在COVID-19大流行期间,教师对中小学过渡项目的观点
Samson Maekele Tsegay1, Lucie Wheeler1, Phil Kirkman1
1Anglia Ruskin University Cambridge, UK.
概括
教师 教师 教师的教师
科学领域:
- 教育心理学教育心理学
- 教育社会学教育的社会学
背景情况:
- 机会领域的重点是通过教育改善社会流动性.
- 学校的过渡,特别是从小学到中学,会影响学生的发展.
研究的目的:
- 探索教师对学校过渡干预措施的看法.
- 了解这些干预措施在支持学生性,行为,学术理解和家长参与方面的作用.
- 根据多重和多维过渡 (MMT) 理论,检查英国机会区7年级学生的干预结果.
主要方法:
- 文件审查. 文件审查.
- 教师的调查. 教师的调查.
- 半结构面试. 半结构面试.
主要成果:
- 确定了14项学校过渡干预措施,包括暑期学校,同行指导和校际访问.
- 干预措施的实施方式各不相同,有些学校没有利用现有项目.
- 由于COVID-19的流行,许多过渡项目的执行受到严重阻碍.
结论:
- 学校过渡干预措施旨在缓解小学到中学的过渡.
- 干预措施可以积极影响学生的信心,福祉和学业成绩.
- 实施中的挑战和外部因素,如疫情,会影响干预的有效性.
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