Search results for: Gillies Robyn M.
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Understanding the Lived Experiences of Novice Out-Of-Field Teachers in Relation to School Leadership Practices
This article presents a study, which aimed to investigate the lived experiences of these teachers, how principals’ understanding and leadership styles influence the lived experiences of novice out-of-field teachers, and what these lived experiences mean for school leaders. The article highlights perceptions of school leaders and novice out-of-field teachers about out-of-field teaching. It concludes with a discussion on the interrelationships between school leaders’ understanding, novice teachers’ lived experience and what it means for the teaching environment.
Updated: May. 12, 2015
This study had two purposes. First, it aimed to provide an analysis of the types of questions teachers use to promote thinking, problem-solving and reasoning in their students. Second, it aimed to provide an analysis of the types of discourse the students used to problem-solve and reason during their small group discussions. The results showed that the teachers used a range of questioning strategies from those that probed for information and challenged children’s perspectives to those higher-level questions that required children to provide reasons, make connections or think meta-cognitively.
Updated: Aug. 01, 2012
Cooperative learning (CL) is a documented pedagogical practice that promotes academic achievement and socialization. This study reports on the perceptions of 10, middle-year teachers who implemented cooperative learning in a unit of work across two school terms. The data indicated that while the teachers had positive experiences with CL, a number encountered difficulties with implementing it in their classrooms. Issues identified included students socializing during group activities and not working, managing time effectively, and the preparation required.
Updated: Aug. 22, 2010