Marginalised behaviour: digital annotations,spatial encoding and the implications for reading comprehension     

Martin Johnson  Rita Nádas 《Learning, Media and Technology》2009,34(4):323-336

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Large-scale student assessment studies measure the results of processes of knowledge acquisition: Evidence in support of the distinction between intelligence and student achievement   总被引：1，自引：0，他引：1  

Jürgen Baumert  Oliver Lüdtke  Martin Brunner 《Educational Research Review》2009,4(3):165-176

Given the relatively high intercorrelations observed between mathematics achievement, reading achievement, and cognitive ability, it has recently been claimed that student assessment studies (e.g., TIMSS, PISA) and intelligence tests measure a single cognitive ability that is practically identical to general intelligence. The present article uses three lines of reasoning to show that the outcomes of schooling can and must be conceptually distinguished from the intelligence construct. First, the conceptual differences between student assessments and tests of cognitive ability are delineated. Second, results from construct validation studies providing strong empirical support for the multidimensionality of the achievement measures applied in large-scale educational assessments are reported. Third, data supporting the differential development of educational outcomes in different domains are presented.  相似文献   

Raising critical issues in the analysis of gender and science in children’s literature     

Sonya N. Martin  Christina A. Siry 《Cultural Studies of Science Education》2009,4(4):951-960

Trevor Owens’ paper provides a critique of the role of gender and authority in selected children’s books that presented biographies of Albert Einstein and Marie Curie. In the context of discussing Trevor’s (2009) article about children’s literature, this forum explores issues related to the (a) representation and construction of gender, science, and childhood in literature for children; (b) the need to consider socio/historical/cultural contexts in analytical and theoretical frameworks; and (c) the importance of fostering critical literacy perspectives in pre- and in-service science teachers and the children whom they teach.  相似文献   

Teaching and Learning in Interdisciplinary Higher Education: A Systematic Review   总被引：1，自引：0，他引：1  

Elisabeth J. H. Spelt  Harm J. A. Biemans  Hilde Tobi  Pieternel A. Luning  Martin Mulder 《Educational Psychology Review》2009,21(4):365-378

Interdisciplinary higher education aims to develop boundary-crossing skills, such as interdisciplinary thinking. In the present review study, interdisciplinary thinking was defined as the capacity to integrate knowledge of two or more disciplines to produce a cognitive advancement in ways that would have been impossible or unlikely through single disciplinary means. It was considered as a complex cognitive skill that constituted of a number of subskills. The review was accomplished by means of a systematic search within four scientific literature databases followed by a critical analysis. The review showed that, to date, scientific research into teaching and learning in interdisciplinary higher education has remained limited and explorative. The research advanced the understanding of the necessary subskills of interdisciplinary thinking and typical conditions for enabling the development of interdisciplinary thinking. This understanding provides a platform from which the theory and practice of interdisciplinary higher education can move forward.  相似文献   

Iterative Design toward Equity: Youth Repertoires of Practice in a High School Maker Space     

Lee Martin  Colin Dixon  Sagit Betser 《Equity & Excellence in Education》2018,51(1):36-47

Despite their potential, maker activities do not always support equitable engagement. The authors report on a design research study where they worked to support equitable engagement of youth repertoires of practice in a high school makerspace. Their orientation toward equity is grounded in the construct of repertoires of practice, and they focus on the question of what counts as making, and who has authority to decide. The authors consider two cases across two years and analyze moments of student resistance and agency as opportunities to expand the valued practices in the makerspace to more equitably support engagement. They report on the particular pedagogical strategies that emerged through the work, including exploration and helping, as well as their process of iterative analysis and design work that led to the embrace of these strategies.  相似文献   

Community College Program Planning: A Method to Measure and Meet Community Need     

Kelly Perez-Vergara  Rachel Lathrop  Martin Orlowski 《Community College Journal of Research & Practice》2018,42(3):204-217

Offering academic programs that meet community need has long been a core mission of community colleges. However, determining which job skills and credentials are needed for employment in the community is challenging. In order to facilitate a holistic and community-based perspective, our 2-year community college developed a structured curricular planning model to guide programmatic decision-making based on regional economic and labor-market data. These procedures cumulatively inform comprehensive curricular planning related to program offerings and describe the relationship of this process to integrated planning. This model can assist other community colleges with designing processes to refine programing mix.  相似文献   

Adaptive capacity in the Pacific region: a study of continuous professional development for in-service teachers in Kiribati     

Tess Martin  Ian Thomson 《Asia-Pacific Journal of Teacher Education》2018,46(1):6-21

This study of I-Kiribati secondary school teachers used a project-based approach to investigate the notions of school-based and collaborative learning as a suitable model for in-service teacher continuous professional development (CPD). The design and methodology adopted by the study framed the argument that since collaborative behavior is integral in Kiribati and Pacific community daily life it could be a suitably applied in the workplace to promote effective learning. At the same time the study was designed to investigate a system of learning for teachers in Kiribati that would address their needs, in particular being school-based. The study revealed that cultural influences in Kiribati such as: the role of leaders, respect for elders and secret knowledge have a strong influence on teacher behavior both inside and outside the classroom. The recommendations concur with research literature that suggests developing effective policy and practices in the Pacific region must be driven by and strongly reflect cultural practices, values and beliefs. Importantly, the notion that some cultural practices may conflict when applied in different settings provides an added dimension to the body of literature.  相似文献   

The impact of maternal responsiveness and control on change in externalising behaviour problems: differences between regular and special schools     

Hannah Margraf  Martin Pinquart 《Emotional and Behavioural Difficulties》2018,23(1):3-14

The present study compared 124 adolescents from special schools for students with emotional and behavioural disturbances (EBDs) and 133 regular schooled adolescents with regard to their perceived maternal behaviour. It was also tested longitudinally whether effects of maternal parenting behaviour on subsequent externalising behaviour vary as a function of school type. The two groups did not differ from each other with regard to perceived maternal parenting behaviour. However, an interaction effect of school type and parenting behaviour on externalising behaviour was found. Maternal warmth/support predicted a decrease and maternal strict control an increase in subsequent problem behaviour only for adolescents from special schools. The importance of parenting programmes especially for parents of adolescents attending special schools for students with EBD is discussed.  相似文献   

Christian Higher Education as a High Calling     

Paul Lowell Haines  Jessica L. Martin  Alana Dean Price 《Christian Higher Education》2018,17(5):273-277

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Mapping remote and multidisciplinary learning barriers: lessons from challenge-based innovation at CERN     

Matilde Bisballe Jensen  Tuuli Maria Utriainen  Martin Steinert 《European Journal of Engineering Education》2018,43(1):40-54

This paper presents the experienced difficulties of students participating in the multidisciplinary, remote collaborating engineering design course challenge-based innovation at CERN. This is with the aim to identify learning barriers and improve future learning experiences. We statistically analyse the rated differences between distinct design activities, educational background and remote vs. co-located collaboration. The analysis is based on a quantitative and qualitative questionnaire (N?=?37). Our analysis found significant ranking differences between remote and co-located activities. This questions whether the remote factor might be a barrier for the originally intended learning goals. Further a correlation between analytical and converging design phases was identified. Hence, future facilitators are suggested to help students in the transition from one design phase to the next rather than only teaching methods in the individual design phases. Finally, we discuss how educators address the identified learning barriers when designing future courses including multidisciplinary or remote collaboration.  相似文献