The relationship between teaching practices and student achievement in first year classes     

Joël Clanet 《European Journal of Psychology of Education - EJPE》2010,25(2):192-206

This study investigated the links between the teaching practices of primary school teachers (n = 200) who were observed while presenting a new text to their first year classes, and the student achievement levels in those classes. The teaching practices are specifically concerned with the way the teachers supported and encouraged students’ activities during verbal interactions. Two different populations were observed: classes of first year students with a reduced teacher–student ratio (about ten students per class) and classes with a normal teacher–student ratio (between 20 and 25 students per class). We found that the average level of student achievement in the reduced size classes was higher than in the standard size classes but that teaching practices differed only at precise periods of group or individual introduction to new reading texts. In these periods, we found links between teaching practices and student achievement.  相似文献   

Are schools meeting their clients' expectations? Parents voice their perceptions about children learning to read in schools today     

Jo Fletcher  Janinka Greenwood  Faye Parkhill 《Teaching and Teacher Education》2010

This research, as part of a larger project examining effective reading instruction for 10–12 year old students, explores the perceptions of thirteen parents in six schools. The study identified: parents recognise their engagement in reading with their children impacts on children's motivation to read; parents have concerns about the degree to which schools meet children's reading needs; and some parents seek external assessment and support. The study as a whole indicates the importance of effective home school relationships.  相似文献   

Unsettling orthodoxies: education for the environment/for sustainability   总被引：1，自引：1，他引：0  

Jo‐Anne Ferreira 《Environmental Education Research》2009,15(5):607-620

In this paper I employ Foucault's notion of governmentality to reflect on a debate that occurred in the pages of this journal some 10 years ago. I argue that their exchanges indicate ways in which various positions are engaged in a struggle for dominance in this field, and how particular strategies are used to legitimate and maintain these positions. My purpose is not to propose a new orthodoxy – or even to critique those we have – but rather to raise questions about how the unquestioned ‘that‐which‐is’ of orthodoxies comes to be, and their effects. I also suggest that as environmental educators and researchers, we need to work harder to unsettle more often the taken‐for‐granted in environmental education so that we remain alert to our own easy acceptance of orthodoxies. Without this, we risk our exhortations to those we seek to educate – to think critically, to question assumptions, and so forth – becoming empty rhetoric if we are not practising these ourselves – examining our own, as well as others', assumptions and practices.  相似文献   

The first year university experience: using personal epistemology to understand effective learning and teaching in higher education   总被引：1，自引：0，他引：1  

Jo Brownlee  Sue Walker  Sandra Lennox  Beryl Exley  Sharyn Pearce 《Higher Education》2009,58(5):599-618

Personal epistemological beliefs, or beliefs about knowing, provide a way in which to understand learning in a range of educational contexts because they are considered to act as filters for all other knowledge and beliefs. In particular, they provide a useful framework for investigating learning and teaching for first year students in tertiary education, who are typically considered to hold less sophisticated epistemological beliefs. Using semi-structured interviews, this study investigated the nature of beliefs about knowing and learning of 35 first year teacher education and creative writing students at a large metropolitan university in Australia. The interview analysis indicated that a relationship existed between individuals’ core beliefs about knowing and their beliefs about learning. This relationship has implications for the way in which we support first year students’ learning as they transition into university and progress through their courses.  相似文献   

Middle School Choices for Bilingual Latino/A Youth: When the Magnet School Represents “Status” and the Neighborhood School Represents “Solidarity”     

Kimberley K. Cuero  Jo Worthy  Alejandra Rodríguez-Galindo 《The Urban Review》2009,41(3):251-268

Drawing on data collected during the second year of a longitudinal qualitative study that followed over 10 Latino/a bilingual students, this article foregrounds the experiences of participants during their sixth-grade year. The principle data sources included structured and unstructured interviews with teachers and students, school observations, and weekly small-group conversations in a courtyard outside of their classrooms. We focus on the experiences of Leila, Maricela, and Esperanza who were three of the sixth-grade girls actively recruited by their teachers to attend the district’s magnet school program for their upcoming seventh grade-year instead of their neighborhood middle school. We found that much of the reasoning behind their decision-making process centered around issues of status (e.g., how the magnet school offered better academic, economic, and professional opportunities for their future) and solidarity (e.g., attending the neighborhood school with their friends and siblings). In conclusion, we problematize the very nature of these so-called educational ‘choices’ for bilingual Latino/a youth.  相似文献   

SSTS: A syntactic tool for pattern search on time series     

João Rodrigues  Duarte Folgado  David Belo  Hugo Gamboa 《Information processing & management》2019,56(1):61-76

Nowadays, data scientists are capable of manipulating and extracting complex information from time series data, given the current diversity of tools at their disposal. However, the plethora of tools that target data exploration and pattern search may require an extensive amount of time to develop methods that correspond to the data scientist's reasoning, in order to solve their queries. The development of new methods, tightly related with the reasoning and visual analysis of time series data, is of great relevance to improving complexity and productivity of pattern and query search tasks. In this work, we propose a novel tool, capable of exploring time series data for pattern and query search tasks in a set of 3 symbolic steps: Pre-Processing, Symbolic Connotation and Search. The framework is called SSTS (Symbolic Search in Time Series) and uses regular expression queries to search the desired patterns in a symbolic representation of the signal. By adopting a set of symbolic methods, this approach has the purpose of increasing the expressiveness in solving standard pattern and query tasks, enabling the creation of queries more closely related to the reasoning and visual analysis of the signal. We demonstrate the tool's effectiveness by presenting 9 examples with several types of queries on time series. The SSTS queries were compared with standard code developed in Python, in terms of cognitive effort, vocabulary required, code length, volume, interpretation and difficulty metrics based on the Halstead complexity measures. The results demonstrate that this methodology is a valid approach and delivers a new abstraction layer on data analysis of time series.  相似文献   

Embodied cognition as grounding for situatedness and context in mathematics education   总被引：1，自引：0，他引：1  

Rafael E. Núñez  Laurie D. Edwards  João Filipe Matos 《Educational Studies in Mathematics》1999,39(1-3):45-65

In this paper we analyze, from the perspective of 'Embodied Cognition', why learning and cognition are situated and context-dependent. We argue that the nature of situated learning and cognition cannot be fully understood by focusing only on social, cultural and contextual factors. These factors are themselves further situated and made comprehensible by the shared biology and fundamental bodily experiences of human beings. Thus cognition itself is embodied, and the bodily-grounded nature of cognition provides a foundation for social situatedness, entails a reconceptualization of cognition and mathematics itself, and has important consequences for mathematics education. After framing some theoretical notions of embodied cognition in the perspective of modern cognitive science, we analyze a case study – continuity of functions. We use conceptual metaphor theory to show how embodied cognition, while providing grounding for situatedness, also gives fruitful results in analyzing the cognitive difficulties underlying the understanding of continuity. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

Holding Firm to the Bonds of Convention: primary English,Child Study and the ‘Competent Teacher’     

Jo‐Anne Reid 《Changing English: An International Journal of English Teaching》1999,6(2):197-218

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Teaching Women     

Jo Anne Pagano 《Educational theory》1988,38(3):321-339

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Specialist Art and Design Courses at 16+: Restriction or Liberation?     

Sari Finch 《The International Journal of Art & Design Education》2001,20(1):109-115

Recent educational reorganisation of further education has highlighted once again the issue of how we should educate our sixteen year olds for a career in art and design. Trends have alternated between vocational or general art education both being largely driven by industrial and economic need. The paper examines whether one or both approaches are most suitable for 16+ learners and evaluates some initial findings.  相似文献