scholarly journals Peer-pairing sessional staff in a large first year Science unit as a form of supportive academic development

2020 ◽  
Vol 17 (1) ◽  
pp. 4-22
Author(s):  
Tricia Wevill ◽  
◽  
Julia Savage ◽  
Keyword(s):  
Classroom Management ◽  
Effective Means ◽  
Teaching Experience ◽  
Teaching Staff ◽  
First Year ◽  
Student Interactions ◽  
Teacher Student ◽  
University Life ◽  
Context Specific ◽  
Science Subject

This study evaluated how the pairing of sessional teaching staff in a large first-year undergraduate science subject provided context-specific professional development for sessional teaching staff. We used a likert-scale questionnaire to ask sessional staff to rate how effectively peer-pairing in the classroom contributed to a range of teaching skills and capacities. Irrespective of the level of teaching experience, all sessional teaching staff rated the pairings as very beneficial to extremely beneficial for support with subject content. Lesser-experienced peers also found the pairings to be very beneficial to extremely beneficial for developing classroom management and student interaction techniques. This evaluation of peer-pairing in a large first-year science subject demonstrates the strategy can be an effective means of providing teaching development opportunities for sessional teaching staff, and facilitates particular teacher-student interactions to engage students in discipline-based discourse about their learning and their transition to university life

Affective stances in teacher-novice student interactions: Language, embodiment, and willingness to learn in a Swedish primary classroom

2012 ◽  
Vol 41 (5) ◽  
pp. 641-670 ◽  
Author(s):  
Asta Cekaite
Keyword(s):  
Language Socialization ◽  
Classroom Community ◽  
First Grade ◽  
First Year ◽  
Cultural Patterns ◽  
Student Interactions ◽  
Moral Socialization ◽  
Teacher Student ◽  
Longitudinal Tracking ◽  
Teacher Student Interactions

AbstractThe present study explores a child, language, and cultural novice's affective and moral socialization during her first year in a Swedish first-grade classroom. Within the language socialization framework, it focuses on the lexicogrammatical and embodied organization of the novice's affectively charged noncompliant responses to (teacher) instructional directives, and the teachers' socializing responsive moves (contextualizing them within local and wider societal values and ideologies). The methods adopted combine a microanalytic approach with ethnographic analyses of socialization within a classroom community.Longitudinal tracking of the novice's stances demonstrated a trajectory across which socialization into normatively predictable cultural patterns did not occur. As shown, the student's affective stances and the teachers' socializing responses were consequential for the emergence of her “bad subject,” that is, her socioculturally problematic identity (from a “resigned” to an “oppositional” student who was “unwilling” to learn). Such deviant cases, it is argued, provide insights into the contested and dynamic aspects of second language socialization and demonstrate how affective (and moral) stances are mobilized as resources in the indexing of institutional identities. (Language socialization, language novice, affective stance, teacher-student interactions, directive sequences, embodiment, volition)*

A Model for Effective Practice: Dialogic Inquiry with Students who are Deaf

2002 ◽  
Vol 68 (4) ◽  
pp. 485-502 ◽  
Author(s):  
Connie Mayer ◽  
C. Tane Akamatsu ◽  
David Stewart
Keyword(s):  
Teaching And Learning ◽  
First Year ◽  
Pedagogical Practice ◽  
Student Interactions ◽  
Teacher Student ◽  
Communicative Practice ◽  
Teacher Student Interactions ◽  
Dialogic Inquiry ◽  
Education Of Students

The data presented in this study come from the first year of a 4-year research project which has been undertaken to develop a model to describe exemplary communicative practice in the education of students who are deaf. Based on extensive videotaping of teacher-student interactions across a range of ages and subject areas, with participants using a variety of signed communication forms, the nature of this signed classroom discourse is considered with respect to: (a) how it mediates the activity of teaching and learning, and (b) how it encompasses more than the linguistic quality of the signed communication. Dialogic inquiry is proposed as a framework for conceptualizing a model of effective pedagogical practice in the education of learners who are deaf.

scholarly journals Student Teachers' Interactions with Students during Middle School Physical Education Game Play

