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71.
This study examined how a task-focused, year-long mathematics professional development program influenced elementary school teachers’ knowledge, beliefs, and practices. Participants completed 84 h of professional development over 13 months that were focused on exploring, modifying and implementing cognitively-demanding mathematical tasks. Using a multi-methods approach, teacher-participants completed pre- and post-measures of mathematical knowledge for teaching, teachers’ beliefs about teaching and learning mathematics, and teachers’ self-reports of enacted instructional practices. Further, three teacher-participants were randomly selected to be observed 3 times over the course of the school year. Data analyses indicated that the professional development had a statistically significant positive impact on participants’ mathematical knowledge for teaching, use of student-centered instructional practices, and beliefs towards mathematics as a subject area. Further, the observed teachers enacted some high-level mathematical tasks and questions, but these were more visible at the end of the study compared to the beginning of the study. Implications for future work are also shared. 相似文献
72.
Drew Polly 《学校用计算机》2014,31(4):271-292
Various educational technologies have been advanced as potential vehicles to transform teaching and learning. Still, research studies have documented that primary school teachers struggle to integrate technology in meaningful ways. This article presents the findings of a year-long study in which the author frequently observed three primary school teachers’ enactments of technology into their mathematics teaching. Each teacher was observed between 25 and 30 times during the school year. The types of technologies used as well as the types of mathematical tasks and problems that participants posed while teaching with technology were inductively analyzed. Inductive qualitative analyses indicated that participants’ technology use focused on presentation technologies such as the document camera or interactive whiteboard more than computer-based technologies or interactive activities. Further, teachers varied widely in their enacted pedagogies while integrating technology, and two participants demonstrated more frequent enactments of learner-centered pedagogies toward the end of the school year. Implications for researching teachers’ use of technology in the future are also shared. 相似文献
73.
This study used a survey design (N = 168) to examine how parent and child demographics, parental media-use motives, parental subjective norms, and parental attitudes toward preschool media use (PMU) are all related to actual media exposure among children 6 months to 5 years in age. Results indicate that, in accordance with the theory of reasoned action, parents’ perceived subjective norms regarding various categories of media were significantly related to actual child consumption. Further, positive attitudes toward media were significantly related to higher rates of child consumption. Interestingly, parental worries about media were only negatively related to television consumption and unrelated to child exposure to other kinds of media. 相似文献
74.
Dimensional comparisons (i.e., comparing own performances across domains) may drive an increasing differentiation in students' math and verbal self-concepts over time, but little longitudinal research has directly tested this assumption. Using cross-sequential data spanning Grades 1–12 (N = 1069, ages 6–18, 92% White, 2% Black, 51% female, collected 1987–1996), this study charted age-related changes in the role of dimensional comparisons in students' ability self-concept formation. It used three types of self-concept measures: peer comparisons, cross-domain comparisons, and no comparisons. Results indicated that the increase in students' use of dimensional comparisons in self-evaluations substantially contributed to the increasing differentiation in students' math and verbal self-concepts over time. Findings highlight the importance of dimensional comparisons in the development of students' ability self-concepts. 相似文献
75.
Caroline Haythornthwaite Anatoliy Gruzd Sarah Gilbert Marc Esteve del Valle Drew Paulin 《Learning, Media and Technology》2018,43(3):219-235
Learning on and through social media is becoming a cornerstone of lifelong learning, creating places not only for accessing information, but also for finding other self-motivated learners. Such is the case for Reddit, the online news sharing site that is also a forum for asking and answering questions. We studied learning practices found in ‘Ask’ subreddits AskScience, Ask_Politics, AskAcademia, and AskHistorians to develop a coding schema for informal learning. This paper describes the process of evaluating and defining a workable coding schema, one that started with attention to learning processes associated with discourse, exploratory talk, and conversational dialogue, and ended with including norms and practices on Reddit and the support of communities of inquiry. Our ‘learning in the wild’ coding schema contributes a content analysis schema for learning through social media, and an understanding of how knowledge, ideas, and resources are shared in open, online learning forums. 相似文献
76.
