职业学校教学管理工作应处理好的十个关系

职业学校教学管理工作存在诸多复杂关系,应着重处理好十个方面的关系,即学历教育与职业培训、质量与规模、素质教育与应试教学、管理与教学、教师与教学、思想教育与学习、知识与技能、实习与实训、考风与学风、升学与就业的关系。     

How do teachers’ approaches to geometric work relate to geometry students’ learning difficulties?

Various studies suggest that French students (grades 7 to 10) may solve geometric problems within a paradigmatic framework that differs from that assumed by teachers, a situation prone to misunderstandings. In this paper, we study the extent to which secondary school teachers recognise the conflicting paradigms and how they handle the geometric work conducted, in sometimes unintended ways, by their students. This is done by analysing teachers’ reactions to specific answers students offered to the Charlotte and Marie problem, an “ambiguous” problem with various solutions depending on the paradigm adopted. As a result of the study, we found that, beyond similarities due to a shared mathematical background, the way secondary schoolteachers handle students’ answers varies with their conceptions of geometric work. Implications are drawn regarding the teaching of geometry and the training of teachers.     

Analyzing Mathematical Tasks: A Catalyst for Change?

In this study we investigate a strategy for engaging high school mathematics teachers in an initial examination of their teaching in a way that is non-threatening and at the same time effectively supports the development of teachers’ pedagogical content knowledge [Shulman (1986). Educational Researcher, 15(2), 4–14]. Based on the work undertaken by the QUASAR project with middle school mathematics teachers, we engaged a group of seven high school mathematics teachers in learning about the Levels of Cognitive Demand, a set of criteria that can be used to examine mathematical tasks critically. Using qualitative methods of data collection and analysis, we sought to understand how focusing the teachers on critically examining mathematical tasks influenced their thinking about the nature of mathematical tasks as well as their choice of tasks to use in their classrooms. Our research indicates that the teachers showed growth in the ways that they consider tasks, and that some of the teachers changed their patterns of task choice. Further, this study provides a new research instrument for measuring teachers’ growth in pedagogical content knowledge. An earlier version of this paper was presented at the American Educational Research Association Annual Meeting, New Orleans, LA, April 2002.     

Seeing Ourselves as Others See Us: Egyptian teachers’ views of science education in secondary schools in London,UK

Small differences in working patterns and social relationships can be indicators of deeper cultural differences. It is these non‐educational issues which point to the serious difficulty of making cross‐cultural comparisons. Data collected from Egyptian science teachers who have visited science classes in London are reported here. UK teachers may be habituated, or unaware of features of school life that are quite striking to the Egyptians as new observers. These include well resourced laboratories, considerable practical work done in small groups and a wide variety of classroom activities. However, it is the professionalism and the good interpersonal relationships that they see in the UK that the Egyptian teachers come to appreciate even more on their return to Egypt. Such a feature of UK teachers’ work cannot be identified by international test score comparisons.     

What do Pre-Service Teachers See as Their Roles in Promoting Positive Social Environments? “I see Myself as a Facilitator of Acceptance”

Teacher educators describe a developmental process they use for preparing pre-service teachers to support preschool-age children with and without disabilities in becoming socially competent. Social competence is crucial in developing the “whole” child and may actually foster other areas of development. Using qualitative data gathered from multiple classes over several years, the authors explain ways they guide future teachers in learning how to provide positive social environments. They describe their observations of changes in students’ beliefs about their roles and responsibilities, which appear to be influenced by the guided experiences they have provided. Activities implemented in early childhood and early childhood special education courses are shared, as well as student work samples that illustrate developing awareness and understanding.     

