Teaching and Learning in a University Classroom: A Norwegian Case Study on Students' Perspectives

This article focuses on student activity and how students experience learning. A teaching programme was both led and researched by the one teacher. The article describes a master's level teaching programme and presents the data collection strategies used by the teacher‐researcher and presents learning viewed from the students' perspective. The teaching and researching processes are carried out in the framework of socio‐cultural theory. In Vygotsky's and Bakhtin's theories, as part of the socio‐cultural tradition, language and dialogue are viewed as decisive factors in learning and understanding, and hence in the researched teaching programme.     

Exploring Authority: A Case Study of a Composition and a Professional Writing Classroom

Abstract

This article reports on classroom research designed to answer questions about authority—how institutions and disciplines, broadly conceived, influence teachers' ability to abnegate authority and how students' experiences influence their perceptions of authority in a business writing and a first-year composition class. The theoretical framework is derived from research about institutional and disciplinary influences on these two areas of study. This framework and our results lead us to speculate about the ways in which our students' experience of the institution and expectations of the classes and their intentions for using the material taught in the classes may have thwarted our attempt to share authority in our classrooms.     

Epistemological Syncretism in a Biology Classroom: A Case Study

In teaching science, the beliefs of teachers may come into conflict and inhibit the implementation of reformed teaching practice. An experienced biology teacher, Mr. Hobbs, was found to have two different sets of epistemological beliefs while his classroom practice was predominantly teacher-centered. A case study was then performed in order to investigate the underlying issues that contributed to his classroom practice. Data sources included preliminary and follow-up interviews and classroom observations. Data analysis indicated that factors that prevented the epistemological conflict from reaching a resolution included Mr. Hobbs’ beliefs about learning, contextual teaching factors, personal experiences as a student, and views of the nature of science. The findings from this case indicate that science teachers possess complex belief systems that are not immediately obvious to either the teacher or science teacher educators, and science teacher educators need to address teacher beliefs when they encourage teachers to implement reformed teaching practices.     

Affective Assessment and Mathematics Classroom Engagement: A Case Study

This paper reports a case study of one student’s pattern of engagement in an eighth-grade algebra class. The student, Bryan, was a participant in a yearlong study of mathematical communication in middle school classrooms. His case is interesting both because of the striking differences between his being engaged and disengaged in classroom work, and because of the reasons he gives for his pattern of engagement. Several current theories of engagement and motivation are discussed as we attempt to gain insight into his actions and explanations. All are successful in describing parts of Bryan’s behavior. However, we argue both empirically and theoretically that none serve to characterize what we feel is the core of Bryan’s decision about engagement: his affective assessment of mathematics. We provide an analysis based on Rychlak’s (1988, 1994)Logical Learning Theory to give insights into Bryan’s assessment of mathematics, and discuss what this approach adds to our understanding of this particular case. This revised version was published online in July 2006 with corrections to the Cover Date.     

Intergroup Attitudes among Ethnic Minority Adolescents: A Causal Model

To examine the influence of ethnic idenilty and intergroup contact on adolescents' attitudes toward other ethnic groups, we studied eighth and eleventh graders from 2 predominantly non-white school districts. Surveys completed by 547 adolescents from 3 ethnic groups (133 African Americans, 219 Latinos, and 195 Asian Americans) assessed in-group and out-group attitudes, out-group interaction, out-group contact, and ethnic identity. A causal model suggested 2 pathways leading to positive out-group attitudes. In one pathway, ethnic identity increased with age and predicted positive in-group attitudes; these attitudes contributed to positive out-group attitudes. In a separate pathway, ethnic diversity outside of schcool led to more out-group interaction in school, which in turn predicted positive out-group attitudes. The results support developmental and multiculturalism views of intergroup relations.     

一个随班就读学生的个案调查

利用质的研究方法,研究了—位随班就读学生在普通学校的学习情况。结果发现,学校和部分教师对此学生的态度不够积极,对他的教育教学缺乏针对性。研究结果启示我们要加强对随班就读学生的个别化教学,以满足他们的特殊教育需要。     

课堂教学评价的五个视角——以一堂数学课为例

文章提供了数学课堂教学评价的五个视角:教学目标、教学任务、教学工具、课堂文化、教师作用,并从一个教学案例出发说明这五个视角在实际课堂教学评价中的运用。     

课堂教学中运用情绪推理的案例研究

课堂教学与情绪推理的关系相辅相成,课堂教学是情绪推理的基础,情绪推理的结论影响着课堂教学的开展。情绪推理是人类个体基于自身情绪体验而出现的一种推理形式。研究结果表明,教师在课堂教学中得出情绪推理的结论影响着学生的辨别能力,对学生的学习造成重要的影响。相关建议:教师和学生应科学而理性地看待情绪推理,教师应在学生面前树立规范而良好的榜样,学生应学会自我接纳和自我调控。     

非英语专业理工科学生英语学习自主性的调查与分析

本次调查对辽宁工程技术大学2007级非英语专业的理工科学生进行了英语学习自主性的调查.调查主要涉及:学习者英语学习的态度、英语学习计划的制定和英语学习策略的使用.通过对调查结果的分析发现了一些问题并提出了建议.     