2008 ◽  
Vol 14 (2) ◽  
pp. 20-25
Author(s):  
David BARNEY ◽  
Gary LIGUORI
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Teaching Experience ◽  
Game Play ◽  
Student Interactions ◽  
Teacher Student ◽  
Course Work ◽  
Physical Education Majors

LANGUAGE NOTE | Document text in English; abstract also in Chinese. Teacher/student interactions are a daily occurrence during a class period. What the teachers say, and how they say it, can affect student learning (Rink, 2002). The purpose of this study was to investigate the types of interactions student teachers had with the students during their middle school physical education game play. The subjects were two male senior physical education majors who were concluding their course work with their student teaching experience. For this study students wore a wireless microphone in order for the researcher to hear the types or interactions they had with their students during class time. It was found that these student teachers generally had positive and general interactions with students. Many of the interactions that were given usually included the word “good” or “nice” in it. It is recommended that student teachers are more specific in their interactions with students during class work. 老師與學生的互動作用是在學校內常見的現象。老師所説的和所做的事情都能夠影響學生的學習(Rink, 2002)。這項研究的目的是調查師生之間互動作用的種類，實習教師與學生的體育遊戲活動。本研究以兩位男性體育教師為對象，了解他們與學生的互動行為。學生佩帶一個無線話筒，研究員能聽見所表現的互動行為。結果顯示實習教師與學生一般有正面的互動作用。教師時常給予互動作用的詞語有「好」，這是一種很多的師生互動。

scholarly journals Transition from Primary to Secondary School Mathematics: Students’ Perceptions

2012 ◽  
Vol 2 (1) ◽  
pp. 31-43
Author(s):  
Catherine Attard
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
First Year ◽  
Mathematics Students ◽  
Longitudinal Case Study ◽  
Student Interactions ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
South Wales ◽  
Pedagogical Relationship

During a longitudinal case study on engagement in Australian middle school years mathematics, 20 students in their first year of secondary school in Western Sydney, New South Wales, were asked about their experiences of the transition to secondary school in relation to their experiences of mathematics teaching and learning. Changes and disruptions in teacher-student relationships were a major cause of concern. This was due to fewer opportunities for teacher-student interactions and a heavy usage of computer-based mathematics lessons during the first months of secondary school. Findings indicate that a strong pedagogical relationship is a critical foundation for sustained engagement in mathematics during the middle years.

scholarly journals Honouring Roles: The Story of a Principal and a Student

2012 ◽  
Vol 22 (1) ◽  
Author(s):  
Jerome Cranston
Keyword(s):  
Student Success ◽  
Lived Experience ◽  
Principal Leadership ◽  
Educational Practice ◽  
Teaching Staff ◽  
Student Interactions ◽  
Teacher Student ◽  
Inquiry Approach ◽  
Student Relationship ◽  
The Individual

The importance of the teacher-student relationship in educational practice is well established, as is the idea of principal leadership in relationship to staff. Even though principal leadership is regarded as a factor in student success, the principal’s effect is usually assumed to take place via the teaching staff. There is an absence of research about the “lived experience” of direct principal-student relationships that shed lights on the ways in which these relationships play a role in student success and principal transformation. This paper presents two narratives written about a particular set of principal-student interactions experienced by the researcher (principal) and participant (student).  The analysis uses a narrative inquiry approach to explore both the individual and collective meanings of this principal-student relationship. The stories and their derived meanings have the potential to enliven and  influence educational practice as they explore the subtleties of the principal-student relationship.

