Search results for: Teacher student relationship
Page 8/10 95 items
Teacher Identity in the Context of Literacy Teaching: Three Explorations of Classroom Positioning and Interaction in Secondary Schools
This article presents the results of three separate studies of literacy teaching and learning in the U.S. that explore the social functions of language, specifically focused on the identity development of literacy learners and teachers.
Updated: May. 09, 2010
In this essay, the author takes a serious look at constructivist teaching practices highlighting both the promises and potential problems of these practices. The author argues that constructivist teaching has often been misinterpreted and misused, resulting in learning practices that neither challenge students nor address their needs. The author also presents two examples that illustrate the effective use of constructivist teaching and explains what makes them successful. The author concludes that as evidenced by the examples, constructivist teaching can produce tremendous results when used correctly and judiciously; it can also lead to poor results and ineffective learning when it is misconstrued or misused.
Updated: Jan. 31, 2010
Pedagogical Beliefs, Activity Choice and Structure, and Adult–Child Interaction in Nursery Classrooms
A qualitative analysis of four cooking activities undertaken in two nursery classes reveals relationships between the adults' pedagogical beliefs, the choice and structuring of activities, and the nature of adult–child participation. Analysis of the data reveals a dichotomy in the cooking activity choices made by the adults between baking recipes which required a high level of adult control, and other cooking activities which required minimal adult intervention.
Updated: Jan. 12, 2010
Alignment, Cohesion, and Change: Examining Mathematics Teachers’ Belief Structures and their Influence on Instructional Practices
This collective case study explored the relationship between mathematics teachers’ beliefs and their classroom practices, namely, how they organized their classroom activities, interacted with their students, and assessed their students’ learning. Five high school teachers of ninth-grade algebra at different stages in their teaching career participated in this study.
Updated: Dec. 24, 2009
Examining the Unexpected Sophistication of Preservice Teachers’ Beliefs about the Relational Dimensions of Teaching
Research on preservice teachers’ beliefs about professional teaching capabilities indicates strong attention to the relational dimension. In this article, the author positions preservice teachers’ attention to teacher–student relationships as a form of professional knowledge.
Updated: Dec. 15, 2009
In this article, a teacher action researcher describes how he investigated ways to enhance student engagement in the required reading. The article begins by setting research context in Greece, and goes on to describe the action research project. The author focuses on the students' active involvement in the process. The article concludes that, in an action research framework, the teacher-students negotiation organizes student intervention quite effectively and allows us to consult the student's voice.
Updated: Nov. 25, 2009
This paper describes how a blogging exchange between pre-service teachers and elementary school children was used as part of a social studies pedagogy course. The objective of this exchange was to develop the pre-service teachers’ understanding of children’s differing learning needs, interests and learning styles while the children were immersed in developing subject-specific content knowledge. The experience was mutually beneficial for both the children and the pre-service teachers. Recommendations include increased emphasis on training both pre-service teachers and children on how to use blogs and how to frame questions and responses prior to incorporating a blogging experience.
Updated: Nov. 16, 2009
Through this study researchers sought to evaluate the effects of qualification on instructional delivery modes of practicing preschool teachers in Nigeria. The sample consisted of 93 preschool teachers and 2,859 pupils aged 4 to 5 years. The results revealed that none of the teachers observed had preschool education training, and teacher whole-class interaction characterized by direct instruction was the prevailing approach.
Updated: Oct. 27, 2009
Forms of Mathematical Interaction in Different Social Settings: Examples from Students’, Teachers’ and Teacher–Students’ Communication about Mathematics
This study investigates forms of mathematical interaction in different social settings. One major interest is to better understand mathematics teachers’ joint professional discourse while observing and analyzing young students mathematical interaction followed by teacher’s intervention. The epistemological analysis of mathematical sign-systems in communication and interaction in these three settings which described in this article gives evidence of different types of mathematical talk.
Updated: Jun. 11, 2009
An Adult Attachment Perspective on The Student–Teacher Relationship and Classroom Management Difficulties
To maintain a professional identity, teachers are to some degree dependent on their student's mental representations of, and interactions with, them. The attachment styles of 291 pre-service and experienced elementary and secondary school teachers were examined in this article. Significant differences were found for teacher type (elementary versus secondary), experience, age and gender.
Updated: Jun. 03, 2009