Context and Implications Document for: How to guide effective student questioning: a review of teacher guidance in primary education

Stokhof, Harry; Vries, Bregje de; Martens, Rob; Bastiaens, Theo

doi:10.1002/rev3.3090

Cited by 2 publications

(2 citation statements)

References 7 publications

(8 reference statements)

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“…However, what was observed was a very particular version of this learning modality. As observed, it was an epistemic attitude that flowed from the child, one of non-verbal, wonderment or perplexity (Stokhof et al, 2017), focused and intense; the child in flow (Csikszentmihalyi, [1992(Csikszentmihalyi, [ ] 2002. This resonated most strongly with Rogoff's concept of Intent Participation (Rogoff et al, 2003).…”

Section: Discussionmentioning

confidence: 99%

Children’s ways-of-knowing. Learning through intent participation in the early years

Neaum

2020

Early Years

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Pascal and Bertram, 2013). In England, this ongoing focus is embedded in the recent Department for Education report Unlocking Talent. Fulfilling Potential (DFE, 2017) which sets out a series of key-life-stage ambitions, starting with the early years, to "improve social mobility through education" (6).A significant aspect of government policy to ameliorate the impact of poverty is a focus on early language and literacy. This includes an often-stated commitment to phonics teaching, and a strong focus on children's spoken language (OFSTED, 2017;DFE, 2017; NCTL, 2013). Indeed, the report cited above (DFE, 2017) has as its "first key life-stage ambition" (8) an explicit aim to "close the word gap in the early years" (8). It aims to support this by ensuring that disadvantaged children have a rich early language environment and attend highquality early years provision. Raising the quality of provision in disadvantaged areas, it argues, will be achieved by spreading best practice and creating partnerships for change with children parents and families, the local authority, health and early years professionals, and expert organisations such as the "EEF [Education Endowment Foundation] and the EIF [Early Intervention Foundation]" (15). The role of the expert organisations is one of finding out "what works" (9) in supporting parents' and practitioners' knowledge and skills in this area. Good levels of funding are available for research and implementation of these initiatives. For example, the EEF (2019) currently has three large-scale early years interventions to test what works in developing parents' and early years practitioners' interaction skills to support children's language acquisition and development. The EIF has

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Section: Discussionmentioning

confidence: 99%

Children’s ways-of-knowing. Learning through intent participation in the early years

Neaum

2020

Early Years

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“…e analytic hierarchy process clarifies vague problems. Its problem-solving idea is to decompose and divide a complex problem according to its nature and overall goal and divide it into levels, establish a [18].…”

Section: Fuzzy Analytic Hierarchy Processmentioning

confidence: 99%

Research on Classroom Teaching Evaluation and Instruction System Based on GIS Mobile Terminal

Zhang

2021

Mobile Information Systems

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With the development of mobile terminal technology, GIS has begun to be applied in all walks of life. With its powerful spatial indexing, positioning, query, analysis, and graphics processing capabilities, it has become the evaluation and guidance analysis of domestic and foreign scholars. As an essential tool to improve the quality of teaching in our country’s primary and secondary schools and universities and to understand the status quo of education and teaching levels, appropriate teaching evaluation and guidance are essential. In order to adopt a better method to carry out teaching work, this research uses GIS mobile terminal to analyze the classroom teaching evaluation and guidance system, and through the research on teaching evaluation, the teaching work is made more effective. This paper uses questionnaire survey method, index weighted evaluation method, and fuzzy analytic hierarchy process as research methods. In the experimental part, a classroom teaching evaluation and guidance system based on GIS mobile terminal is designed. In the analysis part, a comprehensive analysis of teaching evaluation and guidance is carried out, including the analysis of teacher teaching evaluation, the analysis of teaching evaluation system, and the analysis of teachers and students’ understanding of teaching evaluation. Among them, after adopting the teaching evaluation system of GIS mobile terminal, the number of students who thought the teaching evaluation system was useless dropped from 4.6% to 1.8%. Students tend to emphasize the teacher’s effectiveness in teaching (57.2%) and interesting teaching content in the classroom (56.9%). This analysis has a certain significance for teaching evaluation, and it occupies a relatively important proportion in the improvement of the evaluation system. In general, the teaching evaluation system using GIS mobile terminals can improve the communication and teaching diagnosis between teachers and students and help further improve teaching.

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Context and Implications Document for: How to guide effective student questioning: a review of teacher guidance in primary education

Abstract: This guide accompanies the following article: Stokhof, H. J. M., De Vries, B., Martens, R. L., & Bastiaens, T. J. (2016) How to guide effective student questioning: a review of teacher guidance in primary education. Review of Education, DOI:

Cited by 2 publications

References 7 publications

Children’s ways-of-knowing. Learning through intent participation in the early years

Children’s ways-of-knowing. Learning through intent participation in the early years

Research on Classroom Teaching Evaluation and Instruction System Based on GIS Mobile Terminal

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