Li Wai-shing
- Published in print:
- 2008
- Published Online:
- May 2013
- ISBN:
- 9789622098886
- eISBN:
- 9789882206748
- Item type:
- chapter
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789622098886.003.0010
- Subject:
- Education, Educational Policy and Politics
Good teachers are reflective practitioners: they are aware of and reflect on what is happening in the classroom. This chapter introduces the idea of an "inquiring classroom" in which teachers are ...
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Good teachers are reflective practitioners: they are aware of and reflect on what is happening in the classroom. This chapter introduces the idea of an "inquiring classroom" in which teachers are critical of what they do and observe in class. Three kinds of reflection - technical, practical and critical reflection - are discussed, and a related concept called action research is introduced. Action research is a tool which helps teachers to reflect upon their own experience and construct action plans with a view to tackling any problems or improving situations which they may find difficult. It is also a good means for professional development. Other alternatives for dealing with classroom management issues are introduced, namely school action plans and personal management plans. These plans are effective for dealing with students' difficult behaviour at both the school and personal levels. Throughout the chapter, the use of systematic investigation and reflection upon teachers' experience in solving classroom management problems is emphasized.Less
Good teachers are reflective practitioners: they are aware of and reflect on what is happening in the classroom. This chapter introduces the idea of an "inquiring classroom" in which teachers are critical of what they do and observe in class. Three kinds of reflection - technical, practical and critical reflection - are discussed, and a related concept called action research is introduced. Action research is a tool which helps teachers to reflect upon their own experience and construct action plans with a view to tackling any problems or improving situations which they may find difficult. It is also a good means for professional development. Other alternatives for dealing with classroom management issues are introduced, namely school action plans and personal management plans. These plans are effective for dealing with students' difficult behaviour at both the school and personal levels. Throughout the chapter, the use of systematic investigation and reflection upon teachers' experience in solving classroom management problems is emphasized.
Robert A. LeVine, Sarah LeVine, Beatrice Schnell-Anzola, Meredith L. Rowe, and Emily Dexter
- Published in print:
- 2012
- Published Online:
- May 2012
- ISBN:
- 9780195309829
- eISBN:
- 9780199932733
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195309829.001.0001
- Subject:
- Psychology, Developmental Psychology
Decades of research have shown that women’s school attainment is correlated with reduced child mortality and fertility in developing countries – without clarifying the processes involved. This book ...
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Decades of research have shown that women’s school attainment is correlated with reduced child mortality and fertility in developing countries – without clarifying the processes involved. This book proposes that literate communication skills acquired in Western-type schools constitute a causal link between schooling and maternal behavior in bureaucratic health care settings, contributing to the decline in birth and death rates. The book reviews the history of mass schooling and its diffusion, the evidence on women’s schooling in demographic transition, and the re-conceptualization of literacy in educational research. Then it presents data on the literacy skills and maternal behavior of mothers in four countries – Mexico, Nepal, Venezuela and Zambia – finding that literacy and language skills acquired in school were retained into a woman’s child-bearing years, that literacy mediates the effect of schooling on a mother’s comprehension of health messages in print and broadcast media and on her health navigation skill – with other socioeconomic factors (urban or rural residence, income, husband’s education, parents’ education) controlled. Literacy also influences mothers’ tendencies to talk and read to their young children. The theory of communicative socialization emerging from this research indicates that girls acquire from teacher-pupil interaction the tendencies to act like pupils in health care settings and like teachers with their own children, thus using their literacy skills in ways standardized by classroom experience. This new account of maternal health literacy and health navigation skills is empirically supported by the evidence presented in the book but needs further validation from longitudinal research.Less
Decades of research have shown that women’s school attainment is correlated with reduced child mortality and fertility in developing countries – without clarifying the processes involved. This book proposes that literate communication skills acquired in Western-type schools constitute a causal link between schooling and maternal behavior in bureaucratic health care settings, contributing to the decline in birth and death rates. The book reviews the history of mass schooling and its diffusion, the evidence on women’s schooling in demographic transition, and the re-conceptualization of literacy in educational research. Then it presents data on the literacy skills and maternal behavior of mothers in four countries – Mexico, Nepal, Venezuela and Zambia – finding that literacy and language skills acquired in school were retained into a woman’s child-bearing years, that literacy mediates the effect of schooling on a mother’s comprehension of health messages in print and broadcast media and on her health navigation skill – with other socioeconomic factors (urban or rural residence, income, husband’s education, parents’ education) controlled. Literacy also influences mothers’ tendencies to talk and read to their young children. The theory of communicative socialization emerging from this research indicates that girls acquire from teacher-pupil interaction the tendencies to act like pupils in health care settings and like teachers with their own children, thus using their literacy skills in ways standardized by classroom experience. This new account of maternal health literacy and health navigation skills is empirically supported by the evidence presented in the book but needs further validation from longitudinal research.
Christopher Waugh
- Published in print:
- 2017
- Published Online:
- February 2021
- ISBN:
- 9781911325031
- eISBN:
- 9781800342576
- Item type:
- chapter
- Publisher:
- Liverpool University Press
- DOI:
- 10.3828/liverpool/9781911325031.003.0008
- Subject:
- Film, Television and Radio, Film
This chapter discusses the act of connecting text. The benefit of a connected text is not as simple as merely 'having an audience'. The act of choice in sending something out into the world, under ...
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This chapter discusses the act of connecting text. The benefit of a connected text is not as simple as merely 'having an audience'. The act of choice in sending something out into the world, under one's own name, and of one's own creation is a singularly autonomous act. This assertion of self is not uncommon for students in a school classroom, in fact it is an important part of what makes the school such a real and authentic place for students and teachers alike, but the formalisation of this in text is unique. The affordances of this self-assertion are often immediately clear. The text, which frequently represents the most tangible product of the classroom experience for students, extends their voice. The value they place on it is reinforced by the fact that they have the power to publish the text to the world.Less
This chapter discusses the act of connecting text. The benefit of a connected text is not as simple as merely 'having an audience'. The act of choice in sending something out into the world, under one's own name, and of one's own creation is a singularly autonomous act. This assertion of self is not uncommon for students in a school classroom, in fact it is an important part of what makes the school such a real and authentic place for students and teachers alike, but the formalisation of this in text is unique. The affordances of this self-assertion are often immediately clear. The text, which frequently represents the most tangible product of the classroom experience for students, extends their voice. The value they place on it is reinforced by the fact that they have the power to publish the text to the world.