Delivering Engaging Instruction

2017 ◽  
Author(s):  
Birch P. Browning
Keyword(s):  
Classroom Management ◽  
Effective Teachers ◽  
Instructional Delivery ◽  
Student Interactions ◽  
Guided Practice ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
Engaging Instruction ◽  
Asking Questions ◽  
Delivery Strategies

classroom management (physical setup, movement between classes, and group activities) and classroom discipline (the creation of rules and the application of consequences). Disruptions obviously interfere with instruction, and effective teachers employ instructional delivery strategies to limit disruptions and maximize learning. These strategies include organizing the classroom, establishing various routines, managing teacher-student interactions, asking questions that encourage thoughtful responses, guiding student-focused work, keeping the students engaged in the learning process, and differentiated instruction—customizing teaching to meet diverse students’ needs. The principles of guided practice are explained.

scholarly journals Segregation within integrated schools: Racially disproportionate student-teacher assignments in middle school

2020 ◽  
Vol 28 ◽  
pp. 170
Author(s):  
Tracey A. Benson ◽  
Amber Bryant ◽  
Tuba Gezer
Keyword(s):  
Middle School ◽  
Latino Students ◽  
Effective Means ◽  
Racial Segregation ◽  
Teaching Experience ◽  
Experienced Teachers ◽  
Middle School Math ◽  
Teacher Student ◽  
Negative Impacts ◽  
Black And Latino

Racial segregation has been an ongoing issue in American education and one of the leading contributors to the racial achievement gap. Prior to the Brown v. Board decision of 1954, Black Americans were legally relegated to substandard schools and educational opportunities. Post-Brown, racial segregation continues to manifest as a result of de facto segregation and second-generation segregation. Moreover, the predominantly White teaching force – a negative consequence of desegregation – has been linked to poorer outcomes for Black and Latino students. Our study examines trends in racially disproportionate assignment of Black and Latino students to less experienced teachers than their White counterparts. Specifically, our analysis illustrates statistically significant trends in the assignment of less experienced teachers to Black and Latino students in middle school math over several years. This analysis contributes to the recent research phenomenon of measuring the cumulative pattern of racially disproportionate teacher-student assignments over time as a particularly effective means of understanding the effects of systematic and sustained inequalities on academic achievement. Across several grades and content areas of instruction, we found that the race of students was related to the teaching experience of their teachers. Our findings illustrate the negative impacts of racial segregation on students of color and supports the need for more intervention and administrative intentions regarding teacher-student assignments and racial equity in schools.

scholarly journals Challenges to Internationalisation of University Programmes: A Systematic Thematic Synthesis of Qualitative Research on Learner-Centred English Medium Instruction (EMI) Pedagogy

2021 ◽  
Vol 13 (22) ◽  
pp. 12642
Author(s):  
Murod Ismailov ◽  
Thomas K. F. Chiu ◽  
Julie Dearden ◽  
Yukiko Yamamoto ◽  
Nigora Djalilova
Keyword(s):  
Large Scale ◽  
Teaching Staff ◽  
University Administrators ◽  
Student Interactions ◽  
Course Content ◽  
Thematic Synthesis ◽  
Teacher Student ◽  
English Medium Instruction ◽  
English Speaking ◽  
Critical Appraisal Skills

As many universities in non-Anglophone countries have committed to internationalising their academic programmes, more content courses in Arts and Sciences are being taught in English. When content courses are taught in English in a country where English is not the first language, this is called English Medium Instruction (EMI). Using specific country cases, previous studies have confirmed that an EMI course can pose many challenges to the learning of course content by students. To date, there have been few attempts to examine these challenges through a large-scale qualitative prism, which would be useful for gaining new insights in order to inform policy as well as classroom interventions. In this systematic thematic synthesis we have aimed to identify the obstacles to implementing learner-centred pedagogy in EMI tertiary programmes, focusing on student perspectives. The Critical Appraisal Skills Programme (CASP) and Consolidated Criteria for Reporting Qualitative Studies (COREQ) were used to appraise and synthesise 40 empirical articles. The articles included 1769 participants in 20 non-Anglophone countries and jurisdictions. The participants were both local and international non-native English-speaking students enrolled in EMI courses. The synthesis yielded 46 descriptive themes stratified into six analytical domains. The suggested domains are meta/linguistic, instructional, meta/cognitive, socio-cultural, affective, and institutional obstacles. They suggest that students in different regions faced quite similar challenges in their EMI courses. The challenges consist of inadequate use of English by students and lecturers, and a lack of student-centred pedagogy, particularly in teacher–student and student–student interactions. The findings of most learner-centred EMI studies revealed that the main challenges came from English comprehension (the first three suggested domains); fewer studies included factors related to the learning environment (the last three domains). This review can inform university administrators, teaching staff and researchers engaged in internationalising higher education and aid in designing appropriate EMI programmes that offer better learner-centred educational experiences.

