经典论文语句

One main lesson was learned：“ 学到的一个主要教训是：

Eight key learnings were identified in this project.在这个项目中，我们确定了八个关键知识。

an in-depth understanding of teaching strategies that were focused

on the needs of individuals and groups of students针对个体和学生组的教学策略

This extension of interest and involvement of

other staff provided a wider network and a foundation for sustaining this

initiative over time.广泛的教职员兴趣和参与提供了一个更广的社交网络和维持最初拟定教学大纲的

基础。

Development of a more positive school climate促进更积极的学习风气

EQAO 教学问责办公室

results from these tests indicate a pattern of

underperformance in reading and writing for many male students in the province of

Ontario.研究结果显示在阅读和写作上许多男学生不如女学生表现的好。

a gender gap exists性别差异的存在

Early and continued interest in this document

speaks to educator motivation to address boys’literacy achievement.这是教育促进者 在文章前面和接下来提及男生文学成功的兴趣点。

13条文章核心策略

1Have the right stuff: Choosing appropriate classroom resources for boys

为男孩选择适当的课堂教学资源

2Help make it a habit: Providing frequent opportunities to read and write

帮助使他成为一个习惯，经常提供读和写的机会。

3Teach with purpose: Understanding boys’ learning styles

教学目的：理解男孩的学习风格

4Embrace the arts: Using the arts to bring literacy to life

拥抱艺术：用艺术为生活带来文学

5Let them talk: Appealing to boys’ need for social interaction

让他们谈谈：满足男孩的社交需要

6Find positive role models: Influencing boys’ attitudes through the use of role

models

发现积极作用模式：通过作用模式的使用影响男孩态度

7Read between the lines: Bringing critical-literacy skills into the classroom

在字里行间阅读：在课堂发现批判文学技巧

8Keep it real: Making reading and writing relevant to boys

让它真实：让读和写与男孩相关

9Get the Net: Using technology to get boys interested in literacy

连接网络：通过技术让男孩们对文学更感兴趣

10Assess for success: Using appropriate assessment tools for boys

通向成功：对男孩们用合理的评估工具。

11Be in their corner: The role of the teacher in boys’ literacy

站在他们的角度：重视老师在男孩文学培养中的作用

12Drive the point home: Engaging parents in boys’ literacy

把视点转移到家中：让家长也参与到男孩的文科教育当中

13Build a school-wide focus: Building literacy beyond the classroom

建立学校范围内的关注：建立课堂外的文学角

All the above initiatives were designed to increase school and district capacity for

changing teaching practices related to boys’ literacy achievement.

所有上述措施，旨在提高学校和学区的能力 改变与男孩“扫盲成就的教学实践 。

It was understood that there would be a great variation in knowledge of the process of

teacher inquiry and boys’ literacy achievement in schools.在教师问询和男生的文学成就 的进程中明显会对知识结构产生一个很大的改变。

The overall outcomes of the project were to:这个项目普遍的结果是：

1. conduct inquiries into what strategies work well to improve boys’ literacy

skills;产生想使策略更好提升男孩文学技巧的需求

2. share results with teachers across the province;通过省政府和教师分享结果

3. develop processes for collaborative review of student achievement data;学生成就数据 合作回顾的发展进程

4. create school networks to promote ongoing collaborative learning in ways that

increase student achievement; 以增加学生成就的方式创建学生的社交网络来促进 进一步的合作学习

5. contribute to teacher confidence and morale.建立教师的自信和尊重

Participants were expected to

capitalize on teaching practices and resources related to teaching and assessing reading

and writing as foundational to their classroom inquiry.参与者被希望去重视教学经验并促进 读和写作为一种课堂问询基础。

We trust the approach will

create a system-wide mindset for school improvement我们信任的方法创建一个用于改善学校的

全系统的思维定式

More specifically, the overall goals of the project were to:更具体的说，该项目的总体目标是

on the basis of assessment data在评估数据的基础上

Teacher inquiry has other names, such as action research and teacher research. For

purposes of this project the term “teacher inquiry” was used. Carl Glickman (1995)

defines teacher inquiry as “study conducted by colleagues in a school setting of the

results of their activities to improve instruction”. It is a process by which, after

determining an area of focus and an essential question related to their teaching practice, teachers observe in their schools and classrooms, modify their practices in light of their observations, commit to reading, reflection, and discussion with colleagues, and assess the results of the inquiry. Next steps are determined and the process begins again.

to mean the habit of

posing and exploring problems or dilemmas identified by the practitioners themselves.

