordic countries, where, despite geographical proximity, there are wide thematic and methodological disparities in rural schools’ research.     

对现行教学组织形式--班级授课制的再审视

班级授课制亦称班级上课制，与个别化教育相对，它是一种编级分班集体进行的教学组织形式，它最初尝试于西欧16世纪，17世纪捷克夸美纽斯给以理论上的确定，19世纪开始在世界各国大规模推广，一直延用至今。研究现阶段教育教学改革。必然涉及这一教学组织形式。这就需要对这种教学组织形式的利弊得失，从历史纵深的层面上再度进行审视。     

指向学生差异的教师教学决策框架

指向学生差异的教师教学决策框架是教师对差异教学问题的主观解释和思考结构,它的主要特征体现在框架的雏度、标尺和焦点三方面。教师差异性教学决策的框架也会有框架盲点、框架固化、框架错位的缺陷。建构促进学生差异发展的教学决策框架,要求教师以差异教学理念为主导,在个体反思和集体互促中自觉构建开放与更新的教学决策框架。     

差异化网络品牌的构建与传播

网络品牌的时空优势可以提高品牌知名度,内容优势可以提高品牌认知度,互动优势可以增加品牌忠诚度。我国网络品牌同质化严重,竞争激烈,准入门槛越来越高。差异化网络品牌定位于目标消费者和核心价值。塑造差异化网络品牌,其名称和属性要差异化。网络品牌传播注意做好目标受众的分析,传播工具的互补,传播信息的一致。     

Perspectives of teachers on differentiated teaching in multi-cultural South African secondary schools

South African teachers encounter numerous challenges in the creation of differentiated activities to include diverse learner needs in effective teaching and learning. These challenges include the inability to identify learning barriers and adapt the curriculum, teaching and assessment methods according to the learning styles and readiness levels of learners. The study aimed to explore secondary school teachers’ (n = 262) perspectives on the implementation of differentiated instruction in public secondary schools (n = 27), using qualitative and quantitative approaches. The results indicated that teachers cannot always assist their learners when they need them; show them how to solve problems; or allow learners to work on their own. In addition, various limitations, such as inadequate teacher training, large class sizes, workload, undisciplined learners, lack of resources and parental involvement, second language instruction, inadequate support services and socio-economic barriers contribute to the use of teacher-centred methods. The study recommends that intervention programmes in the form of workshops on how to create differentiated activities should be prioritised in the professional development of teachers.     

Evaluating the impact of differentiated instruction on literacy and reading in mixed ability classrooms: Quality and equity dimensions of education effectiveness

This article presents the findings of a quasi-experimental study that evaluated the effect of differentiated instruction on students’ learning, in mixed ability classrooms. Participants in the study were 24 teachers and 479 grade-four elementary students. Results indicate that in classrooms where differentiated instruction methods were systematically employed, students made better progress compared to students in classrooms where differentiated instruction methods were not employed, the family's socioeconomic status did not lead to differentiation in students’ achievement and the quality of differentiated teaching had a corresponding effect on students’ achievement. Based on these findings, the article discusses the significance of the systematic employment of differentiated instruction methods in mixed ability classrooms for promoting equity, optimization of quality and effectiveness in teaching.     

Raising achievement of black Caribbean pupils: good practice for developing leadership capacity and workforce diversity in schools

This research aims to examine the success factors behind raising the achievement of Black Caribbean pupils with focus on leadership and work force diversity factors. Drawing on case studies and focus group methodological approaches of research the study findings identified a number of success factors including the strong leadership of the Headteacher, effective use of a diverse multi-ethnic workforce, valuing and celebrating cultural diversity, providing an inclusive curriculum that adds to gives pride in being Black Caribbean. What is particularly special about the case study schools is that the leadership of the schools are strong on equality and diversity issues and there are also plenty of opportunities for teachers and school staff to celebrate cultural diversity and reflect on the achievement of Black Caribbean pupils. Overall the study suggests that Black Caribbean pupils do well in multicultural schools with a strong school leadership on diversity and equality issues. Policy implications for developing leadership capacity and workforce diversity are discussed in the final section.     

国外差异课程理论探析

随着人们对教育要求的提高,对学生差异的研究迅速开展,差异课程与差异教学理论运用而生,文章介绍了国外差异课程的定义、特点、理念、原则、要素、实施,以期对差异课程理论进行全面解析,促进国内课程理论的丰富与发展．     

双语教学在医学教学中的应用

双语教学非常适合在医学教学中运用。它是通过英语教授医学专业知识,用英语进行课堂学习之间的交流和互动的一种教学模式。教学过程中,与单纯的英语教学相比,用汉语介绍一些相关的背景知识,可以帮助学生理解教学内容,以降低学生在英语理解上的难度。另一方面,在每节课结束时让学生用英语对所学的内容进行总结发言更能激发他们学习的主动性,进而提高他们用英语来表达和交流医学专业知识的兴趣和水平。     

“实训教学”概念分析

"实训教学"是职业教育中的一个重要概念.概念分析是认识、理解教育实践,保障教育实践有序开展的需要.分析认为,从概念名称上看,使用"实训教学"比"实践教学"要更合理;在概念内容上,作为教学活动,实训教学的概念内容除了要包括认识和能力的目标之外,还应包含有情感、意志方面的要求;从概念框架来看,理论教学与实训教学的实际关系应该是实训教学--理论教学--实训教学.     

Family involvement in creative teaching practices for all in small rural schools

Parental involvement is interpreted as a key form of support that can contribute to the establishment of inclusive practices in schools, but this can be difficult in sparsely populated areas. Using ethnographic methods of participant observation, informal conversations and document analysis, this article therefore focuses on family involvement practices in two small rural schools in Aragón (Spain) that carry out creative teaching practices as a way to encourage parental participation. Our data show that teachers promote parental involvement using strategies such as acceptance, expression and communication in school. These strategies seem to be negotiated in each situation based on the values prioritised by the teachers as a result of their interaction within the context they find themselves in. Factors such as family mobility, dispersion of homes and sociocultural status appear to condition these strategies.