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111.
112.
This article examines the use of the Repertory Grid technique derived from personal construct theory as a tool to aid the reflection of teachers and other professional working in Early Education. The main focus of the article is a study of the constructs used to describe children, elicited at the start and again at the end of a module ‘Children's Development and Learning’, which formed part of a continuing professional development postgraduate award in Early Education. Completed grids provided a focus for reflective written commentary and informal group discussion by practitioners. Additional information was obtained by interviews with practitioners after the module had been completed. The approach was evaluated by quantitative and qualitative analysis of the participants' grids using the Rep Grid 2 package and by evaluation of the end of module interviews. The potential of the personal construct approach for supporting professional reflection in general and its particular application in Early Education is then explored. 相似文献
113.
114.
Joan L. Whipp R. A. Lorentz 《Educational technology research and development : ETR & D》2009,57(2):169-192
While literature suggests that college students may be less reluctant to seek help in online rather than traditional courses,
little is known about how online instructors give help in ways that lead to increased student help seeking and academic success.
In this study, we used theories and research on learning assistance and scaffolding, teacher immediacy, social presence, and
academic help seeking to explore through a cross-case study design how three online instructors differed in their use of cognitive
and social supports and how those differences related to student perceptions of support, help seeking, and performance. Primary
data sources included all course postings by the instructors, interviews with the instructors, observational field notes on
course discussions, student interviews, and final student grades. Archived course documents and student discussion postings
were secondary data sources. Data analysis revealed that while all instructors provided cognitive and social support, they
varied in their level of questioning, use of direct instruction, support for task structuring, and attention to group dynamics.
This variation in teaching presence related to differences across the courses in student perceptions of support, student help
seeking in course discussions, and final course grades. Implications for online teaching and suggestions for further research
are offered.
相似文献
Joan L. WhippEmail: |
115.
This paper reports the experiences of 150 children and six primary teachers when active learning pedagogies were introduced into the first year of primary schools. Although active learning increased the amount of talk between children, those from socio‐economically advantaged homes talked more than those from less advantaged homes. Also, individual children experienced very little time engaged in high‐quality talk with the teacher, despite the teachers spending over one‐third of their time responding to children's needs and interests. Contextual differences, such as the different staffing ratios in schools and pre‐schools, may affect how well the benefits of active learning transfer from pre‐school contexts into primary schools. Policy‐makers and teachers should pay particular attention to the implications of this for the education of children from economically less advantaged home backgrounds. 相似文献
116.
Nancye E. McCrary Joan M. Mazur 《Educational technology research and development : ETR & D》2010,58(3):325-342
Experienced teachers, tasked with mentoring, often find themselves inundated with large amounts of didactic information as
they prepare for guiding new interns. In an effort to develop training that would both prepare new mentors and revitalize
experienced mentors, a state Educational Professional Standards Board enlisted the help of instructional designers to develop
an innovative online course. The focal point of the course design is a narrative simulation, embedded with standards-based
information, that provides user-selected, multiple outcomes as decision points to support dialogic reflection. Theoretical
and practical considerations for conceptualizing this multiple outcome strategy, quality review components and design specifications
are discussed. 相似文献
117.
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
118.
Privacy has been defined as “the protective buffer within which people can avoid another party’s taking something from them, keeping watch over them, or entering into their lives in a way that is both unwelcome and undesirable”. It is a premise of this paper that such a position needs to be taken very seriously in contemporary society, and particularly in the case of schools, as school personnel have the capacity to engage in practices which show great disregard for individual and family privacy. This is illustrated in the case of primary school education in the Republic of Ireland. Particular attention is paid to assessment, pedagogical and curricular practices that derive from patterns of systematic and mandatory disclosure that are confessional, performative and public. 相似文献
119.
Tricia A. Zucker Laura M. Justice Shayne B. Piasta Joan N. Kaderavek 《Early childhood research quarterly》2010
This study examined the extent to which preschool teachers used literal and inferential questions during classroom-based shared reading. Specific foci included (a) investigating the association among the level of literal or inferential language in the text, teachers’ text-related questions, and children's responses using sequential analysis, and (b) examining the relation between teachers’ inferential questioning and children's vocabulary outcomes. Participants included 25 preschool teachers and 159 four-year-old children. Teachers videotaped their whole-class shared reading of an informational narrative text. Teachers and children's extratextual talk was analyzed and children completed standardized vocabulary assessments in fall and spring of the academic year. When reading this informational narrative text, teachers posed, on average, slightly more inferential questions than literal questions. Significant sequential associations were observed between the level of teachers’ questions and child responses, with inferential questions consistently eliciting inferential child responses. Few characteristics of teachers’ questions were associated with children's vocabulary outcomes. Results suggest that preschool teachers can use inferential questioning to encourage children to participate in conversation at complex, inferential levels; informational texts appear to provide a successful context for this inferential discourse. Implications for teachers and allied professionals are discussed. 相似文献
120.
Resilience is understood to be the ability to adapt positively in the face of adversity. In relation to new students on a distance learning module, this can mean how they adapt and make sense of the demands of their chosen study to enable them to persist in their studies. This article reports a small-scale study involving semi-structured telephone interviews with students on a level 1 distance learning module at the UK Open University. Students identified the challenges they experienced such as carving out time to study alongside other commitments, as well as developing their academic writing. Students also identified factors that enabled them to adapt to these challenges and be successful in continuing to study. Students rated highly the support they received from tutors in the form of tailored, detailed feedback on their assignments. Other factors that enabled students to persist in their studies were time management, self-belief and motivation. 相似文献