Primary Teaching Skills

Wragg, E C

doi:10.4324/9780203419069

Cited by 47 publications

(38 citation statements)

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“…In addition, Lemke (1990) suggests that it is within these peer group interactions that students become fluent speakers of science and that it is through this use of language that students begin to make sense of their newly constructed ideas. However, studies consistently report that student-to-student talk is rarely observed in science classrooms (Newton et al 1999;Wallace and Narayan 2002;Weiss et al 2003;Wragg 1993). For example, Wragg (1993) found that in analyzing student questioning, 38% of the questions were related to procedural issues, not subject matter understanding.…”

Section: Reform Efforts In Science Educationmentioning

confidence: 92%

“…However, studies consistently report that student-to-student talk is rarely observed in science classrooms (Newton et al 1999;Wallace and Narayan 2002;Weiss et al 2003;Wragg 1993). For example, Wragg (1993) found that in analyzing student questioning, 38% of the questions were related to procedural issues, not subject matter understanding. These classroom findings demonstrate a lack of opportunity for students to engage in meaningful dialogue in school settings across content areas and with diverse student populations.…”

Section: Reform Efforts In Science Educationmentioning

confidence: 92%

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Factors Affecting the Implementation of Argument in the Elementary Science Classroom. A Longitudinal Case Study

2007

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This longitudinal case study describes the factors that affect an experienced teacher's attempt to shift her pedagogical practices in order to implement embedded elements of argument into her science classroom. Research data was accumulated over 2 years through video recordings of science classes. The Reformed Teacher Observation Protocol (RTOP) is an instrument designed to quantify changes in classroom environments as related to reform as defined by the National Research Council (National science education standards. Washington, DC: National Academy Press, 1996b) and the National Research Council (Fulfilling the promise: Biology education in the nation's schools, Washington, DC: National Academy Press, 1990) and was used to analyze videotaped science lessons. Analysis of the data shows that there was a significant shift in the areas of teacher questioning, and student voice. Several levels of subsequent analysis were completed related to teacher questioning and student voice. The data suggests a relationship between these areas and the implementation of scientific argument. Results indicate that the teacher moved from a traditional, teacher-centered, didactic teaching style to instructional practices that allowed the focus and direction of the lesson to be affected by student voice. This was accomplished by a change in teacher questioning that included a shift from factual recall to more divergent questioning patterns allowing for increased student voice. As student voice increased, students began to investigate ideas, make statements or claims and to support these claims with strong evidence. Finally, students were observed refuting claims in the form of rebuttals. This study informs professional development related to experienced teachers in that it highlights pedagogical issues involved in implementing embedded elements of argument in the elementary classroom.

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Section: Reform Efforts In Science Educationmentioning

confidence: 92%

Section: Reform Efforts In Science Educationmentioning

confidence: 92%

Factors Affecting the Implementation of Argument in the Elementary Science Classroom. A Longitudinal Case Study

2007

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“…When developing a structured behaviour management observation schedule Wragg's (1993) and Wragg et al's (1979) two studies were taken into account. Wragg et al (1979) developed a Nottingham Class Management Observation scale for a secondary school.…”

Section: The Development Of Structured Observation Scale For Behavioumentioning

confidence: 99%

Students' Misbehaviours in Turkish and English Primary Classrooms

Türnüklü¹,

Galton²

2001

Educational Studies

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This paper deals with the comparison of students' misbehaviours in Turkish andEnglish primary classrooms. A eld study was conducted in order to discern students' misbehaviours based on students' age, gender, time of day, seating arrangement, types of learning activities and subject matter. Semi-structured in-depth interview and systematic classroom observation were used to collect data from two different cultural contexts. Participants in this study were 20 primary school teachers. The results show that there are differences and similarities between Turkish and English primary classrooms in terms of the causes and types of students' misbehaviours. Certain misbehaviours that are caused by different cultural and educational contexts are frequently observed either in English or in Turkish classrooms.

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“…Creative teaching involves: making learning relevant to learners and students; enabling them to take ownership of learning experiences; the passing back of control (Best et al 2004) and the encouragement of innovatory action (Woods 1990). Our recent research has developed a focus on creative learning -creative practices engaged in by students and seen from their perspectives, for even young children are able to talk about strategies for learning and are able to discuss their own thinking processes (McCallum et al 2000;Pollard et al 2000) as well as evaluate learning situations (Jeffrey 2001;Wragg 1993;Jeffrey 1999;Osborn et al 2000).…”

Section: Introductionmentioning

confidence: 98%

Creative learning identities

Jeffrey

2008

Education 3-13

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Making learning relevant involves many aspects of teaching such as attention to levels of maturity, individual inclinations, emotional, physical, aesthetic and cognitive activity and group dynamics. However, making learning relevant is not only a teacher led activity, for learners make activities relevant by the identification of connections with learning activities from their experience or their imagination. They make learning meaningful. That learners are engaged in these processes of identification of the self with knowledge and learning processes is well documented in the literature of child development and learning theory, and teachers base much of their practice on this knowledge. However, where it is celebrated by teachers, allowed time, given respect and valued, a climate for nurturing learner creativity is established. This empirical research project identified primary school learners' understanding of creative learning and the meaningfulness or value attached to the experiences were seen through focusing on the quality of their personal relationship to creative learning, the development of a learning identity and their identity status as pedagogic participants.

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Primary Teaching Skills

Cited by 47 publications

References 0 publications

Factors Affecting the Implementation of Argument in the Elementary Science Classroom. A Longitudinal Case Study

Factors Affecting the Implementation of Argument in the Elementary Science Classroom. A Longitudinal Case Study

Students' Misbehaviours in Turkish and English Primary Classrooms

Creative learning identities

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