School-based assessment of practical competence in science: Some issues from English experience

Teacher-conducted assessments of practical skills are a compulsory component of GCSE examinations in science in England and Wales. The paper presents some of the findings of a research project that investigated this aspect of a science teacher's work. The project was concerned principally with the ways in which science teachers interpreted and operationalised the policy decision of central government and examination boards that teachers assume responsibility for the internal assessment of the practical competence of pupils aged 14–16 preparing for GCSE examinations in science. Specializations: the social history and politics of school science education     

简析班主任说理能力的提高

班主任在高校学生管理工作中要坚持说服教育、以理服人的原则,这就要求班主任必须具有较强的说理能力。为此,班主任必须要坚定马克思主义信念,提高政治理论水平;要有的放失,把解决思想问题和实际问题结合起来;要讲究说理艺术,坚持平等相待;要塑造自身良好形象,发挥人格力量的作用。     

MATHEMATICS HOMEWORK: A STUDY OF THREE GRADE EIGHT CLASSROOMS IN SINGAPORE

This paper explores the nature and source of mathematics homework and teachers’ and students’ perspectives about the role of mathematics homework. The subjects of the study are three grade 8 mathematics teachers and 115 of their students. Data from field notes, teacher interviews and student questionnaire are analysed using qualitative methods. The findings show that all 3 teachers gave their students homework for instructional purposes to engage them in consolidating what they were taught in class as well as prepare them for upcoming tests and examinations. The homework only involved paper and pencil, was compulsory, homogenous for the whole class and meant for individual work. The main source of homework assignments was the textbook that the students used for the study of mathematics at school. ‘Practice makes perfect’ appeared to be the underlying belief of all 3 teachers when rationalising why they gave their students homework. From the perspective of the teachers, the role of homework was mainly to hone skills and comprehend concepts, extend their ‘seatwork into out of class time’ and cultivate a sense of responsibility. From the perspectives of the students, homework served 6 functions, namely improving/enhancing understanding of mathematics concepts, revising/practising the topic taught, improving problem-solving skills, preparing for test/examination, assessing understanding/learning from mistakes and extending mathematical knowledge.     

基于教师发展的教学反思:理论意蕴与实践路径

教学反思是提高教学质量,促进教师专业发展的有效途径;是一种用来提高教师自身的专业素养,改进教学实践的学习方式;是积极探究心态的表现,能够激活教师的实践智慧。在具体的实践路径上,要把不同阶段的教学反思、不同水平的教学反思、感性与理性的教学反思、反思与行动、个人反思与共同体反思结合起来,以纠正对教师的教学反思在理论认识上的偏差和实践中的不足。     

The missing voice of culturally relevant teachers in school restructuring

This article addresses the role of exemplary teachers of students of color in educational reform. Using an ethnographic study of two urban junior high schools in the beginning stages of restructuring, I describe threeculturally relevant teachers who create empowering educational experiences for low-achieving African American students. Despite their exemplary practice and their enthusiasm for educational change, thewisdom of practice of these teachers was largely discounted in the restructuring process. They were marginalized by ideological and political contexts which suppressed racial issues and advocacy for African American students and which supported a deficit model of low-achieving African American students. Restructuring fostered little examination of policies, practices, and beliefs which tended to marginalize African American students. This research suggests that professional dialogue and collaboration are mediated by teachers' ideologies and by relations of power in schools and communities. If exemplary teachers of children of color are to influence educational change, reformers need to legitimize their knowledge and sponsor their leadership. Also, reforms that benefit marginalized children of color may require the mobilization and participation of parents and communities of color as well as their teacher-advocates. Even though I'm not doing the Mentoring and Counseling Program any more, I can't reject them. They know I care about them. They know when you're not pretending. You don't turn off realness. Paulette I find them where they are. I say, “You've told stories. When you say, ‘The way I see it,’ that's point of view.” I just do it like that. When kids believe you think they can learn, they will. Samuel We have to challenge these students. When we don't give them an opportunity, we're taking something away from them. Helen     

哪些课程更重要——以某高校计算机专业教师与毕业生评价为例

文章通过对某高校计算机专业教师和本科毕业生的实证研究发现:继续深造和直接就业的毕业生在课程的认识上明显不同,教师认为对毕业生重要的课程与继续深造的毕业生在认识上是正相关的,直接就业的毕业生则与教师在认识上存在较大差异。要使毕业生具有可持续发展能力,专业的课程建设应该做到既立足当前,更面向未来。     

Science Teachers’ Professional Development and Changes in Science Practical Assessment Practices: What are the Issues?

