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There has been a variety of approaches to the study of mathematical understanding, and some of these are reviewed before outlining the background to the model we are proposing for the growth of such understanding. The model is explained in detail and illustrated with reference to the concept of fractions. Key features of the model include don't need boundaries, folding back, and the complementarities of acting and expressing that occur at each level of understanding. The theory is illustrated by examples of pupils' work from a variety of topics and stages. Finally one of the practical applications of the theory, mapping, is explained in some detail. 相似文献
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This paper responds to Wassell and LaVan’s paper on the transition from a preservice coteaching experience to independent
teaching as a beginning inservice teacher. Wassell and LaVan describe coteaching as an alternative to traditional teaching.
In our response, we argue that coteaching can also be applied alongside independent teaching in preservice courses, as opposed to an alternative to independent teaching, which has been shown to
alleviate some of the transition issues described by Wassell and LaVan. We then present a critical discussion of different
models and vocabularies of coteaching which apply in different sociocultural settings to expand the concept of coteaching.
We attempt to extend Wassell and LaVan’s use of Guba and Lincoln’s (Fourth generation evaluation, 1989) authenticity criteria
from the research methodology towards considering the criteria also as a framework for coteaching as practice for preservice
and cooperating teachers. Finally, we reflect on the role of critical ethnography in Wassell and LaVan’s study in terms of
the researchers’ intervention and whether improvements in the transition can be effectively introduced which do not require
such intervention. We conclude our discussion with some suggestions to take forward this important work.
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| Colette MurphyEmail: |
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F. Clark Power 《Prospects》1999,29(2):217-222
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2014年4月,《教育科学论坛》杂志社主办了第十五届四川省小学共同体研究活动。思维导图在英语阅读学习中的应用,成为了小学英语教学论坛的主题。研讨会上。成都高新区实验小学吕玉华老师,选用绘本阅读故事《爷爷一定有办法》,借用思维导图工具,不仅读好了绘本故事,训练了阅读理解和语言表达能力,还导出了学生发散性思维,引发了很多猜想。课堂学生生龙活虎,观课老师啧喷称赞。 相似文献
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Terry Evans 《高等教育研究与发展》2002,21(2):155-165
Over the past twenty years, in Australia and overseas, there has been a steady growth in the numbers of part-time research students. It is possible to view this as substantially a product of "creeping credentialism" following from the previous growth in part-time coursework Masters degrees. However, research degrees are a different kind of credential and program to coursework degrees. They are not only about research training-- in the sense of teaching people how to conceptualise, plan, undertake, analyse and communicate research--but they are also "tested" by the candidate's production of some new and significant knowledge (especially in doctorates). Therefore, unlike coursework degrees, some new public "good" is created and added to the "stock of knowledge". Common criticisms of the "traditional" PhD research degree, in Australia and overseas, are that it is (now) too narrow and specialised for either the graduate or their research findings to be of utility beyond their specialism, the graduates are limited in their communication and workplace skills, and their employment opportunities are relatively weak, especially given the high costs of their research degrees. However, the rise of part-time candidature and of professional doctorates--commonly involving research in workplaces or professions-- suggests that, if this criticism is valid, it would be unlikely to be valid for part-time PhDs and professional doctorates. This article analyses these criticisms in relation to the ways in which part-time research students are positioned within the knowledge economy. It makes an argument for a greater understanding and analysis of the impact and benefits of part-time doctoral students to the knowledge economy and the public good. 相似文献
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Marina Goroshit 《Teachers and Teaching》2016,22(7):805-818
Teachers’ social-emotional competencies seem to play a significant role in promoting social-emotional learning in schools. Empathic teachers were found to possess a higher level of morality; to communicate more successfully with their students; to encourage them to forge empathic relationships; and to successfully motivate their students. Yet, there is a dearth of literature on how to develop such empathy in teachers. The present study, which is based on a large body of research, investigated the contribution of teachers’ self-efficacy and emotional self-efficacy to teacher empathy. The sample comprised 543 teachers from the central region of Israel who completed self-report questionnaires. Findings indicated that both types of self-efficacy contribute to empathy in teachers, but the contribution of teacher self-efficacy is greater. These findings can benefit teacher educators, principals and others involved in teacher performance and well-being throughout the world. Findings may suggest that both efficacies are compelling variables that need to be addressed and enhanced in relation to teacher empathy. In addition, the findings strengthen the notion that social-emotional competence in teachers is strongly associated with teachers’ self-beliefs regarding their teaching efficacy. 相似文献
