The role of the computer in school mathematics     

Bryan Thwaites 《Educational Studies in Mathematics》1969,2(2-3):346-359

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The field as a ‘pedagogical resource’? A critical analysis of students’ affective engagement with the field environment     

Victoria Cook 《Environmental Education Research》2008,14(5):507-517

This paper presents findings from research into students’ perceptions and experiences of geography fieldwork. The study focused on Year 9 students (13–14 years) from three state secondary schools in urban northern England. Geography fieldwork, depending on its conceptualisation and implementation, has the potential to provide students with a wide range of environmental learning experiences. This paper analyses the implicit values and ideologies underlying the three schools’ approaches to fieldwork using Fien’s (1993 Fien, J. 1993. Education for the environment: Critical curriculum theorising and environmental education, Melbourne, Australia: Deakin University Press.  [Google Scholar]) conceptual distinction between education about, through and for the environment. The significance of these underlying values and ideologies to the students’ affective engagement with the field environment is discussed. The paper concludes that, while some students engaged with the field environment in terms of their personal values and environmental ideologies, broader influences on the fieldwork agenda were also discernable. These findings deepen our understanding of the implicit values underlying environmental education and highlight a potentially important conflict between the cognitive and affective objectives of such work.  相似文献   

The predictive validity of the Phelps Kindergarten Readiness Scale     

Kristine M. Augustyniak  Catherine P. Cook‐Cottone  Nancy Calabrese 《Psychology in the schools》2004,41(5):509-516

This study assesses the predictive validity of the Phelps Kindergarten Readiness Scale (PKRS) for later academic achievement and explores the utility of a domain‐specific measure of kindergarten readiness. Kindergarten readiness scores were significantly correlated with both math and language arts achievement as measured by New York State fourth‐grade assessments for 148 students in a suburban, northeastern public school. In addition, each of the PKRS domains (Verbal, Perceptual, and Auditory) was correlated with later academic achievement. Two simultaneously calculated regression analyses showed that language arts skills were best predicted by the Verbal and Auditory domains of the PKRS and that math achievement was more complexly determined by all three readiness domains. Structural equation modeling using AMOS‐4 showed that the latent construct readiness, as measured by the PKRS domain scores, was positively and significantly related to the latent construct academic achievement. Finally, this relationship held when age, gender, and behavioral indices at the time of kindergarten screening were used as moderator variables. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 509–516, 2004.  相似文献   

Three cases of hybridity in learning spaces: Towards a design for a Zone of Possibility     

John Cook  Yishay Mor  Patricia Santos 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):1155-1167

The paper contributes to design discourse by drawing on Educational Design Research (EDR) that has been conducted into what we call a Zone of Possibility (ZoP) over the past seven years. We define a ZoP as a place where individuals can overcome the constraints of expectations and power structures to effect desired change. Specifically, this paper presents details of how our initial research question (RQ1) has evolved to the one presented in the conclusions (RQ2); both RQs are summarised below in the section “Research Questions.” To describe this evolution, the paper is presented as 3 cases (Confer, ZoP Stokes Croft and Google Lens in HE) that have provided insights to explore the concept of the ZoP and its implications for EDR. Specifically, one of the main conclusions is the importance of bridging positioning practices as “successful communication” and an understanding of social context in hybrid contexts (ie, the ZoP).  相似文献   

Using National Education Longitudinal Data Sets in School Counseling Research     

Julia A. Bryan  Norma L. Day‐Vines  Cheryl Holcomb‐McCoy  Cheryl Moore‐Thomas 《Counselor Education & Supervision》2010,49(4):266-279

National longitudinal databases hold much promise for school counseling researchers. Several of the more frequently used data sets, possible professional implications, and strategies for acquiring training in the use of large‐scale national data sets are described. A 6‐step process for conducting research with the data sets is explicated: determining research questions, accessing the data set, understanding the study's sample design, determining an analytic sample, considering pertinent data analysis issues, and understanding the limitations of using the data sets. Suggestions for preparing school counseling researchers and potential themes for future research are outlined.  相似文献   

Beliefs of experienced and student teachers about the nature and purpose of social studies education in New Zealand elementary schools     

Eleanor M. Hawe  Isabel Browne  Alexis Siteine  Bryan Tuck 《Asia Pacific Journal of Education》2010,30(3):289-304

This paper reports on an investigation carried out in New Zealand into experienced elementary and student teachers’ beliefs about the nature and purpose of social studies education. Since its inclusion in New Zealand's curriculum, social studies has been organized around the notion of citizenship education with curricula and programmes of work influenced by four overarching “traditions” – social studies as: citizenship transmission; social science; reflective inquiry; and personal, social and ethical empowerment. A 20-item scale based on these traditions was administered to 228 student teachers and 64 experienced teachers. A factor analysis indicated that participants' perceptions of the dimensions of social studies education were, with one exception, reasonably close to the four traditions. Despite the contested nature of social studies, the student and experienced teachers held similar positions on the relative importance of the traditions and dimensions. It is argued that this agreement arises, wholly or in part, from their common “apprenticeship of experience” in classrooms, the broader socio-historical context in which their beliefs were developed, the widespread influence of a prevalent educational discourse, and a shared lack of experience in formal knowledge associated with specific social science disciplines. It was concluded that the uncomfortable generational encounters often reported in the literature between novice and experienced teachers are unlikely to occur in relation to the teaching of elementary social studies in New Zealand.  相似文献   