This paper considers the circumstances under which science teachers can respond positively and productively to educational policy reforms in the area of science practical assessment. To understand what might be involved in linking science teachers’ assessment capacities and their professional development, we present illustrative data from recent research studies conducted in Singapore and Hong Kong showing contrasting approaches taken in the implementation of reforms in science practical assessment. In Singapore, teachers worked together to select, discuss, clarify and refine their practices as they made decisions about what to teach and assess. In Hong Kong, teachers took a critical stance towards the new policy and learnt from their own experiences in order to build their confidence. With the same policy initiative, one group of teachers focused more on the technicalities of complying with requirements imposed on them while in the other group had their professional consciousness of what they thought was best for their students provoked so that their practices would be transformed. In an attempt to draw lessons for other contexts in supporting the implementation of assessment policy reforms through professional development work, we identify and discuss a range of factors in science teachers’ professional development that arise once in situ professional development work has started. Overall, our intent in this article is to recast assessment reform as a driver or pivot in teachers’ professional development and learning. To do this it is necessary, we argue, to afford teachers’ experiences and the processes involved in learning from them greater emphasis in order to ensure the continuance of innovation in the assessment of laboratory-based work.     

Facilitating critical reflection on practice through collaborative research

This paper emanates from a study that analysed the critical reflection of teacher researchers as they talked about their investigations of the home cultures and literacies of a small group of children from socioculturally diverse family contexts. The collaborative research enterprise was undertaken by university and teacher researchers. The important role that collaborative teacher research and social interaction played in the critical reflection and co-construction of professional understandings in the project is the focus of this paper. The teacher researchers’ theorising about the complexity of their work as a result of the collaborative enterprise is discussed. Through the voiced research and critical reflection of the teachers, it has become obvious that their life’s experiences and resources are powerful in their pedagogical theorising. Teachers comment on the way in which they are positioned by ‘the system’ as technicians and how they experience tension between their own professional and primary discourses and that of the system. It is suggested that teachers be given opportunity within their work sites to enter the conversations about curriculum, pedagogy and change in knowledgeable and meaningful ways that are grounded in collaborative reflection and research. This paper explores the critical reflection and the social construction of new understandings about the complexity of teachers’ work that occurred in a collaborative research project carried out by a university-based researcher and four school-based early years teacher researchers. It will show how the collaborative research process facilitated critical reflection on previously unquestioned or unconsidered issues about the teachers’ work. The paper has been written by the university researcher under the watchful eye of the teacher researchers who want to remain anonymous. Their pseudonyms have been used. When the terms of this project were negotiated among the group, it was agreed that the voices of the teachers would always be reported authentically and anonymously. It was also agreed that any theorising, integrated language analysis (Freeman, 1996) or reporting that might be carried out, would be done by the university researcher That is not to say that the teacher researchers have not spoken about their involvement in the project to colleagues in professional development forums and conferences. Nor is to say that the teachers were not privy to the analysis process. It is to say that written reports for publication are to be done by the university researcher.     

A comparative study of attitudes to the aims of practical work in science education in Egypt,Korea and the UK

This paper reports a comparative study of attitudes to the aims of practical work given by science teachers from Egypt, Korea and the UK. The ratings of aims given by specific groups of teachers can be used to characterize those groups. The characterizations can be interpreted from knowledge of the conditions in which teachers work. The choice of aims reflects pedagogic practice. The UK teachers have attitudes to aims for practical that reflect current concerns in the UK for investigations. The Korean teachers show a positivistic attitude to science and aims for practical which can be traced back to the emphasis on factual recall and illustrative practicals. The Egyptian teachers show concerns in their choice of aims for practical work which can be traced back to the lack of practical work in current Egyptian science education. All three groups express a common attitude to the aims of practical work that reflect an acknowledgement of the methods by which scientists make new knowledge. It is conjectured that the differences between the groups of teachers might be best understood using an evolutionary approach to the fit of teachers' ideas to their conditions of work.     

Parent–Teacher Conferences in a Secondary School: A Case Study

The authors report on the findings of a case study of parent–teacher conferences in a secondary school in Hong Kong. They explored through interviews parents' and teachers' perspectives of parent–teacher conferences. They noted that parent–teacher conferences were sources of stress for teachers and embarrassment for parents. Parent–teacher conferences were useful for problem‐clarification. The building of mutual trust was the most important conferencing skill. They drew out some practical guidelines which were useful to teachers of the case study school but are also valuable to all teachers who wish to work effectively and positively with parents.     