scholarly journals Team-taught vs sole-taught anatomy practical classes: Enhancing the student learning experience

2021 ◽  
Vol 18 (3) ◽  
pp. 30-48
Author(s):  
Laura Y. Whitburn ◽  
◽  
Meg Colasante ◽  
Heath McGowan ◽  
Diane L. Hughes ◽  
...  
Keyword(s):  
Student Learning ◽  
Learning Experience ◽  
Human Anatomy ◽  
Student Diversity ◽  
Teaching Staff ◽  
Multiple Perspectives ◽  
Student Interactions ◽  
Allied Health Students ◽  
Teacher Student ◽  
Parametric Testing

Practical classes are an integral part of learning human anatomy. The importance of utilising 3-dimensional resources (such as cadavers and skeletons) is only overshadowed by the teacher/student interactions when determining a positive learning experience. As student diversity in Higher Education increases, teaching approaches must also evolve. This study was developed in response to increased student diversity within an anatomy course. It aimed to compare allied health students’ perceptions of anatomy practical classes delivered via two different formats. In 2018, a team-taught format (comprising a lead demonstrator (LD), clinical demonstrator (CD) and near-peer demonstrator (NPD)) was introduced at the large, metropolitan campus, while the smaller regional campus continued the sole-taught format. Student data were collected via anonymous online surveys and interviews. Quantitative data were analysed using ANOVA or appropriate non-parametric testing and qualitative data underwent thematic analysis. Satisfaction scores significantly increased at the team-taught metropolitan campus compared with 2017 when all practical classes were sole taught. Four key themes were realised with the teamtaught format: Improved student learning experience; Diverse perspectives; Demonstrator characteristics (Nurturing expert (LD); inspiring clinical contextualiser (CD); relatable study advisor (NPD)); Confidence and approachability. Findings demonstrated that both sole- and team-taught anatomy practical classes can provide students with a positive learning experience; however, a team-taught format of practical classes may provide students with a richer learning experience. The multiple perspectives of different demonstrators were highly valued by students and should be considered as an important approach to teaching students with diverse academic credentials, backgrounds and learning experiences. The interaction between students and teachers is key to instilling motivation and active participation, especially during practical sessions. Stressing key pedagogical (andragogical) principles such as introducing clinical examples and sharing personal experiences can be enhanced if the background of the teaching staff is varied.

scholarly journals Transitioning into Teaching as a Second Career: Skill Carry-Over, Professional Experience, and Classroom Performance

2020 ◽  
Vol 13 (12) ◽  
pp. 88
Author(s):  
Abdulaziz S. Alharbi
Keyword(s):  
Teacher Training ◽  
Classroom Management ◽  
Student Teachers ◽  
Teaching Experience ◽  
Teaching Profession ◽  
Group Method ◽  
Second Career ◽  
Student Interactions ◽  
Carry Over ◽  
Training Programmes

The present study aims to identify the motivations of those who move to the teaching profession from pre-existing careers in other areas, and to explore the transferrable skills and experiences they bring with them to the classroom. Participants were selected from among students in a teacher-training program, all of whom had previous careers—in the military, as counselors, as security staff, and in other areas—and all of whom were in the final stages of their in-classroom practical teaching experience. The study used a semi-structured focus group method to elicit self-reports of these student-teachers’ experiences of classroom management, student interactions, and actual approach to pedagogy, as well as their motives for seeking a change of career. The study revealed that the most important factors motivating the switch were a combination of economic ones, such as career stability and salary, and personal, social factors such as the desire to transmit one’s values to the next generation. The results also pointed strongly toward the utility, relevance, and usefulness of prior experience in other careers, and participants noted their own preparedness to manage chaotic social situations or draw on real-world experiences to explain complex or morally difficult ideas. The study supports recommendations that teacher training programmes focus on practical aspects of second-career teacher preparation, and support them in adjusting to their new roles and new identities.

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