Essential Conditions for Technology-Supported,Student-Centered Learning: An Analysis of Student Experiences With Math Out Loud Using the ISTE Standards for Students     

Mary Jo Dondlinger  Julie McLeod  Sheri Vasinda 《Journal of Research on Technology in Education》2016,48(4):258-273

This article explores links between student experiences with technology-rich mathematics instruction and the ISTE Standards for Students. Research methods applied constructivist grounded theory to analyze data from student interviews against the ISTE Standards for Students to identify which elements of the design of this learning environment seemed to support the attainment of both mathematics content objectives and the ISTE Standards for Students. Researchers then identify guiding principles for the effective design of technology-supported, student-centered learning environments based on analysis of the results. (Keywords: ISTE standards, mathematics education, student- created work, technology-rich learning)  相似文献   

Volume contents     

Jo Boaler 《Educational Studies in Mathematics》2002,50(3):347-348

Volume Contents

Volume contents  相似文献   

Attitude items and low ability students: the need for a cautious approach to interpretation     

Michela Gnaldi  Ian Schagen    Jo Morrison 《Educational studies》2005,31(2):103-113

The results of the Progress in International Reading Literacy Study (PIRLS 2001) were published in 2003. In addition to data about the reading achievements of 10‐year‐olds in 35 countries, PIRLS 2001 also collected questionnaire information from children, their teachers, headteachers and parents. The results showed not just how well students can perform in various reading tasks, but also the relationship between reading abilities and other characteristics, including the characteristics of their homes and schools, the students' attitudes to reading, reading enjoyment, self‐confidence, engagement and perceptions of their reading abilities. Surprisingly enough, children in England were reported as having poor attitudes to reading, compared to children in many other countries, despite high achievement on the reading tests. This paper raises some concerns about the interpretation of results from the study, suggesting a more complex picture than that presented in the summary index published in 2003. Our secondary analysis of the attitude and achievement data from PIRLS shows that pupils with low ability levels have misunderstood the questions which tested their attitudes towards reading. The authors point out that caution is needed when making cross‐country comparisons to avoid naïve approaches to interpretation.  相似文献   

Delivering NEET policy packages? A decade of NEET policy in England     

Jo Hutchinson  Vanessa Beck  Tristram Hooley 《Journal of Education & Work》2016,29(6):707-727

This article explores the way in which government policy shapes the lives of young people who are not in education, employment or training (NEET). In particular it examines how the concept of NEETs is set within a specific infrastructure and discourse for managing and supporting young people. The article provides a brief history of the NEET concept and NEET initiatives, before moving on to scrutinise the policies of the Coalition Government. A key distinction is made between those policies and practices that seek to prevent young people becoming NEET from those that seek to re-engage those who are NEET. It is argued that the Coalition has drawn on a similar active labour market toolkit to the previous Labour administration, but that this has been implemented with fewer resources and less co-ordination. It concludes that there is little reason to believe that Coalition policy will be any more successful than that of the previous government, and some reason to be concerned that it will lead to young people becoming more entrenched within NEET.  相似文献   

Effects of learning analytics dashboard: analyzing the relations among dashboard utilization,satisfaction, and learning achievement     

Jeonghyun Kim  Il-Hyun Jo  Yeonjeong Park 《Asia Pacific Education Review》2016,17(1):13-24

The learning analytics dashboard (LAD) is a newly developed learning support tool for virtual classrooms that is believed to allow students to review their online learning behavior patterns intuitively through the provision of visual information. The purpose of this study was to empirically validate the effects of LAD. An experimental study was conducted with a dashboard treatment group and a control group. The researchers developed a LAD and evaluated its effectiveness on the sample of 151 college students at a private university located in Korea, who were taking the online course titled “Management Statistics” in the first semester of 2014. The following results were obtained. First, the students who received dashboard treatment presented higher final score than those who did not. Second, the dashboard usage frequency, as measured by the number of times the dashboard was opened, did not have a significant impact on learning achievement. However, a slightly positive correlation between satisfaction with LAD and learning achievement was observed. Further analysis indicated that learners who used the dashboard only a few times showed relatively high satisfaction with LAD. On the other hand, high academic achievers who opened LAD relatively frequently showed lower satisfaction with dashboard. The results guide that LAD should be revised in a way to motivate learners consistently and support learners who have different academic achievement levels. The study discusses the further research tasks in terms of LAD development as an effective and personalized feedback tool to improve learners’ academic achievement.  相似文献   

Approaches to Teacher Professional Development: a critical appraisal*     

João M. Moreira 《欧洲师范教育杂志》1996,19(1):47-63

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For the children ... we'll work together     

Jo Kuykendall 《Early Childhood Education Journal》1989,16(3):38-39

Jo Kuykendall teaches with the University of Alaska, Fairbanks; and is a consultant with CARE (Child Care Administration, Regulation and Education) Specialists. This is an adaptation of the poem presented at the closing ceremony for the Alaska ECE Conference in Fairbanks, February, 1987.  相似文献   

Accomplishing lessons in postcolonial classrooms: comparative perspectives from Botswana and Brunei Darussalam   总被引：1，自引：0，他引：1  

Jo Arthur 《比较教育学》2006,42(2):177-202

Drawing on observations and audio‐recordings of classroom language use in two postcolonial societies, the Republic of Botswana in Africa and the Sultanate of Brunei Darussalam in south‐east Asia, this study seeks to explore how teachers and pupils face the challenge of accomplishing teaching and learning using a language which is not their own. In both Botswana and Brunei Darussalam, English is the official language of instruction for some subjects from mid‐primary school level. Unlike many comparative studies which concentrate on the macro or national level, the focus of this study is the micro‐level of classroom interaction. The study shows that there are both similarities and differences across the two contexts in the ways teachers and pupils engage with language(s) through a range of monolingual and bilingual strategies. In comparing the discourses of primary‐level classrooms in Botswana and Brunei Darussalam, the study demonstrates the tensions in the language policies and practices in the two postcolonial countries. The pressure of globalisation has resulted in the privileging of imported over indigenous languages and the study shows the pragmatic responses of the classroom participants in the two contexts.  相似文献   

Questioning techniques to promote thinking     

Jean M. Shaw  Mary Jo Puckett Cliatt 《Early Childhood Education Journal》1988,16(1):10-13

Research has shown that children as young as three and four can think on many different levels if they are encouraged to do so (Pepler & Ross, 1981; Turner & Durrett, 1975). Educators can promote young children's thinking by asking appropriate questions and by providing learning activities that require children to think beyond the recall or memorization level (What Works, 1986). Asking good questions is an art — an art that can be learned and refined with practice and with conscious effort.Jean M. Shaw and Mary Jo Puckett Cliatt are associate professors in the School of Education at the University of Mississippi in University, MS.  相似文献   

Supporting the Development of Emotional Intelligence Competencies to Ease the Transition from Primary to High School     

P. Qualter  H. E. Whiteley  J. M. Hutchinson  D. J. Pope 《Educational Psychology in Practice》2007,23(1):79-95

This study aims to explore (1) whether pupils with high emotional intelligence (EI) cope better with the transition to high school; and (2) whether the introduction of an intervention programme to support the development of EI competencies can increase EI and self‐worth, and so ease the negative effects of transition. Results suggest that pupils with high/average levels of EI cope better with transition in terms of grade point average, self‐worth, school attendance and behaviour than pupils with low EI. In addition, pupils with low baseline EI scores responded positively to the intervention programme, although a negative change was noted in pupils with high baseline emotional intelligence. Results are considered in terms of implications for educational practice.  相似文献