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191.
Research shows teacher collaborative learning to be a powerful vehicle to mobilise teacher instructional change and pedagogical
practices, and to improve student achievement. For such undertakings to have positive impact, understanding the visible features
of collaborative structures may not be sufficient to ensure sustainable practice. Instead, there is a need to identify underlying
pathways that provide for successful instructional improvement. The purpose of this qualitative study is to obtain deeper
insights into teacher outcomes arising from this practice and to identify aspects of the lesson study structure and processes
that afford such opportunities. Three subject groups consisting of ten teachers from a Singapore high school participated
in this study. Implications on staff development programs will be discussed in the light of these findings. 相似文献
192.
Christine Stephen Jennifer Ellis Joan Martlew 《International Journal of Early Years Education》2010,18(4):315-329
This paper examines the extension of active learning pedagogical practices familiar in preschool settings to the first class of primary school. Policy and practice guidance in the UK is advocating the benefits of experiential learning as a way of engaging young children as they move into primary school but for teachers this means a move to new practices which can be in tension with other expectations. In this paper, the rationale for active learning is considered along with an account of the classroom activities of teachers and children in five primary schools that were implementing the policy shift to active learning. The children in these classes spent varying amounts of time in whole class activities led by the teacher or in small groups directed to engage with specific activities. They had opportunities to engage and respond verbally, through manipulating objects and with physical actions but the emphasis was on planned, teacher-directed learning activities. The characteristics of active learning as introduced in these innovative classes are compared with the expectations of practice guidance and theorising about early learning. 相似文献
193.
Christine Harrison 《Cultural Studies of Science Education》2018,13(4):1129-1133
Yuli Rahmawati’s paper presents an auto-ethnographic inquiry into her lived experiences as a science teacher in different countries. Through her reflections and analysis of events, Yuli captures and builds a model of her identity and explores the influence of inter- and intra-cultural perspectives in shaping how she recognizes herself and brings meaning to her professional life. Yuli’s insights and explanations of teaching within different cultural contexts highlight the importance of personally relevant and meaningful knowledge, where expectations and accepted norms, that might fit well within one community, may be seen quite differently in another. While for Yuli, this led to professional growth as she inquired and made sense of her new context, my concern is that the social and cultural change could, in some instances, lead to disengagement rather than professional growth. My concern is that the conflict that arises from boundary crossing may be experienced even stronger by inexperienced professionals, such as pre-service teachers. The learning trajectory of pre-service teachers is steep; they need to gain stronger knowledge of curriculum and pedagogy and an awareness of how their students learn. They also need to build confidence in their professional self and what they can do to support and trigger student learning. For this to happen, in the tight time frames available on teacher education courses, pre-service teachers need to understand and engage with the new community that they are placed in very quickly, to make sense of both their role and that of others within the community. This paper suggests that pre-service providers should carefully consider the learning opportunities offered by school contexts, that may vary dramatically from the social and cultural contexts experienced by their teachers as part of their own education, to prevent disengagement or misunderstanding hampering professional growth. 相似文献
194.
Research has highlighted that inquiry-based learning (IBL) instruction leads to many positive student outcomes in undergraduate mathematics. Although this research points to the value of IBL instruction, the practices of IBL instructors are not well-understood. Here, we offer a characterization of a particular form of IBL instruction: inquiry-oriented instruction. This characterization draws on K-16 research literature in order to explicate the instructional principles central to inquiry-oriented instruction. As a result, this conceptualization of inquiry-oriented instruction makes connections across research communities and provides a characterization that is not limited to undergraduate, secondary, or elementary mathematics education. 相似文献
195.
Spatial abilities in an elective course of applied anatomy after a problem‐based learning curriculum
Jean Langlois George A. Wells Marc Lecourtois Germain Bergeron Elizabeth Yetisir Marcel Martin 《Anatomical sciences education》2009,2(3):107-112
A concern on the level of anatomy knowledge reached after a problem‐based learning curriculum has been documented in the literature. Spatial anatomy, arguably the highest level in anatomy knowledge, has been related to spatial abilities. Our first objective was to test the hypothesis that residents are interested in a course of applied anatomy after a problem‐based learning curriculum. Our second objective was to test the hypothesis that the interest of residents is driven by innate higher spatial abilities. Fifty‐nine residents were invited to take an elective applied anatomy course in a prospective study. Spatial abilities were measured with a redrawn Vandenberg and Kuse Mental Rotations Test in two (MRT A) and three (MRT C) dimensions. A need for a greater knowledge in anatomy was expressed by 25 residents after a problem‐based learning curriculum. MRT A and C scores obtained by those choosing (n = 25) and not choosing (n = 34) applied anatomy was not different (P = 0.46 and P = 0.38, respectively). Percentage of residents in each residency program choosing applied anatomy was different [23 vs. 31 vs. 100 vs. 100% in Family Medicine, Internal Medicine, Surgery, and Anesthesia, respectively; P < 0.0001]. The interest of residents in applied anatomy was not driven by innate higher spatial abilities. Our applied anatomy course was chosen by many residents because of training needs rather than innate spatial abilities. Future research will need to assess the relationship of individual differences in spatial abilities to learning spatial anatomy. Anat Sci Ed 2:107–112, 2009. © 2009 American Association of Anatomists. 相似文献
196.
