Search results for: Secondary schools
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The purpose of this article is to explore why mentoring is preferred over coaching when supporting pre-service teachers, compared with other stages in a teacher’s career where coaching is more readily available. The findings point towards an imbalance in the use of mentoring and coaching within education, with a particular underuse of coaching for pre-service teachers. Some mentoring interventions are founded on a deficit model; therefore mentors of pre-service teachers could be helped and supported to make greater use of a mentor-coach integrated asset-based approach, which encourages the use of reflection and self-directed learning.
Updated: Nov. 02, 2015
Three secondary schools in Amsterdam decided to facilitate teachers in their schools to engage in practice research. The overall aim of the pilot programme was to connect the three elements of teaching, development and research to each other and to embed them in the schools’ practice in such a way as to increase their capacity for innovation. The authors conclude that this research shows the importance of teamwork. Furthermore, teacher researchers need to be given a clear position and status within the school. Finally, the school management can also help ensure that the results of the research are actually used within the school by giving the teacher researchers a leading role in team meetings and study days.
Updated: Oct. 23, 2013
The Different Learning Opportunities Afforded Student Teachers in Four Secondary School Subject Departments in an Initial Teacher Education School–University Partnership in England
The present paper highlights how different types of learning opportunities are available in school subject departments for student teachers even when they are working in the same school and within the same PGCE partnership scheme. This article derives from a year-long doctoral ethnographic study exploring initial teacher education (ITE) work with 15 student teachers in four subject departments (geography, history, modern foreign languages (MFL) and science) in one secondary school (for 11- to 18-year-old pupils) in the south of England. The discussion concentrates on three different types of learning were identified in relation to ITE in the subject departments: Learning by imitation, Learning by enculturation and Learning by innovation.
Updated: May. 21, 2012
The Relationship between Departments as Professional Communities and Student Achievement in Secondary Schools
This study explores the relationship of mathematics departments perceived as professional communities and student achievement in Dutch secondary schools. The findings reveal that those departments that focus on reflective dialogue, collaborative activity, shared vision and student achievement are associated with successful schools and higher student achievement.
Updated: Feb. 16, 2012
This article reports findings from a study which explored undergraduate perceptions of the Student Associates Scheme in England (SAS). Findings show that the SAS school placements were a positive experience for the students participating in this study.
Updated: Aug. 23, 2011
Assessment of, for, and as Learning Within Schools: Implications for Transforming Classroom Practice
The current study explored teachers' and administrators understanding and use of “assessment of, for, and as learning”. The sample consisted of 18 administrators and 20 teachers from two school districts in southern Ontario, Canada. One of the key findings from this study is that teachers in both panels tended to over-emphasize assessment of learning techniques, whereas a minority used assessment for and as learning on a consistent basis.
Updated: Jul. 26, 2011
This paper attempts to unpack the complexity of teachers' professional knowledge construction in Assessment for Learning. The article presents a qualitative study of a school-based AfL Project which took place in a secondary school in Hong Kong.
Updated: Jul. 05, 2011
This paper is a study of one teacher’s reflections on a sequence of algebra lessons at the secondary school level. Furthermore, the paper explores a range of theoretical issues about identity construction, about knowing, and about effective practice.
Updated: May. 26, 2011
The current paper reports on research which explored the experiences of six digitally able beginning teachers during their first year in secondary schools. The author used a complexity theoretical framework to examine the barriers and enablers that influenced the integration of digital technologies into teaching practice.
Updated: Apr. 04, 2011
This paper attends to all four dimensions of listening: cognitive, moral, aesthetic, and political aspects. However, the paper focuses on the political aspect. The author argues that listening requires attention to the social identities inevitably communicated through speech. The case study presented in this article comes from a yearlong study of a ninth-grade English and history class in an urban American school that served ethnically diverse working-class children. The author concludes that the findings that we inevitably listen for identity and that listening requires attention to patterns beyond the speech event.
Updated: Nov. 23, 2010