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Michael P. Clough Craig A. Berg Joanne K. Olson 《International Journal of Science and Mathematics Education》2009,7(4):821-847
Learning and effective teaching are both complicated acts. However, many administrators, teachers, parents, and policymakers
appear not to recognize those complexities and their significance for practice. Fueling this perception, recommendations from
isolated research findings often neglect the complexities in learning and teaching, and when implemented in classrooms often fall
well short of the advertised effect. Consequently, education research is generally ignored, and the resulting research-practice
gap raises concerns regarding the utility of university-based teacher education, and education research more generally. However,
the strength of education research resides in the synergy resulting from its integration into a unifying system that guides,
but does not determine, decision-making. Dewey (1929) argued for teacher decision-making guided by education research, but recently several writers have justly criticized education
researchers for not providing comprehensible assistance to educators and policymakers (Good, 2007; Shymansky, 2006; Windschitl, 2005). This paper proposes a decision-making framework for teaching to help beginning and experienced teachers make sense of education
research, come to understand crucial teacher decisions, and how those decisions interact to affect student learning. The proposed
decision-making framework for teaching has significant utility in the design of science methods courses, science teacher education
programs, effective student teacher supervision experiences, and professional development workshops. 相似文献
155.
Internationally and in Ireland, the adoption of inclusive education frameworks have been broadly welcomed, particularly by parents of children with special educational needs (SEN). Mainstreaming these children is generally viewed as positive primarily because of the social factors associated with attending mainstream schools for children with SEN. Despite this commonly held view, there is increasing evidence to show that children with SEN have difficulties participating in mainstream environments. Using data from the Growing Up in Ireland study of 8,578 nine year olds, this paper examines whether peer relations differ among typically developing students and students with different types of SEN. We focus on the quantity and quality of peer relations using data on the child’s number of friends and, using the Strengths and Difficulties Questionnaire, the quality of relations with their peers. These measures are examined by controlling for a range of individual, home and school-level factors simultaneously in a regression model. Our findings show that, all else being equal, students with SEN, particularly those with emotional and behavioural difficulties (EBD), are more likely to have fewer friends and experience negative peer relationships compared to their peers without any additional needs. Based on these findings, we argue that specific interventions may be needed to promote positive peer experiences for children with SEN in mainstream education. 相似文献
156.
157.
This paper explores implicit learning in typically developing and primary school children (9–12 years old) with developmental
dyslexia using an artificial grammar learning (AGL) task. Two experiments were conducted, which differed in time of presentation
and nature of the instructional set (experiment 1—implicit instructions vs experiment 2—explicit instructions). Repeated measures
analysis of variance (group × grammaticality × chunk strength) showed a group effect only in experiment 1 (implicit instructions),
with only the typically developing children showing evidence of AGL. There was a grammaticality effect (adherence to the rules)
for both groups in the two experimental situations. We suggest that the typically developing children exhibited intact implicit
learning as manifested in AGL performance, whereas children with developmental dyslexia failed to provide such evidence due
to possible mediating cognitive developmental factors. 相似文献
158.
Recent studies of elementary teachers’ knowledge about reading have been built on the premise that teachers need thorough
knowledge about language and reading processes, but these studies have provided only limited evidence that teachers’ performance
on tests of such knowledge contributes to their students’ reading achievement. The present study was designed to examine the
contribution of first- through third-grade teachers’ knowledge about early reading to their students’ improvement on tests
of word analysis and reading comprehension, controlling for socio-demographic characteristics of students, their prior reading
achievement, and teachers’ educational attainment, professional experiences, and socio-demographic characteristics. Preliminary
analyses indicated that the test of teachers’ knowledge had adequate psychometric characteristics. However, performance on
this measure of teachers’ knowledge did not significantly explain students’ improvement on the two reading subtests. The complexity
of the factors that influence teachers’ knowledge acquisition and the context in which the study was carried out offer possible
explanations for these results. In addition, teachers’ content knowledge about reading might not be closely associated with
the practices they use in reading instruction, and therefore might not be significantly related to their students’ improvement
in reading over a year.
相似文献
Joanne F. CarlisleEmail: |
159.
The spelling of many disyllabic English word endings holds cues to their grammatical category, beyond obvious inflectional
endings such as -ing for verbs. For example, some letter sequences are clearly associated with nouns (e.g., -oon) and others with verbs (e.g., -erge). This study extended recent research by Arciuli and Cupples (2006), and confirmed that skilled adult readers are sensitive to these orthographic cues. It was found that adults were more likely
to treat pseudowords as nouns when they had noun-like endings than verb-like or control endings, and more likely to treat
pseudowords as verbs when they had verb-like than noun-like endings. This sensitivity held across three tasks (sentence construction,
sentence judgement, and pseudoword judgement), which required increasingly explicit awareness of the way that cues could allow
grammatical categorisation. In some tasks sensitivity to verb-like endings was related to reading ability, although not to
spelling ability or grammatical awareness. Implications for our understanding of language processing are discussed. 相似文献
160.
Knowing in action: Beyond communities of practice 总被引:2,自引:0,他引:2
This paper engages with the recent turn in the social sciences towards communities of practice as a driver of learning and knowledge generation across a variety of different working environments. While agreeing with the broad reinstatement of situated social practice in thinking on the dynamics of knowledge capitalism, the paper takes issue with the increasingly homogeneous and instrumentalist use of the term communities of practice to encapsulate ‘knowing in action’. On the basis of an extensive review of the available literature, the paper argues for the importance of differentiating between different varieties of knowing in action. The paper notes the differences - in organisation, spatial dynamics, innovation outcomes, and knowledge processes - between four modes: craft or task-based knowing; epistemic or high creativity knowing; professional knowing; and virtual knowing. The proposed typology is used to illustrate the insight gained from such analytical precision, through a discussion of the spatial configuration of knowing in action, long assumed to require spatial proximity. It is shown that spatial and relational proximity - which can be struck at a distance - should not be treated as one and the same. 相似文献