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Despite a large body of research demonstrating the kinds of categories to which infants respond, few studies have directly assessed how infants' categorization unfolds over time. Four experiments used a visual familiarization task to evaluate 10-month-old infants' (N = 98) learning of exemplars characterized by commonalities in appearance or function. When learning exemplars with a common function, infants initially responded to the common feature, apparently forming a category, and only learned the individual features with more extensive familiarization. When learning exemplars with a common appearance, infants initially learned the individual features and apparently only formed a category with more extensive familiarization. The results are discussed in terms of models of category learning. 相似文献
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Aashish Mehta Jesus Felipe Pilipinas Quising Sheila Camingue 《Economics of Education Review》2011,30(6):1334-1347
A worker is said to be overeducated if he/she has acquired more education than is required to perform his/her job. In the absence of data measuring the number of years of schooling required to perform particular jobs, we propose a new approach to testing for overeducation. Overeducation is confirmed if we observe that education levels rose in jobs that offer very low returns to education and that underwent little technological change. Using labor force surveys from four developing countries, we find evidence of overeducation in unskilled jobs in the Philippines, mild evidence in Mexico, and little evidence in India and Thailand. We show that a job's mean and modal years of schooling are poor proxies for required education. We also show that overeducation sometimes increases within unskilled jobs, even while a growing share of educated workers enter skilled jobs. This may be because the quality of education segments the labor market. 相似文献
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《Journal of Further & Higher Education》2012,36(9):1255-1270
ABSTRACTWith the introduction of a new initiative in a teaching and learning environment there is an ethical responsibility to consider whether the impact of the introduction has met its intended goals, and whether it has harmed those who are influenced by it. Technology and infrastructure developments have encouraged a continued growth in the development and introduction of computer-based tests (CBTs) in educational environments. In the educational assessment literature, enquiry into the impact of testing (of all types) is known as ‘washback’. This is a reference to the way in which a test might have a range of influences on learners and teachers prior to the test-taking event. This article reviews the literature on CBT washback and outlines a framework for studying its effects as it is introduced into educational contexts. We then outline a research framework that we have developed (based on the literature) that can be used to evaluate CBT washback. We go on to argue that, to fulfil its potential in supporting the development of change, the research framework needs to act as a mediating device that brings together teaching-practitioner and researcher perspectives. The framework that we propose conceptualises the nature of washback in CBT contexts, as well as the research process and the methods required to understand it. This framework provides an element of common ground between practitioners (i.e. teachers who are involved in a CBT development process) and external researchers, and supports collaboration at three distinct levels. 相似文献
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Andrew Skourdoumbis 《Asia Pacific Journal of Education》2012,32(3):305-315
This paper considers an alternative teacher certification pathway known as Teach for Australia (TFA) that is currently operating in the Australian state of Victoria. A discursive approach informed by critical theory is used in the paper to critically examine the specific case of TFA as an alternative teacher certification pathway charged with improving student learning outcomes and reducing educational disadvantage. The problematization of educational programmes such as TFA, including specific terms and statements found in TFA documentation, features prominently in the paper alongside the political and economic policy context of public education. The argument and central contention of the paper is that TFA will not overcome educational disadvantage; nor will it over time improve student learning outcomes. 相似文献
