幼稚園児向けストーリーテリングタスクの分析

日本で保育園が不足している問題に応じて代替教育のオプションが増えています。一つは幼児園というの早期教育の学校という可能性です。いくつかの幼児園で運動技能から英語に至るまで，さまざまなカリキュラムに焦点があてられています。本研究では，東京にある英語幼児園におけるストーリーテリングタスクの説明や分析を行います。この学校では，探究教学法「Inquiry Learning」を用いて児童に教えています。英語イマージョンの環境ですべての科目を英語を用いて教えています。アメリカの小中学校の学科「Language Arts」言語技術に基づく科目もカリキュラムに入っています。一学期で三才児から四才児のクラスで毎日ストーリーテリングタスクを行い，それを録音したものを書き起こし，そのデータを収集・分析しました

The Daily Texan

Texas Student Medi

Examination of Eco-Behavioral Assessments Designed for Understanding Complex Behaviors and Environments.

Second-generation intervention research requires methods for overcoming challenges to understanding complex learning ecologies and interactions of students. Eco-behavioral assessments (EBAs) are one solution to past intervention research challenges. EBAs record the effects of ecological variables in students’ behavior and daily interactions. The utility of EBAs in second-generation research has increased substantially. Numerous EBAs now exist for use with all ages of learners and provide a valid, reliable, and cost effective method for intervention research. This paper examines 18 EBAs as well as software systems designed to support and enhance the use of EBAs. The examination serves as a comprehensive resource to better understand how EBAs can be used in answering complex questions about students’ learning and for advancing second-generation research

Intended or unintended? Issues arising from the implementation of the UK Government’s 2003 Schools Workforce Remodelling Act

The United Kingdom (UK) Government's 2003 Workforce Remodelling Act (DfES, 2003) contained nine key points aimed at supporting teachers and schools to raise educational standards without adding additional workload responsibilities. In September 2005 planning, preparation and assessment (PPA) time was introduced. This allows for all teachers to have 10% of their timetable to plan lessons, prepare resources and assess pupils' work. This raises issues of what 10% of their time, with pupils, teachers relinquish for PPA. One common solution in primary schools seems to have been to employ coaches (particularly football coaches) to teach Physical Education (PE) lessons. The purpose of this study was therefore to identify the knowledge, skill and understanding of a group of community-based football coaches working in PPA time in primary schools and to understand the implications for schools, coaches and coach educators. Results showed that these coaches had very little knowledge of the National Curriculum Physical Education (NCPE) and used a narrow range of teaching methods. Some of their pedagogical decision making had a negative consequence on pupils' learning. Thirteen of the twenty-one coaches studied did not plan in the short, medium or long term. There was evidence of routine action (Dewey, 1933) although there was some evidence of reflection. These findings are discussed in relation to the implications of employing coaches to teach the NCPE in schools and also in relation to what Continuing Professional Development (CPD) coaches need to develop the necessary knowledge, skills and understanding for working in schools. Although there is a clear PE focus to this current study, there are implications for the teaching of other subjects in primary schools in England and for the use of sports coaches within education in other national contexts. Despite differences in government policies and practices in schools, in many countries there are likely to be issues with the status, delivery and resourcing of PE

Brighton, Hove and Sussex Sixth Form College: report from the Inspectorate (FEFC inspection report; 113/96 and 82/99)

Comprises two Further Education Funding Council (FEFC) inspection reports for the periods 1995-96 and 1997-99

Argumentation in school science : Breaking the tradition of authoritative exposition through a pedagogy that promotes discussion and reasoning

The value of argumentation in science education has become internationally recognised and has been the subject of many research studies in recent years. Successful introduction of argumentation activities in learning contexts involves extending teaching goals beyond the understanding of facts and concepts, to include an emphasis on cognitive and metacognitive processes, epistemic criteria and reasoning. The authors focus on the difficulties inherent in shifting a tradition of teaching from one dominated by authoritative exposition to one that is more dialogic, involving small-group discussion based on tasks that stimulate argumentation. The paper builds on previous research on enhancing the quality of argument in school science, to focus on how argumentation activities have been designed, with appropriate strategies, resources and modelling, for pedagogical purposes. The paper analyses design frameworks, their contexts and lesson plans, to evaluate their potential for enhancing reasoning through foregrounding the processes of argumentation. Examples of classroom dialogue where teachers adopt the frameworks/plans are analysed to show how argumentation processes are scaffolded. The analysis shows that several layers of interpretation are needed and these layers need to be aligned for successful implementation. The analysis serves to highlight the potential and limitations of the design frameworks

Creating Learning Objects in Libras and written Portuguese

Most Deaf1children are born to non-Deaf parents and have little to no contact with Sign Language (SL). SL is the natural language of the Deaf, necessary for intellectual development. They are a complete linguistic system, with grammar, syntax, semantics, etc. and they allow for the expression of abstract thoughts. SLs are used to create and disseminate information, science, and knowledge. They are vital for communication, identity, culture, and citizenship for the Deaf. There are very few studies to inform the design of Learning Objects (LO) for bilingual Deaf Education and Literacy. LO is system-based artifacts used to teach some subject. Bilingualism is the approach that values SL as a language of culture and education (L1) and the written form of the Oral Language (OL) as L2. This article presents the process educators could follow to create such LO to be used by the Deaf child her interlocuto