教学相长乐在其中

我 1 949年做助教 ,开始从事教学工作。其实我的教学经历应该从 1 941年秋季算起 ,那一年我是高二的学生。学校为了给初中功课差的同学补习 ,找了几个高中学生担任补习教师 ,当时分配我帮助他们补习数学。于是我回忆自己学习时困惑所在以及解决的过程 ,对他们进行讲解 ,结果相当成功。这一来我不但增强了信心 ,而且感到了乐趣。也许这就为我一生从事教学工作打下了基础。回想一生中教学工作的对象 ,除去大学的本科生和研究生外 ,实际上可以说从小学以上的水平无不包括。解放初期 ,扫除文盲 ,派出所组织了扫盲班 ,要我去当教员 ,对象是成年人…     

Teaching This Class Drives Me Nuts! - Examining the Person and Context Specificity of Teacher Emotions

Teachers’ emotions are critically important for the quality of classroom instruction, and they are key components of teachers’ psychological well-being. Past research has focused on individual differences between teachers, whereas within-teacher variation across contexts has rarely been considered. As such, the present research addresses the long-standing yet unresolved person-situation debate pertaining to the emotional experiences of teachers. In two diary studies (N = 135, 70% female, and N = 85, 28% female), we examined the role of person, academic subject, and group of students for teacher emotions; focusing on three of the most salient emotions found in teachers: enjoyment, anger, and anxiety. Findings from multi-level analysis confirmed the person specificity of enjoyment, anger, and, in particular, anxiety. In addition, underscoring the existence of within-teacher variability, findings supported that teachers’ emotions considerably varied depending on the subject and group of students taught, particularly so for enjoyment and anger. Implications of the person and context specificity of teacher emotions are discussed in relation to assessments and intervention programs aiming to improve teachers’ emotional lives in the classroom.     

紧密联系中学生物教育, 在微生物学教学中提高师范生素质

师范院校微生物学是与中学生物教育联系非常紧密的一门基础课程。在微生物学教学中提出了衔接中学内容、培养师范生技能以及指导择业3个方面新目标。并从教学内容、教学方法与课程考核3个方面对目标的可行性与实现方案进行了分析与实践。     

Teacher candidates in the garden

Recent science education reform has led to an increased emphasis on engaging students in inquiry and science practices rather than having them simply memorize scientific facts. However, many teachers of elementary science may themselves have had more traditional science learning experiences, and may therefore be unsure about inquiry-based teaching methods. One way to enhance preservice teachers' comfort with and desire to teach science using a hands-on approach might be to engage them in science learning experiences alongside children during their educator preparation program. The purpose of this article is to share how one faculty member and a cooperating teacher from a partner school involve teacher candidates in working with children in the school's garden, allowing them to personally experience inquiry while witnessing firsthand the potential benefits to children of authentic science learning through garden based activities.     

Merit Pay and the Music Teacher

Current proponents of education reform are at present seeking to fundamentally change the system of teacher compensation by eliminating the traditional single salary schedule and instituting a merit pay system that directly links teacher pay to student achievement. To date, the scholarly literature in music education has been silent on the subject of teacher compensation reform. This article reviews the political arguments and empirical evidence on teacher merit pay while considering these reforms’ potential deleterious effects on music educators. After examining the potential pitfalls of a merit pay system for music educators, I propose one possible framework for evaluating music teachers in a merit pay system.     

The Teacher,the Physician and the Person: Exploring Causal Connections between Teaching Performance and Role Model Types Using Directed Acyclic Graphs

Background

In fledgling areas of research, evidence supporting causal assumptions is often scarce due to the small number of empirical studies conducted. In many studies it remains unclear what impact explicit and implicit causal assumptions have on the research findings; only the primary assumptions of the researchers are often presented. This is particularly true for research on the effect of faculty’s teaching performance on their role modeling. Therefore, there is a need for robust frameworks and methods for transparent formal presentation of the underlying causal assumptions used in assessing the causal effects of teaching performance on role modeling. This study explores the effects of different (plausible) causal assumptions on research outcomes.

Methods

This study revisits a previously published study about the influence of faculty’s teaching performance on their role modeling (as teacher-supervisor, physician and person). We drew eight directed acyclic graphs (DAGs) to visually represent different plausible causal relationships between the variables under study. These DAGs were subsequently translated into corresponding statistical models, and regression analyses were performed to estimate the associations between teaching performance and role modeling.

Results

The different causal models were compatible with major differences in the magnitude of the relationship between faculty’s teaching performance and their role modeling. Odds ratios for the associations between teaching performance and the three role model types ranged from 31.1 to 73.6 for the teacher-supervisor role, from 3.7 to 15.5 for the physician role, and from 2.8 to 13.8 for the person role.

Conclusions

Different sets of assumptions about causal relationships in role modeling research can be visually depicted using DAGs, which are then used to guide both statistical analysis and interpretation of results. Since study conclusions can be sensitive to different causal assumptions, results should be interpreted in the light of causal assumptions made in each study.     

The Teacher and the Psychological Atmosphere in the Classroom

The psychological atmosphere in the classroom is reflected in how the teacher communicates with the children. The more confiding this communication, the more respect for each individual is expressed through it, and the easier it is for the members of the collective to interact.     

The New Teacher of Art

Because of education reform policy and misconceptions about artistry and artistic assessment, visual art education remains in the margins of high school education. One response to the lack of supportive arts education policy is the Advanced Placement (AP) Studio Art Program, a visual arts assessment at the high school level that engages large numbers of students in rigorous art experiences. This article reviews the structure and characteristics of the AP portfolio assessment as a basis for critique and policy analysis. At issue are the reliability of this assessment's measurements and its level of credibility with key constituencies. These concerns are especially relevant in a testing culture in which objective evaluations are highly regarded and art education programs are often threatened. The authors suggest possibilities for future research and policy recommendations for secondary art education.