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Every country – and even every community – has populations of students who severely underperform relative to other groups and to their own potential. These performance differences are generally called achievement gaps, and they tend to focus on gaps at basic levels of academic proficiency. But such gaps also exist among the highest levels of achievement, a problem labeled excellence gaps. Recent research provides evidence that these differential achievement effects are due – at least in part – to debilitating contextual factors, such as poverty, negative peer pressure, and discrimination. Given the increasingly recognizable “digital turn” in the classroom, access to and thoughtful use of emergent technologies could play a role in shrinking excellence gaps. Unfortunately, research shows such technologies disproportionately exist in relatively wealthy, predominantly white schools. We identify the potential relationship between lack of availability to technology and widening excellence gaps. 相似文献
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Lulu Zhang 《Assessment & Evaluation in Higher Education》2018,43(7):1120-1132
This study investigates the feedback practices and perceptions of lecturers and students in a UK university setting. To assess how lecturers give feedback in practice, 47 pieces of lecturer-written feedback were categorised into a total of 571 analytical points. Analysing the feedback from lecturers’ perspectives in terms of the value of feedback, the role of feedback and the effectiveness of feedback helps in an understanding of the rationale for and effects of feedback provision. The results of feedback analyses from students’ perspectives show the impact of individual background and intercultural communication barriers on the effective reception of feedback. Differences were identified between students and lecturers’ views of feedback as an assessment for learning tool. 相似文献
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Maria Kyprianidou Stavros Demetriadis Thrasyvoulos Tsiatsos Andreas Pombortsis 《Educational technology research and development : ETR & D》2012,60(1):83-110
This work explores the impact of teacher-led heterogeneous group formation on students?? teamwork, based on students?? learning styles. Fifty senior university students participated in a project-based course with two key organizational features: first, a web system (PEGASUS) was developed to help students identify their learning styles and distribute them to heterogeneous groups. Second, group facilitation meetings were introduced as a technique to help students reflect on their weak/strong traits and employ appropriate roles in their group. The study research questions focused mainly on students?? attitudes regarding the learning style-based group formation approach. By applying qualitative research method students?? views were recorded about the impact of styles awareness and group heterogeneity on group collaboration and possible benefits and drawbacks related to the style-based grouping approach. Evaluation data revealed that students gradually overcame their initial reservations for the innovative group formation method and were highly benefited since styles heterogeneity within the group emphasized complementarities and pluralism in students?? ways of thinking. Overall, this work provides evidence that the adoption of learning styles theories in practice can be facilitated by systems for automated group formation and supportive group facilitation meetings that help avoiding the trivial and discouraging approach of using learning styles to simply label students. 相似文献
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Little research has been conducted in higher education settings that focuses on how tertiary educators understand informal learning or on their role in fostering students’ informal learning to facilitate formal learning. In this article we partially fill this knowledge gap by reporting findings from a case study exploring how 30 New Zealand tertiary educators from one university conceptualised informal learning and the strategies they implemented to support students’ informal learning as an enhancement to formal learning. 相似文献
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Deborah Grace 《Children‘s Literature in Education》2014,45(2):116-128
Written before the successful publication of Skellig (1998), David Almond’s short story collection, Counting Stars, has attracted less critical attention than his more famous novels. Falling between fiction and autobiography, the earlier short stories are more firmly grounded in realism than the novels, which feature elements of fantasy or magical realism. Nevertheless, Counting Stars introduces several of the key themes and images that are explored in a more fantastic way in Almond’s later work, and is indicative of how this turn towards childhood concerns initiated his development as a children’s writer. This article explores Almond’s concern, in Counting Stars, with finding “magic in ordinary places” and his preoccupation with the nature of religious belief and spirituality. A close reading of these stories demonstrates the author’s use of both secular and religious imagery to express the individual’s potential for transcendence within the ordinary and everyday, a theme to which Almond frequently returns in his novels. Influenced by the poetry of William Blake, Almond uses Blake’s notion of co-existent “contraries” to emphasise the relationship of opposites such as physical and spiritual, real and imagined. In addition, the iconic image of the angel becomes the means of deconstructing the fixed concepts and binaries of the Catholic Church in order to achieve more diverse and imaginative meanings. 相似文献