布置怎样的化学作业最能打动学生的心

作业是帮助学生巩固、理解、消化知识的重要途径,然而我在教学实践中。发现欠做作业、抄袭作业的现象时有发生。欠做、抄袭作业的往往是成绩差的学生。将绚丽多彩的化学变成一套刻板的习题演练,将远较其他学科有趣的化学变得索然寡味、望而生畏,甚至使学生受到不必要的折磨,这些教学中的     

What we feel and what we do: emotional capital in early childhood work

The ancient Greeks articulated three types of knowledge, episteme, techne and phronesis. Education has emphasised two of these – ‘pure’ knowledge and technical skills – while neglecting the latter. Within early childhood a key aspect of phronesis – practical wisdom – is emotion work, and its impact on the well-being of educators. Taking a sociological approach to emotions within early childhood reveals how these are shaped by issues of gender, social class and other dimensions of inequality, rather than being universal. Drawing on interviews with childcare educators in Australian services, I analyse how emotion work practices become embodied over time, and the role that this emotional capital plays in moderating workforce issues such as burnout or low morale. Making the practical wisdom of early childhood educators a more conscious part of pre-service and in-service education challenges existing educational approaches, and enables a more critical, reflexive and resilient workforce.     

Less experienced mathematics teachers report what is wrong with their professional support system

Teachers with seven years of teaching experience or less (n = 10) participating in a large‐scale mathematics professional development program in the United States were interviewed. The goal of this qualitative study was to better understand less experienced teachers' reactions to professional development and professional support in the teaching profession. The interview data ­indicate that these less experienced mathematics teachers are not satisfied with their mentors orcollaboration in their department and would welcome opportunities for classroom observations. In addition, these teachers were disappointed and surprised at their more experienced peers' lack of mathematics content knowledge. The results of this study have direct implications for the structure and philosophy for professional development to better serve incoming and less experienced teachers.     

农民工子女进城读书，给城市师生带来了什么

近年来大量农民工子女涌入城市学校就读,给城市师生带来了一系列影响。对教师来说,主要是带来了超负荷的教学工作负担,带来了超负荷的管理工作负担;对学生来说,主要是带来了学习质量的下降,带来了身体健康素质的下降;对于教师和学生来说,主要是带来了很大的安全隐患。推进城乡基础教育均衡发展,实现教育公平,是唯一有效的应对之道。     

How and what teachers learn: a shifting perspective

We explore our efforts to create a conceptual framework to describe and analyse the challenges around preparing teachers to create, sustain, and educate in a ‘community of learners’. In particular, we offer a new frame for conceptualizing teacher learning and development within communities and contexts. This conception allows us to understand the variety of ways in which teachers respond in the process of learning to teach in the manner described by the ‘Fostering a Community of Learners’ (FCL) programme. The model illustrates the ongoing interaction among individual student and teacher learning, institutional or programme learning, and the characteristics of the policy environment critical to the success of theory‐intensive reform efforts such as FCL.     

Teaching the teachers: emotional intelligence training for teachers

A growing body of research in recent years has supported the value of emotional intelligence in both effective teaching and student achievement. This paper presents a pre–post, quasi-experimental design study conducted to evaluate the contributions of a 56-h “Emotional Intelligence” training model. The model has been developed and studied in an attempt to address educators’ growing needs to practice and implement “emotionally intelligent” learning environments. One hundred eighty-six teachers from ten elementary schools in Israel participated in this study. Findings indicated an increase in emotional intelligence and empathic concern from the beginning to the end of the course. Further regression indicated that both expression and regulation of emotions predicted empathy at the end of the course. Participants’ reflective assignments indicated an increase in self introspection, emotional awareness, emotional regulation and understanding others.     

Warking with other adults: what teachers need to know

This paper discusses the concepts which trained teachers carry into the classroom from their initial teacher education courses and argues that these outmoded concepts must be altered so that the roles which other adults play can be understood by teachers. There is a common perception that teaching is a solitary activity carried out by a trained adult with a group of learners. The reality is that there is often another adult present. To maximize the support of another adult, teachers must understand the roles of those involved and they must be prepared to manage the involvement of other adults who may not be trained teachers. The paper is set in the context of classroom assistants working in Scottish primary mainstream classrooms. It concems the way in which teachers and other adults work together to support children with behavioural difficulties. Although the data is peculiarly Scottish, the lessons learned have a wider national and international currency, for it seeks to explain the changes necessary in teachers' thinking about collaborative working. This paper argues that continuing professional development must be provided to allow teachers already in the field to consider the effect on their professional identity produced by the presence of other adults. Most crucially, it is argued that initial teacher education must acknowledge the changes happening in mainstream classes and must include personnet and performance management training in courses for student teachers.     