Christine Nash Russell Martindale Dave Collins Amanda Martindale 《Journal of sports sciences》2013,31(10):985-994
Abstract Research into expertise is increasing across a number of domains pertinent to sport. Whilst this increase is particularly apparent in coaching, a key question is how to identify an expert coach? Accordingly, this paper draws upon existing studies into expert coaches to address this issue; in particular, the criteria used to select expert coaches for research purposes and the methods used in expert coach research. Based on these data, we contend that the elements of expertise are not fully reflected within currently accepted criteria which, in turn, results in expert coaching research not necessarily identifying the appropriate individuals to study. The paper concludes with recommendations for more rigorous criteria for selecting expert coaches and highlights the associated implications for the future training and development of expert coaches. 相似文献
197.
Marie-Héloïse Bardel Tim Woodman Fabienne Colombel Christine Le Scanff 《Research quarterly for exercise and sport》2013,84(4):597-602
We investigated the relationship between coping strategies and attentional bias after a sport competition. We administered the Ways of Coping Checklist (Paulhan, Nuissier, Quintard, Cousson, & Bourgeois, 1994) to 145 athletes immediately after they had participated in a sport competition. We also assessed attentional bias using a dot probe detection task. Results revealed that emotion-focused coping strategies led athletes to orient their attention away from threat, whereas athletes who adopted problem-focused coping strategies focused their attention toward threat. More precisely, problem-focused coping strategies are related to a facilitated detection of threat, not to disengagement difficulties. The vigilance attentional bias seems to be a compensatory strategy to cope with a stressful situation, such as sport competition. 相似文献
198.
Linda Banwell Kathryn Ray Graham Coulson Christine Urquhart Ray Lonsdale Chris Armstrong Rhian Thomas Siân Spink Alison Yeoman Roger Fenton Jennifer Rowley 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(5):607-616
This article aims to provide a baseline for future studies on the provision and support for the use of digital or electronic information services (EIS) in further education. The analysis presented is based on a multi‐level model of access, which encompasses access to and availability of information and communication technology (ICT) resources, access to and availability of EIS resources, and the third leg of staff skills and their development. The research was conducted within the third cycle of the JISC (Joint Information Services Committee) User Behaviour Monitoring and Evaluation Framework, in 2001/2002. Evidence was gathered from library and information service web sites and various stakeholders, including library and information service staff, academic staff and students to generate insights into the provision of access to EIS in further education. Sector‐wide funding initiatives have had a significant impact on ICT infrastructures, and these attract a positive response from students. EIS are represented on some library web sites but both web site development and EIS availability is very much less advanced than in higher education. Staff, however, lack sufficient dedicated access to ICT to be able to develop their own skills and use. There remains a low level of access to electronic information resources, with only limited access to these resources through library web sites. LIS managers face a number of challenges in enhancing this provision, including licensing arrangements, tight budgets that need to be spread across many discipline areas, and the absence of EIS designed specifically for the further education student. The other key challenge lies in the provision of time and opportunity for academic and LIS staff to develop their ICT and EIS skills, and, more generally in the further development of the role of Information and Learning Technology (ILT) Champions. 相似文献
199.
There are substantial pressures for changes in teaching practice which are now clearly reflected in government policy. It is argued that these pressures have emerged from changes in the culture of technologically based societies and the resulting changes in the needs of all students in schools. The implications of recent theories of learning and new needs for learners are discussed with respect to teacher education. An attempt to change the way in which students are prepared in mathematics education is reported. Data collected as part of the study indicate the need for a system‐wide approach to change. 相似文献
200.
In this paper we posit a radical retheorization of anorexia as a form of deviance. We examine how the disciplinary practices and moral technologies typical of contemporary secondary schooling signify and enter into the articulation of three ‘virtue discourses’ (discipline, achievement and healthism), and tease out how these ‘virtue discourses’ play into the formation of the ‘anorexic’ subject. Informed by Foucauldian theory, our analysis draws on our life history interview study with teenage girls diagnosed with anorexia nervosa and their parents. We argue that anorexia can be understood not as a form of deviance but as a ‘paradox of virtue’ involving zealous compliance with and taking up of socially and culturally sanctioned ‘virtue discourses’ that are immanent in schooling and wider society. 相似文献