Richard Joiner Jo Iacovides Martin Owen Carl Gavin Stephen Clibbery Jos Darling Ben Drew 《Journal of Science Education and Technology》2011,20(2):178-185
The aim of this paper was to explore whether there is a gender difference in the beneficial effects of Racing Academy, which
is a video game used to support undergraduate students learning of Mechanical Engineering. One hundred and thirty-eight undergraduate
students (15 females and 123 males) participated in the study. The students completed a pre-test a week before they started
using Racing Academy. The pre-test consisted of a test of students’ knowledge of engineering, and a measure of students’ motivation
towards studying engineering. A week after using Racing Academy the students completed a post-test which was identical to
the pre-test, except it also included a measure of how frequently they used Racing Academy and how motivating the students
found playing Racing Academy. We found that after playing Racing Academy the students learnt more about engineering and there
was no gender difference in the beneficial effect of Racing Academy, however there is some evidence that, female students
found Racing Academy more motivating than male students. The implications for the use and design of video games for supporting
learning for both males and females are discussed. 相似文献
77.
Joshua E. Richardson Daina R. Bouquin Lyubov L. Tmanova Drew Wright 《Journal of the Medical Library Association》2015,103(4):198-202
Purpose
The study evaluated medical students'' familiarity with information literacy and informatics during the health sciences library orientation.Methods
A survey was fielded at the start of the 2013 school year.Results
Seventy-two of 77 students (94%) completed the survey. Over one-half (57%) expected to use library research materials and services. About half (43%) expected to use library physical space. Students preferred accessing biomedical research on laptops and learning via online-asynchronous modes.Conclusions
The library identified areas for service development and outreach to medical students and academic departments. 相似文献78.
The rhetoric of partnership is ubiquitous in the current policy context. In education, partnerships take a number of forms among which is ‘interorganisational collaboration’ (IOC), defined as a partnership between institutions/organisations aimed at developing synergistic solutions to complex problems. But policy has a tendency to veneer, obscuring its enactment. The purpose of this paper is therefore to examine what such partnerships look like on the ground. Here we present an empirical analysis which aims to produce knowledge about the working of such collaborative groups and to provide insights into leadership within such partnerships. Drawing on communicative constitution of organisations operationalised within a schema for understanding the emergence of collective identity in IOC, we undertake an analysis of meetings held by a working group comprising academics and local authority staff set up to develop masters-level work-based professional learning for teachers. We ask, how do professionals working within different contexts create a collective identity that supports decision-making, and what are the implications for leadership? 相似文献
79.
Media constructions of schooling provide suggestions about what should be expected of the school experience. Studies on discourses of schooling have examined how the school is framed in media discourses, but few have examined how it is formed mundanely and repeatedly in advertisements promoting products that are not directly educational. This paper examines how the school is constructed in a range of television advertisements that sell products that are not directly educational such as cereal and broadband Internet, focusing on how schools come to be framed negatively in advertising narratives. The television advertisements often use the technique of governmentality, whereby they attempt to direct the conduct of viewers by suggesting that self-improvement is achievable through personal enterprise. These advertisements position parents as agentive consumers of education, whose consumption habits are central to their children's scholarly success within problematic educational spaces. 相似文献
80.
ABSTRACTAs universities have succumbed to market discourses, they have adopted advertising strategies. It is not uncommon to see advertisements for them displayed in such mobile spaces as railway stations and alongside highways. Whilst it is true that such environments have always sought to take advantage of populations in transit, the fact that higher education institutions have turned to them as promotional sites, reflects the fact that the ‘transit’ demographic now includes large numbers of young people and high school students. In this paper, a sample of higher education advertisements found in Sydney’s transit spaces is analysed along with the ‘rationale’ provided by advertising companies responsible for their design. It is argued their existence reflects the fact that universities compete against one another for students and need to develop a persuasive ‘brand’. Thus in line with neo-liberalist constructions of subjectivity, they individualise the educational experience, and translate that experience into an economic asset, as a value-adding process. It is of note then that much of the imagery and copy of the advertising ‘visualises’ education as a journey and underpins the fact that mobility is an inescapable predicate of quotidian life. 相似文献