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121.
Michelle Fava 《The International Journal of Art & Design Education》2020,39(2):319-332
This research surveys changing attitudes to drawing pedagogy, in the context of digitisation, moves toward student‐centred learning in art & design higher education, and anecdotal reports of declining competence. Based on student, teacher and examiner’s experiences, it has been possible to gain insights into how drawing instruction has changed over the past generation. This article examines the attitudes, values and concerns of students and educators regarding drawing instruction. The study reveals that, in the UK, drawing skills are considered to be gradually declining, while traditional notions of skill are called into question. Drawing as a means of visual recording, representation and communication remains valued, although no longer essential as it once was; drawing to augment thought process is increasingly recognised as an integral skill which enables innovation. The latter is rarely ‘taught’ but relies on core competencies that many lecturers fear are being eroded. Increasing value is placed on drawing ‘as process’, as provision is moving towards individualised instruction requiring students to work independently. While new technologies are a factor, this article re‐frames the issue as an imbalance between creative outcomes and creative process, with a disparity between school and university levels. This article calls for a renewed emphasis on ‘drawing as process’ as preparation for university, and for further consideration of the core competencies underpinning the use of drawing as a tool of thought, and how these might be standardised. 相似文献
122.
Once upon a time, there was a little girl; once upon a time, she was polishing her nail in her yard with her friend like a young woman; once upon a time, this world is such a beautifill and perfect place for her; once upon a time, she was me.Once upon a time, she sang loud and clear with her little voice as if she had been the greatest singer in the world without shyness; once upon a time, she has so many dreams to be fulfilled; once upon a time, she has a heart as pure as an mborn baby. 相似文献
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124.
Alma Harris Michelle Jones Donnie Adams Kenny Cheah 《School Leadership & Management》2019,39(1):76-95
This article provides a review of the contemporary instructional leadership research base in Malaysia. The core aim of this review is to assess the recent knowledge base on instructional leadership in Malaysia and to evaluate its current contribution to the existing international literature. The article explores a range of published material that has focused explicitly on instructional leadership and instructional leadership practices in Malaysia, including that written in Bahasa Malaysia. The article outlines the findings from the review and highlights certain strengths and limitations. The article concludes by identifying areas for further enquiry and investigation. 相似文献
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Anthony I. Byers Michelle Ko Jennifer LoCasale-Crouch David W. Grissmer 《Early education and development》2016,27(7):976-1003
Research Findings: This study examined the contribution of several class-room experience measures (classroom characteristics, teacher characteristics, and teacher–child interactions) to preschoolers’ improvement in visuomotor integration. Children (N = 467) ranged in age from 3 to 5 years old and were enrolled in 115 classrooms in 5 U.S. states. Children’s visuomotor integration was measured twice (on average 5.2 months apart) using the Beery-Buktenica Developmental Test of Visual-Motor Integration (visuomotor integration subtest). Hierarchical linear models controlling for background characteristics and inhibitory control showed that children improved more in visuomotor integration when they were in classrooms with fewer 3-year-olds, when their teacher had at least a bachelor’s degree, and when teachers demonstrated high quality in their interactions. Practice or Policy: Visuomotor integration, and specifically the ability to copy designs with a writing utensil, is a robust indicator of children’s school readiness and longitudinal achievement. U.S. preschoolers gained more on visuomotor integration in classrooms with fewer 3-year-old children that were taught by a college-educated teacher and when such classrooms provided high-quality organizational and instructional interactions. These results expand the outcomes linked to early childhood education experiences and emphasize the need for well-prepared early childhood teachers who interact with children effectively. 相似文献
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128.
Michelle Helms-Lorenz Wim van de Grift Ridwan Maulana 《School Effectiveness & School Improvement》2016,27(2):178-204
The teaching profession faces a shortage as well as a decline of teaching skills. A possible way to mitigate this is to implement evidence-based induction arrangements. Seventy-one schools with 338 beginning secondary education teachers were randomly allocated to an experimental or a control group. The experimental schools used induction arrangements; the authors measured the effects of these arrangements by using repeated lesson observations and by comparing the rates at which beginners in the control and experimental groups left the teaching profession. Three years later, 14% of the control group and 12% of the experimental group had left. Leaving the profession could be explained by a lack of certification and low initial teaching skill levels. The experimental group exhibited greater improvement in teaching skills compared to the control group. Workload reduction influenced the skill level negatively, and coaching and observing had a strong positive influence on the skill level in Year 3. 相似文献
129.
Effective teachers are characterized by their abilities to make thoughtful, deliberate, and informed adaptations while teaching (Hoffman & Pearson, 2000). These in-the-moment teaching decisions are guided by a complex web of teacher knowledge. Raising teachers' awareness of the decisions they make on a moment-by-moment basis may aid in thoughtful, more deliberate decision-making and more robust instruction. We charge that preservice teachers can acquire this skill, as well. This article highlights practices employed in preservice teacher education courses as a means to promote awareness of, and engagement with, in-the-moment teaching decisions. Using examples from mathematics, social studies, and literacy methods courses, we describe our processes to intentionally cultivate preservice teachers' adaptive teaching skills through metacognitive decision-making. 相似文献
130.
Disciplinary attitudes and practices of low-income black mothers were examined. Mothers were interviewed about their parenting attitudes and control practices, and their responses were coded in terms of the degree to which they took a parent- versus a child-oriented approach to discipline. Mothers in the sample varied widely in their attitudes toward physical punishment, and mothers who used power-assertive techniques were as likely to take the child's perspective and give input into the socialization process as those who did not. Factors associated with maternal disciplinary styles included: maternal education, father absence, maternal age, and self-reported religious beliefs. Findings are discussed in terms of the variability in disciplinary practices in this population, as well as the factors contributing to these individual differences. 相似文献