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61.
近些年来,对学生课后活动家长的参与,及这类活动与学生在校学习的关系的研究吸引了众多教育研究者和学校、社会工作者的关注与兴趣(科克,2000)。摩鄂(2000)专题讨论了学生课外阅读中家长的介入,以及与学业成绩的关系。撒舍德等人(1997)分析了父母对学生在音乐、艺术、乐器演奏和欣赏,及对他们在学校的行为的影响。 相似文献
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Professional Conversations and Professional Growth 总被引:1,自引:0,他引:1
Murray S. Britt Kathryn C. Irwin Garth Ritchie 《Journal of Mathematics Teacher Education》2001,4(1):29-53
A professional development program for 18 teachers was conducted over a two-year period. The participating teachers taught
in intermediate schools (students aged 11–13) and secondary schools. The teachers worked collaboratively to improve their
mathematics teaching, with encouragement to reflect on their practice but with minimal instruction from the researchers. Results,
as defined by change in teaching practices, beliefs, and reflections, and student achievement, indicated that the collaborative
program was particularly useful for experienced secondary school teachers but less useful for intermediate school teachers.
We concluded that this type of professional development was most useful for teachers who had sufficient knowledge of mathematics;
these teachers were able to focus on pedagogy and to draw connections between aspects of the mathematics they taught, without
recourse to a specialist's advice.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
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Kathryn L. Norsworthy 《International journal for the advancement of counseling》2003,25(2-3):145-156
Using a liberatory group approach, women and men from three countries in Southeast Asia, Thailand, Cambodia, and among refugees of Burma, analyzed gender-based violence within their cultural contexts. Group members also discussed strategies for transforming systems supporting violence against women into structures of peace and gender justice. The author briefly describes the group model employed in the project, based on principles from liberation theory and feminist psychology. Themes emerging from the analyses generated by group members are also presented along with preliminary recommendations for social change at the personal, family, community, institutional, and societal levels. 相似文献
67.
Jennifer Charteris Kathryn Jenkins Marguerite Jones Michelle Bannister-Tyrrell 《Discourse: Studies in the Cultural Politics of Education》2017,38(4):511-529
With the increasing casualisation of the teacher labour force, there is little written on the experiences of casual teachers and the challenges they face in brokering professional identities within constantly shifting and uncertain work contexts. Being a category bound casual teacher (a product of category boundary work) is a complex subject position. The aim of this article is to advance our understandings of the identity work inherent in casual relief teachers (CRTs) performativity. Anti-essentialist theories support this exploration of CRT subjectivities and processes of discourse appropriation. Using collective biography methodology as re-storied memory work, this article speaks back to neoliberal politics of casualisation. The stories draw attention to how both experienced practitioners and newly graduated teachers might ‘do’ category boundary work within the complexity of school politics as they navigate the uncertainty of gaining and maintaining employment in the Education market. 相似文献
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Jennifer Charteris Kathryn Jenkins Michelle Bannister-Tyrrell Marguerite Jones 《Critical Studies in Education》2017,58(1):104-119
Produced through market relations of neoliberal managerialism, teacher subjectivities are becoming progressively commodified. With the increasing casualisation of the teaching workforce, the well-being and status of casual relief teachers (CRTs) can be seen as an area of concern, at risk of ‘flexploitation’. More than just a convenient labour pool, CRTs operate on the margins of school communities, a space fraught with a range of issues. In many instances, CRTs experience less job satisfaction; less rapport with students and colleagues and less access to school information, professional development, resources and teaching materials. This article draws on a positioning theory to frame the discursive production of CRT selves within the neoliberal milieu. It offers a detailed analysis of collective biographies that explore narrative formations of casual teaching. Schooling discourse is replete with metaphorical language that frames teacher positioning, and a range of existing metaphors in CRT literature highlight their vulnerability in particular. Rather than offering an analysis that addresses casual teacher performance as a problem to be solved, this article proposes that the relationship between ‘structural marginalisation and the ‘othering’ that CRTs can experience is associated with the politics of market-related performativity. 相似文献
70.
Jennifer Gore Rosie Joy Barron Kathryn Holmes Maxwell Smith 《The Australian Educational Researcher》2016,43(5):527-549
Internationally, the quality of teachers is a growing focus of educational reform, with new policies attempting to ensure that only the ‘best and brightest’ are selected for the teaching profession. This article tests the assumption underpinning these developments that prospective teachers lack the desired academic and personal qualities. Drawing on data on the career aspirations of 6492 Australian school students in Years 3–12, we investigated who, among these students, expressed interest in teaching and their reasons for doing so. Using logistic regression, we found that interest in teaching was widespread and prior academic achievement was not a significant predictor. Thematic analysis of reasons expressed for interest in teaching indicated that working with children and/or in specific subject areas, altruism, and perceptions of personal suitability for the job dominated student responses. These data provide a counter-narrative to the primacy, in policies for teacher recruitment and selection, of needing to attract ‘better’ students. We argue that policies for improving teacher quality should also capitalise on the widespread interest in teaching among school students. Without such a discursive broadening, we caution that current attempts to attract the ‘best and brightest’ risk undermining the very goals espoused. 相似文献