Gendered perceptions of typical engineers across specialties for engineering majors     

Margaret S. Kelley  Kimberley K. Bryan 《Gender and education》2018,30(1):22-44

Young women do not choose to be engineers nearly as often as young men, and they tend to cluster in particular specialties when they do. We examine these patterns and the role of gender schemas as applied to perceptions of typical engineers in understanding the choices that women make in terms of engineering specialties. We use Part 1 of two waves of survey data collected from first-year engineering students at a large Midwestern university in the fall of 2014. Respondents scored typical engineers on 60 items from the Bem Sex-Role Inventory [Bem, S. L. 1974. “The Measurement of Psychological Androgyny.” Journal of Consulting and Clinical Psychology 42: 155–162]. Preliminary results show that women consider the typical engineer to be more masculine compared to the impressions gathered from men. Additionally, engineering gender schemas predict some specialty areas but not all, suggesting that gendered perceptions may not affect choice of specialty. Our results provide insight into the decisions that women make once entering engineering.  相似文献   

Observing response processes with eye tracking in international large-scale assessments: evidence from the OECD PIAAC assessment     

Bryan Maddox  Andrew P. Bayliss  Piers Fleming  Paul E. Engelhardt  S. Gareth Edwards  Francesca Borgonovi 《European Journal of Psychology of Education - EJPE》2018,33(3):543-558

This paper reports on a pilot study that used eye tracking techniques to make detailed observations of item response processes in the OECD Programme for the International Assessment of Adult Competencies (PIAAC). The lab-based study also recorded physiological responses using measures of pupil diameter and electrodermal activity. The study tested 14 adult respondents as they individually completed the PIAAC computer-based assessment. The eye tracking observations help to fill an ‘explanatory gap’ by providing data on variation in item response processes that are not captured by other sources of process data such as think aloud protocols or computer-generated log files. The data on fixations and saccades provided detailed information on test item response strategies, enabling profiling of respondent engagement and response processes associated with successful performance. Much of that activity does not include the use of the keyboard and mouse, and involves ‘off-screen’ use of pen and paper (and calculator) that are not captured by assessment log-files. In conclusion, this paper points toward an important application of eye tracking in large-scale assessments. This includes insights into response processes in new domains such as adaptive problem-solving that aim to identify individuals’ ability to select and combine resources from the digital and physical environment.  相似文献   

Competing Activation During Fantasy Text Comprehension     

Sarah D. Creer  Anne E. Cook  Edward J. O’Brien 《Scientific Studies of Reading》2018,22(4):308-320

During comprehension, readers’ general world knowledge and contextual information compete for influence during integration and validation. Fantasy narratives, in which general world knowledge often conflicts with fantastical events, provide a setting to examine this competition. Experiment 1 showed that with sufficient elaboration, contextual information can dominate the integration and validation of fantastical information. In Experiments 2a and 2b, contextual support was diminished and general world knowledge dominated integration and validation and disrupted fantasy comprehension. Experiment 3 demonstrated that skilled readers make better use of contextual elaborations during integration and validation than less skilled readers, leading to different consequences for comprehension.  相似文献   

Digit ratio (2D:4D) and performance in elite rugby players     

M. Bennett  J. T. Manning  C. J. Cook 《Journal of sports sciences》2013,31(13):1415-1421

Abstract

The relative length of the second and fourth digits (2D:4D) is a putative marker for prenatal testosterone. Low 2D:4D has been reported to correlate with high performance in sport in general. Here, for the first time, we examine the relationship between 2D:4D and performance in elite rugby players. The 44 players (28 forwards, 16 backs) were drawn from the Ospreys Rugby Union Club and 44 age-matched controls. The measures of performance comprised age-adjusted number of international performances (caps) for Wales, a comparison of coaches' first-choice League team with others, and the number of tries scored by backs in club matches. Compared with controls, players were larger and had lower 2D:4D for the right and left hand. With regard to number of caps, players with low 2D:4D in their right hand and low right 2D:4D compared with their left (right ? left 2D:4D difference) had high numbers of caps. First-choice players did not differ significantly from second-choice players in their 2D:4D but they did have a lower right ? left 2D:4D difference than second-choice players. Low right 2D:4D and low right ? left 2D:4D difference were significantly linked with large numbers of tries. We conclude that low right 2D:4D and low right ? left 2D:4D difference are predictors of high rugby performance.  相似文献