How experienced and novice teachers frame their views of instruction: An analysis of semantic ordered trees

1989 ◽  
Vol 5 (1) ◽  
pp. 53-67 ◽  
Author(s):  
David B. Strahan
2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Sri Wahyuni Sri Wayuni

Abstract: When teachers conduct a lesson, the activity of posing questions always appears in it. The activity of posing questions includes the skills of basic questioning and advanced questioning in which a teacher must acquire. The focus of the study is on the basic questioning techniques only. ?é?áThe purposes of this study are aimed at finding: 1) the basic questioning component skill used by the novice teachers in the classroom, 2) the types of question used by the novice teachers in the classroom, and 3) the levels of questioning category used by the novice teachers in the classroom. This discourse study was based on the analysis of the teacher talk in class. The analysis was based on the recorded data of the five novices when they conducted lessons in class. The recorded data were transcribed. From the transcriptions, teachers?óÔé¼Ôäó talk were identified and classified into types of questions, levels of questions, and basic questioning components. The findings of the study are: 1) novices used higher number of closed questions; 2) there were more low level questions conducted by novices; 3) the large number of the skill components in their teaching activities were the distributing, pausing and reacting. ?é?á Key Words: Novice Teachers, Technique of Questioning,


2021 ◽  
pp. 1356336X2199521
Author(s):  
Rita Silva ◽  
Cláudio Farias ◽  
Isabel Mesquita

The purpose of this study was to unpack the challenges and constraints encountered by preservice and novice teachers when implementing student-centred models, and to describe the methodological characteristics of research conducted on this topic between 2004 and 2020. The procedure had a three-step approach: (a) searching for publications in electronic databases; (b) selecting studies based on inclusion criteria; and (c) refining this selection to identify research-based papers. 29 articles were selected, most of which were from Europe and North America. The most researched model was Sport Education, and studies considering novice teachers were scarce. The predominant methodology across studies involved multiple qualitative data sources and inductive analysis. Our major finding was the identification of three themes reflecting distinct challenges to the implementation of student-centred models: (a) teacher-related challenges (i.e. pervasive beliefs, occupational socialization, managerial- and instruction-related); (b) student-related challenges (i.e. student resistance to engaged participation in student-centred models); and (c) external challenges (i.e. context- and environment-related). Physical education teacher education should invest in training preservice teachers to: (a) manage the dynamics of students’ cooperative interactions and peer-assisted learning; (b) design developmentally appropriate small-sided games and problem-solving contexts, and (c) scaffold the gradual transfer of responsibility to students for their engagement in persistent learning team activities. Longer studies and the inclusion of student perspectives will be particularly valuable for future investigations.


Author(s):  
Mareike Fischer

AbstractTree balance plays an important role in different research areas like theoretical computer science and mathematical phylogenetics. For example, it has long been known that under the Yule model, a pure birth process, imbalanced trees are more likely than balanced ones. Also, concerning ordered search trees, more balanced ones allow for more efficient data structuring than imbalanced ones. Therefore, different methods to measure the balance of trees were introduced. The Sackin index is one of the most frequently used measures for this purpose. In many contexts, statements about the minimal and maximal values of this index have been discussed, but formal proofs have only been provided for some of them, and only in the context of ordered binary (search) trees, not for general rooted trees. Moreover, while the number of trees with maximal Sackin index as well as the number of trees with minimal Sackin index when the number of leaves is a power of 2 are relatively easy to understand, the number of trees with minimal Sackin index for all other numbers of leaves has been completely unknown. In this manuscript, we extend the findings on trees with minimal and maximal Sackin indices from the literature on ordered trees and subsequently use our results to provide formulas to explicitly calculate the numbers of such trees. We also extend previous studies by analyzing the case when the underlying trees need not be binary. Finally, we use our results to contribute both to the phylogenetic as well as the computer scientific literature using the new findings on Sackin minimal and maximal trees to derive formulas to calculate the number of both minimal and maximal phylogenetic trees as well as minimal and maximal ordered trees both in the binary and non-binary settings. All our results have been implemented in the Mathematica package SackinMinimizer, which has been made publicly available.


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