Students' Development of Strategies for Turn and Angle Measure     

Douglas H. Clements  Barbara A. Burns 《Educational Studies in Mathematics》2000,41(1):31-45

We studied a group of fourth grade students identified by their classroom teachers as having above average ability in mathematics who were participating in pull-out enrichment sessions. We sought to test, using observational and microgenetic methods, hypotheses regarding students' measurement strategies that have been generated post hoc by other research teams. These above-average mathematics students did not show initial difficulties with turn commands previously reported in mixed populations. They created strategies to accurately determine the correct direction of turn and to estimate the amount of turn. They did follow a similar developmental order as students in previous work: They synthesized and integrated two schemes, turn as body movement and turn as number. Analyses extending this work revealed a process of psychological curtailment in which students gradually replace full rotations of their bodies with smaller rotations of an arm, hand, or finger.This revised version was published online in September 2005 with corrections to the Cover Date.  相似文献   

Education and Social Change: A Proactive or Reactive Role?     

Burns  Robin Joan 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2002,48(1-2):21-45

This paper reviews the ways in which contributors to the International Review of Education have discussed the role of education in social change. It asserts that education is seen as a major vector in society, but that it is largely allocated a conservative role, since its main function is in the socialisation of the young and the maintenance of the social order. During times of rapid social change, such as the second half of the 20th century, the role of education in the service of the nation is emphasised. When things are going well, especially economically, more experimentation with education is supported, and more idealistic goals are pursued, such as equity of educational opportunity. It is in the ideological and moral spheres, however, that education is most clearly expected to play a leading role. The author traces the relationship between education and social change as reflected in the journal since the 1930s.  相似文献   

The hiring of underrepresented individuals in academic administrative positions: 1972–1979     

Michael R. Dingerson  John A. Rodman  Debra Burns 《Research in higher education》1985,23(2):115-134

Universities were mandated in 1972 to expand their recruitment and hiring efforts with the intent of employing more individuals from underrepresented populations. This study presents data relating to the hiring of academic administrators over the period 1972–1979. While there appear to be substantial changes in the hiring process and in the costs of hiring, there is little evidence to support the intent of the legislation to involve more minorities in the academic leadership and management of higher education institutions.  相似文献   

Is it all memory recall? An empirical investigation of intellectual skill requirements in Leaving Certificate examination papers in Ireland     

Denise Burns  Ann Devitt  Gerry McNamara  Joe O'Hara  Martin Brown 《Irish Educational Studies》2018,37(3):351-372

The terminal examination of post-primary education in Ireland, the Leaving Certificate, is often criticised for the reliance on memory recall over higher order thinking skills in the assessment process. In order to examine the evidence base for these critiques, this article presents an empirical investigation of the intellectual skills and knowledge domains implicit in the tasks in the written examination papers of 23 subjects in the Leaving Certificate in Ireland from 2005 to 2010. Data were collected from two sources: examination papers and student interviews. In an in-depth document analysis of the examination papers, 14,910 occurrences of command verbs were coded for the intellectual skill and knowledge domains required by the assessment task. As the same verb can require different intellectual skills in different subjects and in different tasks, each occurrence of every verb was assigned a specific value depending on its context. The article presents the frequencies and distributions of intellectual skills and knowledge domains within and across subjects. In light of key points in the literature search, the findings indicate concern regarding the level of challenge and stimulation for the development of students of the Leaving Certificate.  相似文献   

Research Active Programme: A pilot inclusive research curriculum in higher education     

Nancy Salmon  Edurne García Iriarte  Emma Q. Burns 《International Journal of Research & Method in Education》2017,40(2):181-200

Participation of people with disabilities in producing and using research is critical for monitoring the implementation of the United Nations Convention on the Rights of Persons with Disabilities (CRPD). The Research Active Programme (RAP) is a module designed to build research capacity of students with intellectual disabilities. RAP was implemented over 11 weeks in 2 Irish universities. The mixed methods programme evaluation was completed from the students' perspectives, attending to curriculum content, pedagogical approach, the research knowledge and skills acquired by students. Twenty-five students completed interviews before and after engaging in RAP. Focus groups and quizzes were held after sessions to assess learning outcomes. Content analysis was used to interpret student perspectives. RAP was an effective approach for supporting students with intellectual disabilities to develop introductory research knowledge and skills; however, across the cohort, there were differences in demonstrated learning. Student expectations with respect to overall curriculum design, learning outcomes and delivery were reviewed. Specifically, learning outcomes, module delivery and assessment strategies were critiqued. Overall, the RAP curriculum supported research skill development in students. This module prepared people with intellectual disabilities to engage more fully as research partners in monitoring the implementation of the CRPD.  相似文献   

Characterizing the Achievement Motivation Orientation of Children From Low- and Middle-Income Families     

Crystal A. Day  Barbara M. Burns 《Early education and development》2013,24(1):105-127

