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81.
82.
Mentoring of pre-service teachers in school contexts is acknowledged as an important part of initial teacher education. However, finding sufficient school-based professional experience placements for pre-service teachers, ensuring the quality of the learning experiences provided by such placements, and gaining a clear understanding of what teachers actually learn during placements continue to be of concern to all involved in this component of teacher education. In this paper, three interconnected perspectives are provided as a university-based teacher educator, a school-based teacher educator and a pre-service teacher learn together in a dialogic mentoring relationship. The work of Mikhail Bakhtin and Valentin Voloshinov is employed to theorise the nature of dialogic relationships and how such relationships differ from ‘having a conversation’. 相似文献
83.
Trajectories in bullying through adolescence were studied along with individual, family, and peer relationship factors. At the outset, participants' ages ranged from 10 to 14; 74% identified as European Canadian with the remainder from diverse backgrounds. With 8 waves of data over 7 years, 871 students (466 girls and 405 boys) were studied to reveal 4 trajectories: 9.9% reported consistently high levels of bullying, 13.4% reported early moderate levels desisting to almost no bullying at the end of high school, 35.1% reported consistently moderate levels, and 41.6% almost never reported bullying. Students who bullied had elevated risks in individual, parent, and peer relationship domains. Risk profiles and trajectories provide direction for interventions to curtail the development of power and aggression in relationships. 相似文献
84.
Interactive or inactive? a consideration of the nature of interaction in whole class teaching 总被引:1,自引:1,他引:1
Recent learning theories and the suggested importance of ‘interactive’ approaches in national initiatives, (NLS, NNS) led to an ESRC‐funded action research project involving the University of Exeter and teachers in three schools—‘Using Talk to Activate Learners’ Knowledge' (TALK). This investigated how ‘interactive’ whole class teaching was and whether teacher‐pupil interactions permitted recoding of information and understanding. The findings corroborate those from Galton (1999a, 1999b), Mroz (2000) and English (2002): that teacher‐led questioning and explanation still dominate, as do teachers' objectives. Interaction as participation was differentially experienced by higher and lower abilities, boys and girls, with few opportunities for pupil initiation or extended response. The study, however, provides a model for more fully analysing the varying forms and functions of teachers' questions and statements which may lead to a greater clarity in recognising ways to provide more effective discourse for learning. 相似文献
85.
Bopardikar Anushree Bernstein Debra Drayton Brian McKenney Susan 《Instructional Science》2021,49(2):249-286
Instructional Science - Educative curricula support teacher learning as well as the learning of students. High quality educative curricula contain features that help teachers customize learning... 相似文献
86.
This study explored the problem-solving schemas developed by 7th-grade pre-algebra students as they participated in a teaching
experiment that was designed to help students develop effective schemas for solving algebraic problem situations involving
contexts of (1) growth and change and (2) size and shape. This article describes the qualities and types of schemas that students
developed through examples of problems used to develop schemas, examples of students' reasoning and writing, and excerpts
from student interviews. Findings from the study indicated that there is a link between the type of generalizations students
construct and the schemas they are forming. By using these schemas students recognize, extend, and generalize patterns and
quantitative relationships both verbally and symbolically.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
87.
88.
Bopardikar Anushree Bernstein Debra Drayton Brian McKenney Susan 《Research in Science Education》2020,50(4):1251-1279
Research in Science Education - Around the globe, science education during compulsory schooling is envisioned for all learners regardless of their educational and career aspirations, including... 相似文献
89.
Debra Roker 《Educational studies》1992,18(3):277-298
The paper reviews research and debate on the private sector of education in Britain. Research undertaken to date is described as having taken place at three main levels, referred to as the ‘political’, ‘outcomes’ and ‘individual‐psychological’ levels. Following the review of research at these three levels, a number of neglected areas are identified, the investigation of which would contribute significantly to a greater understanding of the private/ state school debate. These areas are: a focus on girls and young women in private schools; the experiences of Assisted Place Scheme pupils; the study of the attitudes and values of private school pupils; the investigation of private school ethos and culture; exploring how private school pupils gain the ‘edge’ over state school pupils; and the isolation of school effects from social class and family background effects. 相似文献
90.