*THE PROJECT PROCESS

METHODOLOGY

The Work Plan

Selection Process

Outcome of the Selection Process

Inquiry Team Composition

Analysis of Strategies Selected

Disbursement of Funds

KNOWLEDGE MOBILIZATION ACTIVITIES AND AREAS OF FOCUS关注的方面和需要掌握的知识

While face-to-face interaction was desirable,

constraints and budget would render it infrequent.虽然面对面的互动是可取的， 约束和预算 将呈现罕见的。

Participants were asked to critique some pre-prepared essential

questions and were also provided with district team planning time to formulate their

own potential questions.参与者会被问到去评论一些预先准备好的关键问题，同时也提供区域小组

计划时间去正视他们自己的问题。

*Work Plan template 课题计划表

After a presentation of the Work Plan template (see Appendix 1), a question-andanswer period was designed to clarify the intent of each component of the Work Plan.

*Work Plan Support Booklets课题参考书目

Several booklets

addressed strategies related to writing, particularly using non-fiction; others focused on the effective use of drama as a means of encouraging reading responses; and others

focused on explicit teaching using graphic organizers.

similar strategies as well as a few “school stories”, which

were case studies.与讲述学校故事相关的策略是课例研究。

Topics elaborated on

key messages related to inquiry and boys’ literacy strategies as they occurred during

the project.话题详尽阐释了与问询和男孩文学提高策略相关的内容当他们出现在项目里时

The inquiry process should include a balance of both qualitative and

quantitative data.问询过程应该包括一个定性和定量数据的平衡

collection of information, and adjustments to teaching. It is a teaching–assessing

cycle.信息的收集和教学方法的调整是一个教学评估的循环。

Successful literacy teaching requires that teachers understand boys’

literacy interests, provide choices for them, and demonstrate a valuing of their

reading and writing choices and interests.成功的文学教育需要教师理解男生的文学兴趣，为他们

提供选择，并表明他们读和写的价值。

*The findings are organized within the

following five sections:

 Conducting teacher inquiry

 Data collection

 Evidence of impact

 Instruction and assessment

 Collaboration

*The phases of the ministry teacher inquiry

process were described as follows:

Phase One: Define the question known as the “Essential Question”.明确作为关键问题的问题 Phase Two: Create an action plan.建立一个行动计划

Phase Three: Collect data.收集数据

Phase Four: Analyse the data.分析数据

Phase Five: Draw conclusions and determine next steps.得出结论并决定下一步

Narrowing the scope of and, in some cases, the sample size for the inquiry缩小问询范围

Understanding the value of qualitative data and achieving a balance of

using both qualitative and quantitative data in their project理解定性数据的价值完成定性 定量数据的平衡

Aligning the data collection scheme tightly to the essential question and

determining conclusions from the analysis把数据收集计划和关键问题紧密联系起来并 从数据中得出结论

This section presents five outcomes related to data collection:五个关于数据收集的成果

1. Use of a wide range of data tools and strategies更广的数据工具和策略的范围

2. Improved use of data改进数据的使用

3. Public displays of student achievement data学生成就的公开展示

4. Modifications and adaptations to data collecting改变和调整数据采集

5. Realistic portrayal and use of data findings真实写照和数据寻找的使用

the “data walls helped us to identify patterns and needs and plan for the focus

of instruction and PD”.数据墙帮我们认识到了样式和需要，并对指导方向进行计划

*twelve instruction and assessment strategies emerged for improving

boys’ literacy skills and attitudes to reading and writing. These were:12个指导评估策略

1. Use a wider variety of reading materials.更广的阅读材料种类

2. Differentiate instruction.差异化指导

3. Recognize the power of talk/oral language.认识说和口语的能量

4. Mobilize the power of social and group activities/interaction.改善社会和活动小组的能力。

5. Use the power of technology.运用技术的力量

6. Listen to boys and provide lots of choice.倾听男生的想法并提供更多选择

7. Encourage student engagement and motivation.鼓励学生的参与和积极性

8. Use lots of tactile and kinesthetic responses to learning.把亲身经历的事反应在学习中

9. Use modelling and role models.用模板和作用模式

10. Differentiate and tailor assessment.差异化和裁减评价

11. Engage parents/guardians.让家长参与

12. Use single-sex groupings.用单一性别组成小组

C

OLLABORATION

Working together builds shared accountability携手合作，建立共同的责任 Dialogue and discussion develop clarity对话和讨论，制定清晰

