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991.
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William E. Davis 《Psychology in the schools》1978,15(1):22-26
This study investigated the relationship between teacher referral and pupil self-referral relative to perceived school adjustment of 417 4th grade pupils. Two major questions were focused upon: (a) To what extent do teachers and pupils agree relative to perceived learning and/or adjustment problems within the classroom? and (b) What are the relationships between teacher referral and pupil self-referral relative to sex of the child and type of problem indicated? The results suggest that a significant relationship exists between teacher referral and pupil self-referral (p <,001). Further, a disproportionate number of males in the sample were referred by their teachers as compared to female students (38% to 12%). However, relative to pupil self-referral, a much higher percentage of females (33%) “referred themselves.” It is suggested that greater consideration should be given by local school districts to including a pupil self-referral component within their overall screening mechanism for the identification of children in need of special education services. Further, school personnel should consider the possibility that their screening results may reflect teacher bias relative to “pupil sex stereotyping” in that males may be over-referred and famales under-referred. 相似文献
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Niki Davis Leona Harris Una Cunningham 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):1320-1339
Strategic deployment of the digital world in educational ecosystems inhabited by multilingual children (4–6 years old), their teachers and their families is evolving in some communities. This study reveals the “actors” and communities that mediate the extent and the nature of engagement with new media in contexts of early childhood education, including evidence of partnership with teachers. Teachers and parents were found to be the “keystone species,” with the teacher the most influential mediator for young multilingual children. Empirical research into the interacting learning ecologies of young children in six early childhood centres and five associated schools is based on interviews with teachers and families plus photographs of the linguistic landscapes in these physical and digital ecosystems. Fragmented multiple perspectives on the education of young children and technology adoption are brought together with Davis’ Arena Framework of change with digital technologies in education. One early childhood education centre is mapped in a global arena to expose the co-evolution of education with technology that occurs in all levels, local through global. This clarifies the need for co-construction of policy and practice in these ecosystems so that that emergent bilinguals can have a better start in the digital world. 相似文献
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Journal of Science Education and Technology - 相似文献
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Brent Davis 《Journal of Mathematics Teacher Education》1999,2(1):25-48
This article reports on an inquiry into what tends to be taken for granted with regard to the teaching and learning of mathematics. The inquiry, undertaken in the context of a course on methods for mathematics teaching, was developed around an examination of the mathematical notions that infuse conventional theories of cognition and that permeate the structures and practices of school mathematics. In particular, concepts drawn from or aligned with Euclidean geometry were examined. Specifically, alternatives drawn from fractal geometry were explored. The importance of interrogating the often-transparent figurative underpinnings of our thinking about thinking is highlighted. 相似文献
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