Reasons for the transformation of ‘interruptions’ into ‘disruptions’ are also discussed, substantiated where possible by selection from the available literature. Further illustrative material is taken from interviews with 12 head teachers and 13 class teachers. Non‐participant observations of 16 of these teachers, working in 11 schools, over a period of six months, provide the data about actual interruptions.
Analyses of these data provide information about the types and frequency of interruptions and evidence of how teachers manage them. Teachers’ ‘coping strategies’ are thus identified and ways of minimising interruptions are examined. The differences between ‘proactive’ and ‘reactive’ class management are considered and the effects of both upon teachers’ effectiveness is debated. 相似文献
What this recruitment structure does not allow for is that form teachers may be affected by a number of ‘sources of influence’, the effects of which do not coincide with this objective.
The aim of this paper is to build up a picture of the school as an ‘open ended’ interrelating totality, within which form teachers confront the demand for a ‘balanced intake’ alongside a number of other, potentially conflicting factors. 相似文献
This account is that of one country teacher operating in northern South Australia where distance education has now changed to be offered, Statewide, by a series of open access schools and has also been regionalised to be offered at the initiative of Education Department Regional Centres with a broad responsibility for education of children in their region. The article makes no pretence to being considered as ‘international research literature’ — some will question whether or not it is even distance education. It is being published at my request.
The teacher functions in an areaof small country towns 50 km apart and with 500 or so people. Not too much further north, into sparsely‐watered country, the towns are likely to have 50 or so people and are up to 500 km apart!
What the paper does highlight is that there are professional people ‘out there’ who see themselves as having a stake in distance education. Central administrators and those who regard themselves as scholars in distance education are only a part of the personnel in distance education.
Ed. 相似文献
This article highlights the emergence of alternative education in PEI and brings to light the complexities underpinning how a child with challenging behaviour is viewed. Through the use of Foucauldian genealogical analysis and critical discourse analysis, this research centres on the discourse of ‘alternative education’ and problematises how alternative education programmes have been put in place as a solution to the problem of the child with challenging behaviour in ‘mainstream’ schools as constituted in the 1990s in PEI, Canada.
Using data generated from educational policies, government documents, and interviews with educators who worked in alternative placements and practitioners who worked with students identified as having problematic behaviour, I propose that alternative education programmes are hybrid programmes emerging from an overlapping of understanding from ‘mainstream’ education and ‘special education’. 相似文献
Results were analysed and comparisons made between lessons that followed National Literacy Strategy or Numeracy guidelines and those that did not; between schools from different geographical contexts, e.g. rural or inner‐city; between classes where there was one, or more than one, adult present; between schools with different percentages of free school meals; and between a.m. and p.m. lessons.
A range of findings included higher rates of students being on‐task than found by previous studies, and correlations between high on‐task rates and teachers who used high levels of verbal behaviour including positive academic feedback. Teachers used three times more verbal approval for desired social behaviour in the classroom than has been reported in previous studies. It was found that teachers verbally interacted more with students during National Literacy and Numeracy Strategy lessons but that this did not lead to statistically significantly higher on‐task rate. Similarly, teachers in inner‐city schools interacted more with students, but on‐task rates in inner‐city schools were not significantly higher. Reasons for this effect are discussed. 相似文献
This paper recounts some of the principal findings of research in which the teaching staff of a large 9‐13 middle school were interviewed individually regarding their perceptions of their South Asian pupils. The school has an almost wholly South Asian intake and is situated near the centre of a large northern city.
The teachers’ markedly deficit view of their charges is detailed and this is followed by an explanation of their constructions in microsociological terms. A model is presented which clarifies the processes by which close intercultural interaction seem to accomplish worlds as divergent.
The author teaches children with special educational needs at the school in which the study was undertaken. 相似文献
The paper consists of two sections. The first attempts to describe and analyse recent structural changes affecting the conditions of work of teaching and thus provide a context for the 1985‐86 industrial action in schools. The second section explores teachers’ interpretations of and involvements in the industrial action in particular schools. The data on which the paper is based were collected as part of a more general research study on school organisation and micro‐politics. 相似文献
The paper discusses teachers’ responses to three questions from an open‐ended questionnaire; these requested views on how far curriculum content was considered to be related: (a) to individual pupils, (b) to social requirements and (c) to ‘truth’. The discussion of each question resolves itself into a number of issues connected with these three themes.
