面试后5陷阱

Make a blunder in your job interview follow-up, and you may not get the job. 面试后的这些娄子，可能会让你失去已经到手的工作。     

Becoming a problem: Behaviour and reputation in the early years classroom

How does it happen that some children acquire a reputation as a ‘problem’ in school? The article discusses some findings of a qualitative study involving children in the Reception year (ages 4–5). The research focused on problematic behaviour as this emerged within, and was shaped by, the culture of the classroom. A key question for the research was: what makes it difficult for some children to be, and to be recognised as, good students? Using an analytic framework derived from discourse and conversation analysis, we identify some critical factors in the production of reputation, including: the ‘discursive framing’ of behaviour; the public nature of classroom discipline; the linking of behaviour, learning and emotions; the interactional complexities of being (seen to be) good, and the demands on children of passing as the ‘proper child’ required by prevailing discourses of normal development, as coded in UK early years curriculum policy and pedagogy.     

Children and objects: affection and infection

This paper considers young children’s (aged 3–5 years) relations with objects, and in particular objects that are brought from home to school. We begin by considering the place of objects within early years classrooms and their relationship to children’s education before considering why some objects are often separated from their owners on entry to the classroom. We suggest that the ‘arrest’ of objects is as a consequence of them being understood as ‘infecting’ specific perceptions or constructs of young children. We further suggest that a focus on the dichotomy between affection/infection for and of certain objects may offer new possibilities for seeing and engaging with children, thus expanding the narrow imaginaries of children that are coded in developmental psychology, UK early years education policy and classroom practice.     

E-Mentoring in Physical Education

Mentoring can be a critical component of teachers' professional development and retention, yet logistical and fiscal challenges often limit the amount of contact a protégé can have with a mentor teacher. This investigation explored a school district initiative to address this need for more mentor interaction by supplementing traditional face-to-face mentoring with electronic mentoring. Thirty elementary physical education teachers participated in a year-long program that involved workshops, school visits, videotaped lessons, and electronic mentoring via chat rooms. Data were collected from chat room postings and analyzed for frequency of response and quality. In addition, a series of interviews were analyzed via constant comparison process to further understand teachers' perceptions of electronic mentoring. In general, teacher postings were minimal in frequency and quality. The limited use of the chat rooms was likely linked to the teachers' perceptions of electronic mentoring, which included several concerns with the technical and human dimensions of the process.     

Investigating shareable feedback tags for programming assignments

This article presents an investigation into the usage of shareable feedback tags as a way of delivering feedback to three different cohorts of programming students. A series of research questions are examined; these include investigating any perceived benefit from students using feedback tags and exploring how students interact with their feedback. Results indicate that students with both the lower and higher marks in a cohort are more likely to opt to share their feedback and programming work than students with mid-ranged marks. A variety of reasons, both for and against sharing, given by students are discussed. Six categories of student behaviour exhibited during interaction with their feedback have been identified in this article. This article has shown that feedback tags can be used successfully as a form of shareable feedback and that a number of future research possibilities exist that can extend this topic.     

Widening participation to doctoral education and research degrees: a research agenda for an emerging policy issue

Widening participation is on the political agenda but, to date, policy, practice and research has focused on undergraduate education. This article identifies an emerging widening participation focus on doctoral education. Using England as a case study, the article examines this development within the context of the long-standing concern with equity in education, before reviewing the relatively small literature addressing who participates (and why) in doctoral and more general postgraduate education. An analysis of Widening Participation Strategic Assessments produced in 2009 by 129 English Higher Education Institutions (HEIs) reveals an emergent institutional awareness of this new development. Finally, a research agenda for widening participation to research degrees, focusing on research students, HEIs and policy-makers, is outlined. The conclusion calls for this agenda to be pursued at institutional, national and cross-national levels so that future policy can be made and implemented on the basis of a robust evidence base.     

Oral presentation as a form of summative assessment in a master’s level PGCE module: the student perspective

This paper examines the student perception of oral examination on a pre-service teacher education course at the Institute of Education, University of London. Students are required to carry out a school-based project and to present their findings at master’s level to a group of peers and examiners. Initial student evaluations showed the experience to be overwhelmingly positive, yet the qualitative comments suggested there were negative emotions unrepresented in the quantitative data. This study reports on a more detailed evaluation completed by 254 students in the 2009–2010 cohort, which explored the tension between the positive overall student experience and the complex emotions involved. In examining the student perspective in greater depth, it became clear that the combination of a school-based enquiry and an assessed oral presentation created an authentic learning context. Although there were anxieties associated with presenting findings to an audience, students felt there was a constructive alignment between their learning and the mode of assessment and the process supported the students’ developing professional identity.