Collaboration results in more consistent planning processes更一致的规划过程中的协作结果

Collaboration facilitates refinement of the inquiry process and the teaching of Literacy合作有利于细化的探究过程和教学读写能力

Working together increases self and collective efficacy一起工作，提高自我和集体效能

* BROAD IMPACTS AND CHALLENGES OF THE PROJECT项目的广泛影响和挑战

BROAD IMPACTS OF THE PROJECT项目的广泛影响

Awareness that the acquisition of professional and student resources that can impact boys’ learning认识到专业化和学生资源的收购可以影响男孩的学习

Impact of teacher inquiry in creating a focus for work in the school教师在学校明确工作的重点对探究的影响。

Growth of teacher efficacy – confidence in ability to change practice and

positively affect student motivation, engagement, achievement, self–awareness, and personal growth教师的成长，自信，乐观，积极影响了学生的积极，参与，成就，自觉和个人成长。

Growth of data literacy – increased ability of school teams to define success

using multiple methods of assessment数据文字的增长，增加了校队使用多种方法定义成功的能力

Growth in understanding how to best work collaboratively 对如何更好的合作工作理解的加深

Positive effect on teacher learning, leading to an increased respect for and

understanding of boys as learners教师学习的积极作用，引导了尊重的增加和对男学习者的理解

Increased use of targeted and frequent feedback to students by teachers,

community role models, and heroes老师，社会模范和英雄增加了有目的的频繁的对学生的反馈

Fostering of community networks and parent engagement as strategies to

increase support for boys’ literacy加强社会联系和家长的参与作为一种提升对男孩文学支持的策略

Use of heroes and role models in ways that underscore the importance of

reading and writing in later years and adulthood用英雄和榜样的力量强调了读和写在未来成年生活中的重要性。

Outreach to share learning联系交流学习

*CHALLENGES

1. Time:时间

2. School Structures:学校结构

3. Staff Changes:职员改变

4. Finding a Focus for Teacher Inquiry:表明一个有意义且可实现的目标

5. Disseminating Ideas and Promising Practices:传播思想和组织学生希望的实践

6. Validity of Data Results:适当的和孩子交流以评估他们的学习效果

7. Technology Limitations:有限的技术使用

8. Funding:项目的资金支持

NEXT STEPS/SUSTAINABILITY

1. Sustain and promote learning from this project by the creation of a sequel to Me Read? No Way!有序的维持项目的学习或许能创造读的兴趣

2. Hold a second symposium related to boys and learning in early 2010. 举行第二次关于男孩的研讨会在2010年初学习

3. Create a series of video case studies involving a sample of inquiry teams. 创建一个包含许多问询组的视频序列案例研究

4. Expand teacher inquiry to other specific school reform initiatives.

发展老师问询对于其它专业学校改革的举措

5. Consider funding a specific research project

考虑支持一个专业研究项目

6. Provide an annual grant, to school districts that apply, for student reading materials that have annualized costs, such as magazine and newspaper

subscriptions, or represent non-traditional genres.提供一个每年巨大，供学校区域使用，学生阅读的材料，像杂志和报纸一样。

7. Prepare and make readily available a series of reading interest surveys. 准备和做一系列可用的稳定的阅读兴趣的研究

8. Provide funding for secondary schools to prepare common assessments in English applied courses.为初中提供资金来准备通常的评价在英语应用课程里

9. Expand teacher moderation as a school-based professional learning strategy.扩展老师的改革作为一个基于学校的专业学习策略

10.Provide specific professional development for K–12 teachers 为K-12老师提供专业发展

11Create a resource for elementary and secondary schools为小学和初中创建资

源

12. Create companion documents for schools and school councils with familyand community-friendly strategies for engaging students in literacy activities. 创建学校与familyand学校议会的同伴文件社区友好的战略，为学生从事扫盲活动。

REFERENCES 参考

APPENDICES 附录

 Appendix 1: Work Plan Template 工作日程表

 Appendix 2: School Teams, including Essential Questions校队，包括基本的问题  Appendix 3: Professional Resources 专业资源

 Appendix 4: Biographies of OISE Research Team OISE研究小组简介