The article is predominantly interpretative but a short appendix displays a more rigorous analysis of the distribution of the responses across the four schools. Finally, although the paper is concerned with opinions about curricula rather than with actual curricula transactions, my hope is that awareness of teachers’ ideas may provide indicators for curricular realities. 相似文献
Power relations within the hierarchy are analysed as effects of intercultural articulations between boys’ friendship and ethnic groups and the institutional power of the school mediated through the cultures of teachers and other staff. Dominant views of appropriate male behaviour trade on essentialist, sexualising interpretations of unorthodox male practices, attributing them to homosexuality. More moderate views, represented by ‘the handballers’, offer family misfortunes as explanations for the ‘problems’ of the three. Teachers’ responses vary from support for the dominant view, through sponsorship of psychological therapy to positive intervention on behalf of the three.
The development of a positive and relatively autonomous culture, based on theatrical prowess, illustrates the politics of cultural struggle and suggests strategies for educational intervention in the processes of youth intercultural articulation. 相似文献
This paper reports the effects on Secondary school classroom on‐task behaviour of a number of ‘light’ behavioural interventions. Six whole class studies are reported. Increase in pupil on‐task behaviour resulted in three cases‐‐though in one situation a return to baseline phase was not attempted. In two further cases inconclusive outcomes resulted and the reasons for this are discussed. In one case initial levels of on‐task behaviour were so high that little room for improvement was possible.
The lack of demonstration of the effect of the interventions on any individual pupil's behaviour is recognised, although positive outcome data for one pupil are reported.
The conclusion is drawn that ‘light’ behavioural strategies can effect change in the behaviour of secondary aged pupils in a positive direction. 相似文献
In examining this problem, the author focuses on the question of the goal aspects of teacher education. Examples from the Federal Republic identify some of the constraints affecting goal achievement; these include legalistic, traditionalist and socio‐economic constraints. The more open the society, the more visible are these difficulties.
The article then examines in depth five separate goal aspects of teacher training: the economic (income), social (status), formal‐legal (position), professional (everyday activity) and socio‐educational (system); these factors interrelate one to the other.
Some desiderata for the development of teacher education are identified. These include a view of the teacher as reformer, recognition of the realities of teacher employment, and also a realisation that the ‘school of tomorrow’ poses a challenge to ‘the school of today’. 相似文献
In cooperation with Student teachers, teacher trainers and pupils a method has been developed to draw hierarchical concept‐maps. This method has been called a method of subject‐matter analysis (Boschhuizen, 1982). This method has been introduced as a component of the curriculum of the teachers’ training course at the Free University in Amsterdam. The problems of testees who realize the process of ‘didactic transformation’ following their own cognitive structure with or without making use of the method of subject‐matter analysis, have been examined.
This research has resulted in a classification of these transformation problems. 相似文献
The study is based on the concepts of the creativity theory of Wallach and Kogan (1970) and the capacity theory of Renzulli (1986) and Monks (1981) developed within the framework of humanistic and cognitive psychology.
The researcher analysed 6,000 drawings and the same number of oral statements produced by 643 children attending two types of pre‐schools and living in three different habitats. The research also covered teachers working with the 6‐year‐old children.
The following were used in the study: the test ‘Draw‐a‐Man’ of Goodenough; Guilford's tests of divergent thinking; Uszynska's Questionnaire of self‐estimation; The Schaefer's and Aaronson's Classroom Behaviour Inventory Pre‐school to Primary Scale; Popek's Questionnaire of Creative Behaviour ‘KANH’, and Uszynska's Questionnaire for parents.
The results of the research confirm a great differentiation of creative capacity levels of children and suggest that the most significant factors determining them are the pedagogic ones, which may directly or indirectly be influenced by the preschool teacher. 相似文献
There will be certain areas of agreement between us: recognition of the importance of Afro‐American music in our century and its dominance in the popular tradition; that forms of analysis through notation are particularly inappropriate to an oral‐aural tradition; that all music is bounded by particular styles and traditions and occurs within a socio‐cultural context.
I shall briefly examine two minor points of difficulty—that Vulliamy overstates the ‘freedom’ of improvised music and the rigidity of notaled music and that he confuses discussion by conflating the views of Meyer and Longer.