Developmental relationships and school success: How teachers,parents, and friends affect educational outcomes and what actions students say matter most

The current paper explores how students’ relationships with their teachers, parents, and friends might differentially impact their academic experience and success, by presenting and integrating the results of two related studies. In the first study, survey methods and structural equation modeling are used to describe the similar and different effects that developmental relationships with teachers, parents, and friends seem to have on middle- and high-school students’ academic motivation, GPA, and perceptions of school climate. Relationships with teachers directly predicted all three outcomes at the middle school level, and motivation and school climate at the high school level. Relationships indirectly predicted high school GPA, through motivation. Student-teacher relationships, and parent-teacher relationships, also indirectly predicted middle school GPA, through motivation. Relationships with parents directly predicted only motivation in middle school. Relationships with friends directly predicted school climate at both levels. The results from Study 1 showed the central importance of teacher-student relationships on student motivation and led the research team to qualitatively look in study #2 at how teachers build relationships that motivate students and how students experience those relationships. Study 2 used student focus groups and a grounded theory, open coding approach to analysis to identify commonly occurring themes describing what practices teachers used successfully, in students’ eyes, to build strong relationships with students and boost their academic motivation. These practices focused on how teachers expressed care, provided support, challenged students to grow, shared power with them, and expanded their sense of possibilities. The mixed methods produce an overall study that uniquely captures both a global and more granular, practice-oriented view of the ways in which differing developmental relationships in young people’s lives affect their connection to and success in school.     

Practising what I preach: Modelling reflective practice to student teachers

This study explores the relationship between a teacher educator's explicit modelling of reflection on practice and student-teachers' developing use of reflection on practice. In this case, the teacher educator attempted to offer his student-teachers opportunities to see, hear and understand the thinking that underpinned his pedagogy so that they might better understand and develop their reflective skills in their own teaching practice. Through a framework developed from the work of Dewey (1933) a theoretical perspective on reflection was designed and applied to the student-teachers' thoughts as displayed through their journal writing and interviews. This paper demonstrates that modelling is an important aspect to enhancing student-teachers' learning about teaching and learning.     

Characterizing productive reflection among preservice elementary teachers: Seeing what matters

Effective teachers consider interrelationships among aspects of teaching including learners, subject matter knowledge, assessment, and instruction. The 70 journal entries of 25 preservice elementary teachers are analyzed to characterize the teachers’ written reflection. One focus of the analysis is on how the preservice teachers integrate ideas about these aspects of teaching. The preservice teachers sometimes integrate ideas about learners with ideas about instruction. Further analyses illustrate the difference between integrating ideas and simply juxtaposing them. The paper illuminates how reflecting on multiple aspects of teaching may help new teachers integrate their knowledge and begin to develop a more complex view of teaching.     

Houston Teaching Academy: Partnership in developing teachers

The need for excellent teachers to teach at-risk inner-city children is well documented. Too often new teachers who have received their field experience in the suburbs are hired to teach in multicultural inner-city schools with little preparation to serve this population of children and families. Changing the history of failure for this population of teachers and their students to an experience of success was the primary goal of the partnership between the Houston Independent School District and the University of Houston's College of Education.The structure of the Houston Teaching Academy (HTA) includes four collaborative decision-making councils. Representatives from the school and college serve on each of the councils. Shared weekly seminars for supervising teachers, student teachers, and college supervisors are led by school teachers or college supervisors. Methods courses are taught at the HTA, and the students serve as tutors in the classrooms. Several graduate college courses requested by teachers are offered at the HTA.Concurrent with the development of the HTA, a formative and summative evaluation has monitored the progress of the HTA toward its goals. The HTA graduates have been followed into their first years of teaching. Interviews with their principals indicate that 77% are effectively teaching in inner-city and multicultural settings.     

Mentoring beginning teachers: What we know and what we don't

This article reports the findings of a review of the international research literature on mentoring beginning teachers. Research identifies a range of potential benefits and costs associated with mentoring, and suggests that the key to maximising the former and minimising the latter lies in the realization of a number of conditions for successful mentoring, such as the effective selection and preparation of mentors. We also highlight a number of limitations in the current evidence base on beginner teacher mentoring. Some implications, for the practice of teacher educators, for policy-makers and for future research, are considered.