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This article examines the design of a professional development model that aims to improve student achievement. This model has been designed by combining and supplementing elements from school-improvement literature and existing professional development models. Existing models from two largely independent approaches to professional development of teachers were examined for the presence of nine principles for effective school improvement. On the basis of this examination six aspects from the existing models were incorporated in the new model (presentation of theory, demonstration of skills, practice in a secure environment, pre-conference, observation and post-conference). Three further aspects were added to ensure compliance with all nine principles for effective school improvement (creation of the appropriate conditions, evaluation and monitoring conference and a focus on goals at school, teacher and student level). 相似文献
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This study investigates Swedish biology teachers’ inclusion of proteins when teaching genetics in grade nine (students 15–16 years old). For some years, there has been a call to give attention to proteins when teaching genetics as a means of linking the concepts ‘gene’ and ‘trait’. Students are known to have problems with this relation because the concepts belong to different organizational levels. However, we know little about how the topic is taught and therefore this case study focuses on how teachers talk about proteins while teaching genetics and if they use proteins as a link between the micro and macro level. Four teachers were recorded during entire genetics teaching sequences, 45 lessons in total. The teachers’ verbal communication was then analyzed using thematic pattern analysis, which is based in systemic functional linguistics. The linguistic analysis of teachers’ talk in action revealed great variations in both the extent to which they used proteins in explanations of genetics and the ways they included proteins in linking genes and traits. Two of the teachers used protein as a link between gene and trait, while two did not. Three of the four teachers included instruction about protein synthesis. The common message from all teachers was that proteins are built, but none of the teachers talked about genes as exclusively encoding proteins. Our results suggest that students’ common lack of understanding of proteins as an intermediate link between gene and trait could be explained by limitations in the way the subject is taught. 相似文献
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Ilya Zitter Elly De Bruijn P. Robert Jan Simons Th. J. Ten Cate 《Higher Education》2011,61(4):371-386
How to design learning environments leading to learning-, thinking, collaboration- and regulation skills which can be applied
to transferable, knowledge oriented learning outcomes is still controversial. We studied the designs of learning environments
in innovative higher professional education more closely. To characterize learning environments we identify designable elements
and position them on a scale ranging from specified, to emergent elements. Next, the main problems with the designs are identified.
We introduce adaptive elements as a potential solution. We observed participants adapting such elements to suit their own
needs or the needs of others. The designable and adaptive elements fulfill a dual function: they should offer contextual clues
that would be available in professional practice and scaffold learners in need of support. 相似文献
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Leanne Lester Donna Cross Thérèse Shaw Julian Dooley 《Cambridge Journal of Education》2012,42(2):213-233
This study aimed to investigate the causal pathways and factors associated with being involved in bullying behaviour as a bully-victim using longitudinal data from students aged 11–14 years over the transition time from primary to secondary school. Examination of bully-victim pathways suggest a critical time to intervene is prior to transition from the end of primary school to the beginning of secondary school to prevent and reduce the harm from bullying. Negative outcome expectancies from bullying perpetration were a significant predictor of being a bully-victim at the end of the first year of secondary school. The findings show an association between peer support, connectedness to school, pro-victim attitudes, outcome expectancies and level of bullying involvement. Implications for intervention programs are discussed. 相似文献