Research Findings: The current study examined achievement motivation orientation in preschool-age children from low- and middle-income families. Participants were 126 children who were attending an urban Head Start site or a private preschool. Children's motivation orientation was assessed as being performance oriented or mastery oriented using a challenging puzzle task (Smiley &; Dweck, 1994 Smiley , P. A. , &; Dweck , C. S. ( 1994 ). Individual differences in achievement goals among young children . Child Development , 65 , 1723 – 1743 .[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]). Children's verbalizations during the task were coded into performance concern, disengaged, and negative self-evaluation categories. Logistic regression and Mann-Whitney U analyses were conducted to examine differences between income groups in motivation orientation and verbalizations. Patterns of motivation orientation in preschool-age children from low- and middle-income families did not differ after controlling for differences in age and puzzle-solving ability. However, children from low-income families made a significantly higher proportion of performance-related verbalizations while working on the task. Practice or Policy: The findings support the examination of children's private speech as a way to assess cognitive processes underlying achievement motivation. In addition to providing a novel way to identify differences in achievement motivation that may be useful for teachers and researchers, the findings suggest the potential utility of designing interventions that promote positive private speech as a way of supporting mastery-oriented motivation in young children.  相似文献   

Effects of Consultation on Professional Learning Communities     

June L. Preast  Matthew K. Burns 《Journal of educational and psychological consultation》2013,23(2):206-236

ABSTRACT

School psychologists can impact student outcomes by consulting with teams around data. The current study investigated the effects of consultation with Professional Learning Communities (PLC) teacher teams. The study included four teacher teams, observing their PLC practices and providing consultation. Each team was observed with a PLC-implementation rubric using a multiple baseline design, including baseline, intervention, and maintenance phases. The specific areas of observation on the PLC Implementation Rubric were “How Effective Teams Work,” “What Students Need to Know and Do,” and “Assessment for/of Learning.” The data were visually analyzed and a nonoverlap of all pairs effect size was computed. During the intervention phase, each team chose an item to focus on from the same observation strand. Therefore, the data were analyzed on the single strand and the three strands taken together. The results from the study indicated a change in PLC implementation occurred when consultation was added, and the change was maintained after consultation ended. However, the improvements for each team during the intervention and maintenance phases were small in comparison to the baseline phase. In addition, teams displayed greater improvements in implementation fidelity on the single strand in comparison to the three strands taken together. Future research is needed to determine the impact of consultation with PLCs on student outcomes. Implications for research and practice, limitations, and future directions are discussed.  相似文献   

Criminal Justice Interns’ Observations of Misconduct: An Exploratory Study     

W. T. Jordan  Ronald G. Burns  Laura E. Bedard  Tony A. Barringer 《Journal of Criminal Justice Education》2013,24(2):298-310

In an effort to explore criminal justice interns’ observations of misconduct and reporting patterns of their observations, a survey of criminal justice interns was conducted after their internships were completed. Students from four universities in the South (n = 463) were asked to participate. While only 2 percent of respondents reported observing illegal behavior by criminal justice agency personnel, over half of the respondents reported observing behavior they suspected was illegal; knew to be violations of department policy; or recognized as generally unprofessional behavior.  相似文献   

Supporting inclusion in early childhood settings: some possibilities and problems for teacher education     

Kerry Purdue  Diane Gordon‐Burns  Alexandra Gunn  Barbara Madden  Nicola Surtees 《International Journal of Inclusive Education》2013,17(8):805-815

Aotearoa New Zealand, like other countries, has legislation and policies that support inclusion and promote the participation of all children and families in early childhood education. We might expect therefore to see a culture of inclusion resonating through policy and practice in early childhood settings. There are early childhood teachers who support such legislative and policy goals, who are committed to inclusion, and who are developing more inclusive early childhood services. Yet, it is also evident that discrimination and exclusion is experienced by many. Teacher education plays an important role in supporting inclusion and assisting teachers’ development of knowledge, skills and attitudes that will support them to teach all children. In this paper, we write as a group of teacher educators and demonstrate the challenges we took up to move beyond traditional approaches to inclusive education and to open up theoretically and practically diverse possibilities for thinking and doing inclusion differently in early childhood teacher education.  相似文献   

A single session of resistance exercise does not reduce postprandial lipaemia     

Stephen F Burns  Heather Corrie  Ester Holder  Thomas Nightingale  David J Stensel 《Journal of sports sciences》2013,31(3):251-260

This study investigated the effect of a single session of resistance exercise on postprandial lipaemia. Eleven healthy normolipidaemic men with a mean age of 23 (standard error = 1.4) years performed two trials at least 1 week apart in a counterbalanced randomized design. In each trial, participants consumed a test meal (1.2?g fat, 1.1?g carbohydrate, 0.2?g protein and 68 kJ?·?kg^?1 body mass) between 08.00 and 09.00?h following a 12?h fast. The afternoon before one trial, the participants performed an 88?min bout of resistance exercise. Before the other trial, the participants were inactive (control trial). Resistance exercise was performed using free weights and included four sets of 10 repetitions of each of 11 exercises. Sets were performed at 80% of 10-repetition maximum with a 2?min work and rest interval. Venous blood samples were obtained in the fasted state and at intervals for 6?h postprandially. Fasting plasma triacylglycerol (TAG) concentration did not differ significantly between control (1.03?±?0.13?mmol?·?l^?1) and exercise (0.94?±?0.09?mmol?·?l^?1) trials (mean?± standard error). Similarly, the 6?h total area under the plasma TAG concentration versus time curve did not differ significantly between the control (9.84?±?1.40?mmol?·?l^?1?·?6?h^?1) and exercise (9.38?±?1.12?mmol?·?l^?1?·?6?h^?1) trials. These findings suggest that a single session of resistance exercise does not reduce postprandial lipaemia.  相似文献