Perceptions Of Lessons Research Articles

수학적 논의와 임파워먼트를 위한 교사의 수업 조직 연구

This study aims to analyze teachers and students' perceptions of lessons, focusing on the concept of responsiveness and empowerment. As a result of the analysis, it was observed that the teacher's instructional organization, which wanted to distribute authority to students, shifted to a teacher-led discussions as soon as the entire class discussion proceeded. In response, the students conceived that they were contributing to the class by teacher’s organizations, and they did not pay attention to the process of elaborating their ideas in whole-class discussions. With these research results, this study proposes some implications for a mathematics teacher's teaching organization.

Implementing a New Class-Lab

Some recent researches affirm that students' perception of lessons is highly positive when various multimedia teaching tools are integrated. Topics seems more interesting, learners are motivated and feel that media provide them an advantage over the students in a traditional setting. However, in Italy, pre-service teachers' training does not involve a laboratorial approach to the Information and Communication Technologies (ICT) to use in classroom. In this study, a case study on the integration of different technologies, involving a new advanced setting by which teachers can interact with diverse specific technologies, is presented. In particular, in this technology-enhanced environment, pedagogical agents in a virtual world, touch-screen technologies, and robotics can be combined in order to make enjoyable the acquisition of technological skills. Pre-service teachers' reports show an overwhelmingly positive response, even if further case studies are necessary.

The match between students' lesson perceptions and preferences: relations with student characteristics and the importance of motivation

Background: The match between students' perceptions of a learning environment and their preferences about its design influences students' learning behaviour and by consequence the effectiveness of education. Therefore, the students' perspective deserves a more prominent place in the educational design process. Having an adequate picture of the match between students' perceptions and preferences is needed for teachers/educational designers to account for students' perspectives while designing education. As perception–preference match is likely to differ between students, establishing correlates to it would provide valuable information. Students' perceptions are known to relate to several student characteristics; this study extends our understanding to its relations with perception–preference match. Purpose: This study aims to investigate the degree to which students' perceptions of lessons match with their preferences about different characteristics of modern education. Additionally, it is aimed to determine the most prominent relationships between perception–preference match and learning-related student characteristics. Sample: The sample consisted of 1146 10th-grade high school students (mean age = 16 years) from five secondary schools in the Netherlands. As data collection took place during normal school hours, the response rate was 100%, comprising all students that were at school on the day of data collection. Design and methods: To measure students' perceptions of the lessons and their preferences about its instructional design, students completed the Inventory of Perceived Study Environment Extended, being composed of eight scales about central characteristics of modern education. The Inventory of Learning Styles was administered to measure learning-related student characteristics: cognitive processing strategies, regulation strategies, motivational orientations, conceptions about learning and affective processing strategies. To answer the research questions, paired t-tests and multiple regression analyses were conducted. Results: Findings showed low perception–preference matches on fascinating contents, clarity of goals and student autonomy. Students preferred these characteristics being more represented in their lessons than they actually perceived them. Perception–preference match was predominantly related to students' motivation and affective state: a personally interested motivational orientation related to better perception–preference match, whereas motivation/concentration problems related to worse matches. These relations did not give indications about causality, but based on the literature a bidirectional relation is supposed. Conclusion: This study shows that students' perception–preference match gives clear indications for which aspects of lessons could be improved. As students consider almost all characteristics of modern education as desirable, meeting students' preferences could contribute to more effective education. Additionally, the perception–preference match relates to students' motivation and affective strategies. Improving education by accounting for the match between students' perceptions and preferences of education is likely to improve motivation as well as having a significant effect on the quality of education.

Paraprofessionals’ perceptions on delivering infant feeding lessons to disadvantaged mothers via a self-directed computer-supported method

Objective: To ascertain paraprofessionals’ perceptions regarding a self-directed computer-supported nutrition educational intervention to disadvantaged mothers of infants. Design: Qualitative focus group study. Setting: Three county extension programs in a Midwestern state, which serve disadvantaged families. Method: Sixteen paraprofessional nutrition educators, affiliated with Extended Food and Nutrition Programs (EFNEP), took part in three focus groups led by a facilitator following a semi-structured questioning route. Results: Three themes emerged: (1) paraprofessionals’ perceptions of personal connections with learners; (2) paraprofessionals’ perceptions of lesson plans; and (3) paraprofessionals’ perceptions of self-directed lessons. Conclusions: Data provided exemplars of paraprofessional teaching strategies used with the disadvantaged populations they service, a recommendation to develop a blended curriculum, and insight regarding technology. A preventive nutrition education program, focusing on the reduction of childhood obesity though informed infant feeding practices, can be delivered using a combination of direct contact paraprofessional education and self-directed computer-supported lessons.

Learning Diaries in the English as a Foreign Language Classroom: A Tool for Accessing Learners' Perceptions of Lessons and Developing Learner Autonomy and Reflection

The aim ofthis study was to learnfrom students' frame of refercnce how they experience foreign language classes. Data include learning diaries written during 2005 for more than 35 weeks (March to November). Subjects were 95 Argentine, Caucasian, mostly jemale, middle‐class, Spanish‐speaking College students between 19 and 21 years of age who were enrolled in English Language 11 at the National University of La Plata in Argentina. The results of this study stress 1) the value of systematic learner introspection over time as a vehicle for reflection and autonomy in foreign and second language learning contexts; 2) uncovering learners' thoughts and beliefs in an effort to understand how these affect their engagement with language activities; and 3) using this Information to make instructional decisions and monitor their adequacy and effectiveness.

Investigating talk in challenging classrooms-boys enjoy the power of talk

This article attempts to develop the discussion on speaking and listening by investigating pupil perceptions of lessons involving small group talk.The sample of pupils came from a GCSE group in an all boys comprehensive school in an area of social disadvantage. The author used the pupil evaluations of oral work and some one-to-one interviews to draw together and analyse the pupils’ thoughts and to discuss the teacher’s role in planning for talk.