Sources of Stress for Class Teachers in New Zealand Primary Schools

The authors report on the findings of a case study of parent–teacher conferences in a secondary school in Hong Kong. They explored through interviews parents’ and teachers’ perspectives of parent–teacher conferences. They noted that parent–teacher conferences were sources of stress for teachers and embarrassment for parents. Parent–teacher conferences were useful for problem‐clarification. The building of mutual trust was the most important conferencing skill. They drew out some practical guidelines which were useful to teachers of the case study school but are also valuable to all teachers who wish to work effectively and positively with parents.     

Prospective teachers’ views on the use of calculators with Computer Algebra System in algebra instruction

Although growing numbers of secondary school mathematics teachers and students use calculators to study graphs, they mainly rely on paper-and-pencil when manipulating algebraic symbols. However, the Computer Algebra Systems (CAS) on computers or handheld calculators create new possibilities for teaching and learning algebraic manipulation. This study investigated the views of Turkish prospective secondary mathematics teachers on the use of advanced calculators with CAS in algebra instruction. An open-ended questionnaire and group interviews revealed prospective teachers’ views and beliefs about when and why they prefer three possible uses of CAS—black box, white box, or Symbolic Math Guide (SMG). The results showed that participants mainly preferred the white box methods and especially SMG to the black box method. They suggested that while the black box method could be used after students mastered the skills, the general white box method and SMG could be used to teach symbolic manipulation.     

Characteristics of Pre-Service Teachers’ Online Discourse: The Study of Local Streams

This study describes the characteristics of pre-service teachers’ discourse on a WebCT Bulletin Board in their investigations of local streams in an integrated mathematics and science course. A qualitative analysis of data revealed that the pre-service teachers conducted collaborative discourse in framing their research questions, conducting research and writing reports. The science teacher educator provided feedback and carefully crafted prompts to help pre-service teachers develop and refine their work. Overall, the online discourse formats enhance out-of-class communication and support collaborative group work. But the discourse on the critical examination of one another’s point of views rooted in scientific inquiry appeared to be missing. It is suggested that pre-service teachers should be given more guidance and opportunities in science courses in carrying out scientific discourse that reflects reform-based scientific inquiry.     

Implications of a comparative assessment of exemplary and novice elementary teachers

Conclusion This study points to the fact that it would be practical to compare and assess the instructional strategies of exemplary and novice elementary science teachers using a set of criteria derived from published teacher effectiveness studies. According to this study there are differences ranging from significant to null between the instructional behaviors of exemplary and novice teachers, and it indicates that it may not be appropriate to rely entirely upon the findings of individual teacher effectiveness studies to prepare effective preservice teachers. Science teacher educators need to focus more directly on the differences in instructional strategies between the exemplary and novice teachers and inquire further into determining the causes for the differences. Hurd (1982) reported that about half of the elementary teachers studied believe that their preservice education failed to prepare them to teach science in real classrooms. If what separates exemplary teachers from novices can be clearly identified, then the science teacher educator’s task of preparing effective preservice teachers will be an easier one. Then it would be also possible to develop effective preservice science teacher education programs more congruent with exemplary science teaching practices and augment the existing science teacher education knowledge base through further research.     

The nature of prospective mathematics teachers’ pedagogical content knowledge: the case of multiplication of fractions

The purpose of this study was to investigate prospective mathematics teachers’ knowledge of common conceptions and misconceptions that sixth and seventh grade students had about multiplication of fractions. In addition, prospective teachers’ knowledge of the sources of these misconceptions and strategies they knew to overcome these misconceptions was examined. Data were collected from 17 Turkish prospective teachers at the end of the spring semester of the 2004–2005 academic year. A case study design was used in which data were collected through the Multiplication of Fractions Questionnaire and semi-structured interviews. The prospective teachers suggested many difficulties that elementary grade level students may have and stated that these difficulties stemmed from students’ lack of formal knowledge and rote memorization of the algorithms. In addition, the prospective teachers suggested many strategies that could be used to overcome these misconceptions or difficulties. These strategies could be grouped under three headings: strategies based on teaching methods, strategies based on formal knowledge of fractions, and strategies based on psychological constructs.