少数民族青少年互联网使用情况研究——以云南省为例

我们通过问卷调查和对比研究的方法,分析得出云南少数民族青少年网民在网络使用上的特殊性,以及在互联网使用中存在的媒介素养问题、硬件设施问题、信息霸权问题和信息环境问题。     

Science Motivation and Achievement Among Minority Urban High School Students: an Examination of the Flipped Classroom Model

Journal of Science Education and Technology - The effect of the flipped classroom model (FCM) on high school students’ science motivation and achievement in an urban public school was...     

对少数民族硕士研究生民族文化认同的个案研究

通过对一个少数民族研究生的追踪访谈,确认了研究生教育对于提升少数民族研究生对本民族文化的认知和情感有着重要意义--个案调查结果显示,研究生教育对少数民族研究生辩证地、理性地认知本民族语言文字、传统习俗和宗教信仰并在此基础上形成对本民族传统文化的积极情感有着很重要的促进作用.然而,正确的认知和积极的情感并非自然而然导出少数民族研究生对民族传统文化的自觉坚守及主动维护.由此可以推断,教育的目标是有限目标,而不是无限目标.     

中美青少年公民责任教育之比较

文章从中美青少年公民责任教育价值理念、目标定位、核心内容、管理体制、方式方法等方面对两国青少年公民责任教育进行了比较研究,通过比较研究,提出了当前我国青少年公民责任教育的三条建议:一是以科学发展观重要理论为基础,坚持我国青少年公民责任教育文化传统;二是以美国责任教育基本内涵为参照、丰富我国青少年公民责任教育基础理论;三是以美国责任教育实践模式为对照、优化我国青少年责任教育方式方法。     

边疆少数民族地区特色城镇化发展道路研究——以云南为例的分析

边疆少数民族地区的经济发展具有民族和谐、边疆稳定的特殊意义。城镇化是民族人口生活迈人小康的必由之路,公共产品属性的边疆地区城镇化有别于国家核心区的城镇化。云南省民族自治州城镇化公共产品的提供方式具有大城市带动、资源开发带动、大企业带动、旅游带动、边贸带动等特点,这些城镇化公共产品的提供方式对全国其他民族地区城镇化的提高具有参考价值。     

课堂教学情境设计一例

以有理数减法课堂教育为例,通过对情境设计中问题呈现的技巧和原则的探讨,以呈现知识发生的过程,激发学生的内趋力,启发学生的数学思维。     

少数民族传统体育发展构建——以黔东南州为个案研究

运用文献资料法、访谈法、田野调查法等方法,对黔东南少数民族传统体育发展的现状进行研究,寻找少数民族传统体育发展过程中存在的问题,提出相应的发展对策,以促进黔东南少数民族传统体育快速发展。     

信息技术与课程有效整合个案研究

本文结合目前中小学信息技术与课程整合的课堂教学情况,分析了信息技术有效介入的课堂在教学目标、教学内容、教学过程、教学方法和教学结果这五个方面的新特点,并结合课堂教学实例《生活中的旋转》一课阐述了信息技术环境下“什么样的课是好课”。通过文献研究和实际调查,制定了初步的评价量规。希望通过本文的论述和对本文提出的评价量规的合理使用,能促使教育者真正做到把信息技术有效的整合到课堂中。     

A New Way of Using the Interactive Whiteboard in a High School Physics Classroom: A Case Study

In recent decades, the interactive whiteboard (IWB) has become a relatively common educational tool in Western schools. The IWB is essentially a large touch screen, that enables the user to interact with digital content in ways that are not possible with an ordinary computer-projector-canvas setup. However, the unique possibilities of IWBs are rarely leveraged to enhance teaching and learning beyond the primary school level. This is particularly noticeable in high school physics. We describe how a high school physics teacher learned to use an IWB in a new way, how she planned and implemented a lesson on the topic of orbital motion of planets, and what tensions arose in the process. We used an ethnographic approach to account for the teacher’s and involved students’ perspectives throughout the process of teacher preparation, lesson planning, and the implementation of the lesson. To interpret the data, we used the conceptual framework of activity theory. We found that an entrenched culture of traditional white/blackboard use in physics instruction interferes with more technologically innovative and more student-centered instructional approaches that leverage the IWB’s unique instructional potential. Furthermore, we found that the teacher’s confidence in the mastery of the IWB plays a crucial role in the teacher’s willingness to transfer agency within the lesson to the students.