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Evidence-based Teaching Practices
出版Department of Education, Science and Training, 2006
URLhttp://books.google.com.hk/books?id=KLI6jwEACAAJ&hl=&source=gbs_api
註釋This report is the outcome of a research project carried out between December 2004 and June 2005 by the University of Western Sydney. The project was commissioned by the Australian Government Department of Education, Science and Training (DEST) as a quality teacher initiative under the Australian Government Quality Teacher Programme (AGQTP). The aim of the report was to examine the motivation and engagement of boys, in particular those from Indigenous, low socioeconomic, rural and isolated backgrounds. These boys have historically been over-represented among those students who are under-achieving academically and/or experiencing social difficulties. The objective of this project is to inform teachers' professional learning, knowledge and practice, and school curriculum development in relation to the education of boys in the early and middle years of schooling. In particular, the project sets out to identify and describe evidence-based teaching practices that have proved effective in improving the motivation, engagement and academic and social outcomes of boys, particularly those boys at risk of disengaging from school-based learning activities. The case studies presented in this report provide evidence of the interrelated psychological factors and socioeconomic and cultural circumstances that affect the schooling of boys, particularly those from Indigenous, rural, regional and low-SES backgrounds. These boys are not necessarily passive in their schooling--in fact many struggle against its confines. The case study evidence points to the sensitivities, perceptions and evaluations that such boys invest, mentally and physically, in their everyday schooling. This research indicates that knowledge, not only of their behaviours, but also of their interests, aspirations and imaginings, is necessary to understand boys' motivation and engagement with school. These interdependent factors play a significant part in the confidence and competencies that these boys develop in making their schooling meaningful or otherwise. (Contains 7 tables and 2 figures.) [This paper was written with the support of Janet Fellowes, Margot Ford, Susanne Gannon, Shirley Gilbert, Bobby Harreveld, Chris Hickey, Bronwyn Hubbard, Justine Lawson, Andrew Martin, Shalmalee Palekar, and Helen Woodward. For "Motivation and Engagement of Boys: Evidence-Based Teaching Practices. Appendices," see ED536198.].