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Allan B. de Guzman Ramon Kristoffer C. Torres Millard M. Uy Joseph Bryan F. Tancioco Elmore Y. Siy Jomar R. Hernandez 《Asia Pacific Education Review》2008,9(4):487-502
Caring, as a universal human phenomenon, should permeate elementary, secondary and tertiary level instruction. The practice
of teaching, especially at the tertiary level, is not only substantial and procedural but relational as well. To teach with
a heart is the essence that makes teaching a form of caring. When teaching is viewed as a form of caring, teachers become
relational geniuses in their own right. This study is an attempt to segment Filipino college students’ views (n=1000) of their
teachers’ caring behavior and their orientations as cared-for individuals. The identified clusters of teacher roles that indicate
caring behavior imply that acts of teaching become acts of caring depending on how the teachers, theefficient cause of education, perform their ordinary tasks in the context ofextraordinariness. Such extraordinariness spells out a big difference in the way teachers practice the so-calledsingle loop caring or caring visibility anddouble- loop caring or caring presence. The former refers to teaching from the heart while the latter pertains to teaching with a heart. Interestingly, the extent
to which teachers’ caring behavior is felt and experienced by the students positively shapes their orientations as cared-for
individuals. 相似文献
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Even though several studies have reported positive attitudinal outcomes from context-based chemistry programs, methodological obstacles have prevented researchers from comparing satisfactorily the chemistry-learning outcomes between students who experience a context-based program with those who experience a content-driven program. In this narrative inquiry we are able to address the question: how do the recalled experiences of a student and her teacher in context-based and concept-based chemistry programs compare? From the student’s unique perspective of experiencing both programs with the same teacher, we have constructed our collective account around four themes; namely, the extent to which the student makes connections between chemistry concepts and real-world contexts, developing research independence through engaging in extended experimental investigations related to contexts, learning chemistry concepts through contexts, and conceptual sequencing in a context-based program. The student reported real-world connections between chemistry concepts and contexts, found her engagement in the context-driven tasks interesting and productive, and identified connected sequences of concepts across the contexts studied. Despite difficulties for teachers who are required to shift pedagogies, the student’s lived experiences and outcomes from a context-based program provide some encouragement in working through these issues. 相似文献
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Phillips Galloway Emily Qin Wenjuan Uccelli Paola Barr Christopher D. 《Reading and writing》2020,33(1):13-44
Reading and Writing - Learning to use language in order to complete source-based writing tasks is a challenge for middle grade writers worthy of additional study, especially given that these tasks... 相似文献
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This study used a within-subjects design to explore two instructional conditions for developing vocabulary in second-grade Spanish-speaking English learners (ELs)—extended instruction and embedded instruction implemented during shared interactive reading. Words assigned to the extended condition were directly taught using a multifaceted approach that included visuals, bilingual definitions, examples, spelling, and partner-talk about the words’ meaning. Words assigned to the embedded condition were taught solely through brief definitions to embedded text, writing activities, and songs. In the control condition students heard the target words read aloud during shared interactive reading but without definitions or direct instruction. The study also explored the interaction between instructional condition and word type. Four types of words—abstract cognates, abstract noncognates, concrete cognates, and concrete noncognates—were randomly assigned to each condition. Nine teachers in four schools and 187 second-grade ELs participated in this within-subjects intervention, which took place in transitional bilingual classrooms. Findings indicated that across all word types, both extended and embedded instruction were more effective than the control condition in helping ELs acquire vocabulary. Findings also indicated that extended instruction was more effective then embedded instruction for all word types except concrete cognates suggesting that these young Spanish-speaking ELs were advantaged by word knowledge in their home language. Finally, while embedded instruction was less effective than extended instruction, it was much more effective than a control condition. Embedded instruction takes significantly less preparation and instructional time than extended instruction, offering teachers a practical way to teach more vocabulary to ELs. 相似文献
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