There are three major issues to which we need to address ourselves. The first of these is the assumption that pop music can be legitimised in school merely by establishing that different criteria are necessary. The second arises in the attempt to provide appropriate tools of analysis by arguing, with Shepherd, that music has a kind of social referent. This proposition is stated in several ways. In some forms the proposition is acceptable but in others it is problematic.
The third issue involves problems concerning the expressive and formal elements of music and the uses to which music is put, which may range from a signal for action (or reaction) to a meaningful symbol (a much more complex and rich form of response). Using the terms ‘intensional’ and ‘engendered feeling’ as though they were synonymous and the terms ‘extensional’ and ‘embodied meaning’ as though they were the same, some confusion is created, yet there are implications for music education which are not only theoretically important but vital in practical terms of teaching and learning in schools. 相似文献
It describes the broad aims of the policy of education for self reliance as a text, focussing in particular on those elements in the policy which imply a redefinition of the relationship between the dominant literate curriculum and the productive, or essentially practical, projects carried out by the schools.
The paper includes some research evidence which suggests that, in practice, teachers have been unable to adopt the ‘unified’ approach advocated by President Nyerere. The paper outlines different practices carried out by teachers in response to the policy imperatives and presents three critical factors affecting teachers’ actions. These are the relationship between schools and the division of labour, the difficulties of specifying what ‘unity’ may mean in terms of pupil action and the problems of school organisation related to the inclusion of productive activity. The paper concludes by arguing that in the context of the ‘unsympathetic’ environment suggested by these factors, the issue of implementation becomes increasingly important. 相似文献
These trends are having important implications for the scope of practical training and its relationship to other parts of the studies. Traditional forms of practical training that had developed at pedagogical academies are being discontinued but the new ones are not yet firmly established.
The existing forms of practical training of student teachers are briefly described (exercises in general professional courses, exercises in classroom observation, teaching attempts and block practice). In addition, the role of teachers of special didactics and the role of practice teachers is analysed.
The pragmatic character of practical training has to be overcome on the basis of systematic attempts to confront students’ subjective theories on teaching and learning, based on experience, with scientific theories throughout the process of their training.
An important prerequisite for the necessary integration of different components of study and especially of theory and practice is cooperation between university teachers of academic, general professional subjects and special didactics. How do we achieve such a cooperation and overcome the negative attitude of teachers of academic subjects toward professional and practical training of students? This remains one of the open problems in the reform of teacher training in Slovenia. 相似文献
The overall prevalence rate identified by teachers for all behaviour problems was 14.3 percent, with 2.1 percent perceived as ‘very serious’ and 5.8 percent ‘serious’ and ‘very serious’. More boys than girls were perceived to have behaviour problems in general (ratio 2:1) and conduct problems in particular. However, almost equal percentage of boys and girls were perceived as showing serious emotional problems. Gender, age, children's academic achievement teachers' teaching experience were found to be significant factors, but the socio‐economic status of the child was insignificant in this study. 相似文献
The first experiment extended over three years, commencing 1982. It aimed at reestablishing the theory‐practice link, in the hope of bringing into being a ‘teacher‐researcher’. The strategies adopted are described, with an emphasis on the multiplier effect of the first group on return to their schools, and with a subsequent extension to initial training as well as in‐service. Despite difficulties, positive results were achieved.
The second experiment commenced in 1983 and drew upon the existing project. It aimed at the production of new curricula and evaluation methods, and upon new curriculum materials. Teachers were actively involved in the process, their involvement being essential in the eyes of the project team. The experience was highly innovatory, leading to a complete restructuring of class activities and to the emergence of new pupil‐teacher relationships, and of a new learning transaction. 相似文献
A time‐series, multiple baseline across subjects design was employed which allowed comparison of measures of teachers’ and students’ behaviours during the immediate post‐workshop period and during periods of the three types of feedback. The results showed that the introduction of performance feedback had the immediate (and cumulative) effect of increasing the behaviours targeted in the workshop to high rates that were maintained even when feedback was withdrawn. There were, however, no differences in the comparative efficacy of outcome, process or outcome/process combination effects.
The study builds upon existing research which has shown performance feedback to be an essential component of effective professional development and staff training packages that target workplace behaviour change. It also adds to the limited research that has examined the efficacy of different types of performance feedback and suggests other variables, such as who presents the feedback, may be important. 相似文献