The Challenge to be the Best: Reckless curiosity and mischievous motivation     

Christopher Day 《Teachers and Teaching》2013,19(3):421-434

In recent years, 'being the best' as a teacher has become less of a moral imperative based on a sense of integrity and trust, and more of a dictat from governments intent on imposing their performativity agendas on teachers in the name of raising standards. One consequence of the rise of the so-called school reform agenda is that there has been a demise of teacher renewal. Each of the papers in the present issue has addressed this paradox in one way or another. The present paper suggests that the models of teacher development adopted by policy-makers do not adequately address teachers' learning needs over a career or contribute to enhancing motivation and commitment essential to raising standards in the classroom. It concludes by suggesting that universities themselves have a moral commitment to develop further new kinds of sustained knowledge, creating roles with schools and teachers through which teachers' active professionalism will be enriched.  相似文献   

Spatial localization in infancy: position constancy in a square and circular room with and without a landmark     

M B Keating  B E McKenzie  R H Day 《Child development》1986,57(1):115-124

The ability of 8-month-old infants to localize an event from a new direction of facing was tested in a square and a circular room with and without a landmark. Subjects were trained to anticipate the site from 2 directions of facing and then tested in a new direction of facing. The number of trials to a criterion of learning, the number of subjects looking first at the event site after reorientation, and the time spent in doing so were recorded. Taken together, the results show that at 8 months ability to identify the site of an event after reorientation is based on the spatial relationship between the event and environmental features. The latter include features associated with room shape as well as a landmark at the site of the event.  相似文献   

Do Infants Use Their Own Images to Locate Objects Reflected in a Mirror?     

J. A. Robinson  S. Connell  B. E. McKenzie  R. H. Day 《Child development》1990,61(5):1558-1568

The ability of infants to locate a toy from a mirror reflection was investigated in 3 experiments. In the first, it was found that a minority of 22-month-old infants turned to locate the toy that was the source of the reflection, and that localization of the toy occurred regardless of whether the infants' own image was visible in the mirror. The results of 2 further experiments indicated that younger infants aged 14 and 18 months rarely use mirror information to locate a toy. When they do so, they also turn whether or not images of themselves are visible. It is concluded that tasks involving the localization of objects or events from mirror images are not direct indices of self-recognition. Rather, they indicate the skill of infants in using the mirror as a perceptual tool.  相似文献   

Regression Models with Errors in the Predictor Variable     

Simon J. Day 《Teaching Statistics》1989,11(2):50-51

In this article Simon Day describes a computer simulation exploring one of the fundamental assumptions of regression analysis which causes students difficulties.  相似文献   

Gene counsellors say what's 'best     

Day M 《New scientist (1971)》1997,153(2068):7

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多层混合法研究设计:挑战与优势     

戴杰思  谢萍 《教育研究》2021,42(2):140-150

与目前运用单一方法的研究相比,多层混合法研究作为一种重要的研究范式,其研究结果可能因更严谨可靠而对政策和实践产生更大的影响。运用多层混合法不仅需要提升研究者的技术能力,还需要转变他们的思维方式。对大多数研究者来说,这可能是一个极大的挑战。当然,这并不是说所有的研究都应该寻求对他人的直接影响;相反,研究的目的各有不同。尽管如此,不同研究领域的研究者一致认为,教师课堂内外赖以生存的社会环境的生态具有不可预测性。对一项在英格兰实施的研究项目进行剖析,探讨多层混合法在教育研究中的应用,发现与单视角的量化研究、元分析或者纯质性研究相比,多层混合法可能提供更微妙的、更细颗粒度的、更严谨可信的、基于循证的领导力研究,从而更为全面地揭示校长如何通过领导力角色、领导行为实现并且保持学校的可持续发展。  相似文献   

Opening the black box: user-log analyses of children’s e-Book reading and associations with word knowledge     

Umarji  Osman  Day  Stephanie  Xu  Ying  Zargar  Elham  Yu  Renzhe  Connor  Carol 《Reading and writing》2021,34(3):627-657

Reading and Writing - Third to fifth graders read an interactive choose-your-own adventure e-Book. User logs recorded their reading behaviors and were used to investigate students’...  相似文献   

Roles and relationships in qualitative research on teachers' thinking: A reconsideration     

Christopher Day 《Teaching and Teacher Education》1991,7(5-6)

Much research about teachers and teaching is still planned and conducted by researchers who give little thought or effort to the involvement and learning of the teachers who are their subjects. Whilst this continues to be the predominant research paradigm, and until collaborative networks between educators from different sectors of the professions are established, the traditional separation between academics - those who research - and teachers - those who teach - will remain, and the usefulness of research to both communities will continue to be subject to critical comment. This paper proposes a set of different roles and relationships for researchers involved in qualitative research in which researchers may also be consultants, and in which affective, human-relating skills hold the same importance as the more traditional technical skills of the researcher.  相似文献   

Effective Action by Infants to Contact Objects by Reaching and Leaning     

B. E. McKenzie  H. Skouteris  R. H. Day  B. Hartman  A. Yonas 《Child development》1993,64(2):415-429

The ability of infants aged 8–12 months to coordinate their arm and trunk movements to contact an object located in different positions was investigated in 2 experiments. In the first, 8- and 10-month-old infants reached for near objects but both reached and leaned for more distant ones indicating that they perceived that forward leaning extends the range of contact beyond that of reaching alone. In addition, arm and trunk movements were initiated simultaneously; visual information concerning object distance was sufficient to activate an integrated reaching-and-leaning response. Object distances were increased and a mechanical aid was provided on half the trials in the second experiment with 10- and 12-month-old infants. For both age groups the degree of leaning was reduced for objects that were out of reach without the aid. Only older infants were able to use the aid to extend partially their range of contact. Overall the results support the conclusions that, by at least 8 months, infants perceive that leaning extends their effective reaching space; by 10 months they perceive the limits within which reaching together with leaning is likely to be effective; and by 12 months they begin to perceive how this space may be extended by a mechanical aid.  相似文献   

Committed for life? Variations in teachers’ work, lives and effectiveness   总被引：1，自引：0，他引：1  

Christopher Day 《Journal of Educational Change》2008,9(3):243-260

This paper is based upon a unique mixed methods 4-year research project which focused upon the variations in teachers’ work, lives, and effectiveness of 300 elementary and secondary school teachers in a range of 100 schools across seven regions of England. Its findings challenge linear conceptions of teacher development and expertise and provide new understandings of the effects of personal, school and broader policy contexts upon professional life phase trajectories and teachers’ emotional identities. It finds connections between these and teachers’ commitment, resilience, and effectiveness. This paper discusses these in relation to the school standards and teacher retention agendas.

Christopher DayEmail:

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