Numeracy Coordinators: 'Brokering' Change Within and Between Communities of Practice?     

Brian Corbin  Olwen McNamara  Julian Williams 《British Journal of Educational Studies》2003,51(4):344-368

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The long-term effects of “carrots”: School system structure and curriculum, SSCEP and the problem of motivating learning that is functional     

Vin McNamara 《International Journal of Educational Development》1982,1(3)

Can the high school curriculum be designed to influence the behaviour of school leavers in ways that will make a greater direct contribution to improvement in the quality of life in PNG communities? Weeks cites evidence of the more beneficial effects on village life of schooled (as contrasted with unschooled) villagers. Foster questions the power of school curricula to change the aspirations of students. Conroy develops Foster's argument, quoting Lewis to prefer, rather than a vocational secondary curriculum, a more meaningful general education curriculum, more carefully based on examples from the students' communities.The rationale of the Secondary Schools Community Extension Project (S.S.C.E.P.) is outlined as a structural device to use the Grade X exam to motivate greater attention to the community applications of the existing general curriculum. The question that remains to be tested is, “Will students returning to the village from Grade X at S.S.C.E.P. schools show greater desire and ability to contribute to village development than normal Grade X leavers?” An independent evaluation of the short-term outcomes is to be carried out.  相似文献   

‘The bar is slightly higher’: the perception of racism in teacher education     

Tehmina N. Basit  Olwen McNamara  Lorna Roberts  Bruce Carrington  Meg Maguire  Derek Woodrow 《Cambridge Journal of Education》2007,37(2):279-298

The education and training of teachers is an issue of national concern. In this paper we analyse the findings of an in‐depth investigation, undertaken by means of semi structured interviews, of a group of minority ethnic teacher trainees who withdrew from Initial Teacher Training courses in England, and a smaller group of those who completed these courses. We focus, in particular, on trainees' perception of the manifestation of racism during their training. Though none of the minority ethnic withdrawers perceive racism as the determining factor for their withdrawal, some mention instances of covert and even overt racism, while others note subtle forms of discriminatory obstacles to successful completion of the course, which they are reluctant to label as racism. The paper concludes by pointing to the complexity of categorizing phenomena as racism. It also draws attention, on the one hand, to the vulnerability of those who view themselves as being racially abused, and, on the other, to those who are disinclined to dwell on barriers to success as forms of racism and are more predisposed to regarding them as failures of the system.  相似文献   

Measuring deep, reflective comprehension and learning strategies: challenges and successes   总被引：1，自引：0，他引：1  

Danielle S. McNamara 《Metacognition and Learning》2011,6(2):195-203

There is a heightened understanding that metacognition and strategy use are crucial to deep, long-lasting comprehension and learning, but their assessment is challenging. First, students’ judgments of what their abilities and habits and measurements of their performance often do not match. Second, students tend to learn and comprehend differently depending on the subject matter, contexts, goals, and tasks. As a consequence, a student may appear to use deep, reflective strategies in one situation, and fail to do so in other circumstances. Third, it is generally assumed that strategy use (metacognition, metacomprehension) are separable constructs from the underlying skills germane to the target task. The studies described in this issue draw attention to the potential challenges to developing a pure (separable) measure of strategy use that is also reliable, valid, and contextualized.  相似文献   

‘What rough beast?’ Conceptualising the poetry teacher in Ireland through the eyes of the pupil     

Jennifer Hennessy  Patricia Mannix McNamara 《Asia-Pacific Journal of Teacher Education》2012,40(4):379-394

Pupils have a significant contribution to make in the construction of knowledge about teaching and learning in schools. Therefore, consultation with pupils should play a significant role in the pursuit of pedagogical advancement. This study explores pupils' conceptions of effective poetry teachers at Leaving Certificate level in Ireland. Taking a phenomenographic approach, this study draws on interviews conducted with 23 senior cycle pupils. Set against a transcontextual backdrop of pupil apathy and disengagement in the poetry classroom, this study identifies five significant categories of learning for pre-service teachers aiming to optimise student engagement within the poetry classroom. The imperative for action, specifically at pre-service level, is outlined and recommendations in the pursuit of pedagogical advancement in the poetry classroom are proposed.  相似文献   

The effect of metacomprehension judgment task on comprehension monitoring and metacognitive accuracy     

Yasuhiro Ozuru  Christopher A. Kurby  Danielle S. McNamara 《Metacognition and Learning》2012,7(2):113-131

The authors investigated differences in the processes underlying two types of metacomprehension judgments: judgments of difficulty and predictions of performance (JOD vs. POP). An experiment was conducted to assess whether these two types of judgments aligned with different types of processing cues, and whether their accuracy correlated with different factors such as sensitivity to processing ease and reading ability. Participants (n?=?72) read an extended text about brain structure and after each sentence made either a JOD or POP. Results suggested that JODs and POPs were made based on different sets of cues because different factors correlated with the accuracy of metacomprehension judgments. JOD accuracy correlated with sensitivity to processing ease and POP accuracy most strongly correlated with reading ability. Engaging in different metacomprehension judgments during reading may alter the information sources to which a reader attends and which factors influence metacognitive accuracy.  相似文献   

Touching the screen: issues related to the use of touchscreen technology in early childhood education     

Geoff Romeo  Suzy Edwards  Sue McNamara  Ian Walker  Christopher Ziguras 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(3):329-339

This paper reports on a research project that investigated the use of touchscreens by children in early childhood and junior primary settings by introducing touchscreens in five classrooms in Melbourne. Several methods to obtain information about how children interacted with the touchscreens were used including observation, journals and field notes, and interviews. The research identified five key themes, relating to developmental issues, input device preference, technical issues, individual differences in children's use of the touchscreen and issues of collaboration.  相似文献   

Is it all memory recall? An empirical investigation of intellectual skill requirements in Leaving Certificate examination papers in Ireland     

Denise Burns  Ann Devitt  Gerry McNamara  Joe O'Hara  Martin Brown 《Irish Educational Studies》2018,37(3):351-372

The terminal examination of post-primary education in Ireland, the Leaving Certificate, is often criticised for the reliance on memory recall over higher order thinking skills in the assessment process. In order to examine the evidence base for these critiques, this article presents an empirical investigation of the intellectual skills and knowledge domains implicit in the tasks in the written examination papers of 23 subjects in the Leaving Certificate in Ireland from 2005 to 2010. Data were collected from two sources: examination papers and student interviews. In an in-depth document analysis of the examination papers, 14,910 occurrences of command verbs were coded for the intellectual skill and knowledge domains required by the assessment task. As the same verb can require different intellectual skills in different subjects and in different tasks, each occurrence of every verb was assigned a specific value depending on its context. The article presents the frequencies and distributions of intellectual skills and knowledge domains within and across subjects. In light of key points in the literature search, the findings indicate concern regarding the level of challenge and stimulation for the development of students of the Leaving Certificate.  相似文献   

Book reviews     

Sir Alex Smith  Norman Evans  Gareth Williams  F. R. Charmer  David R. McNamara  Edward T. Silva  John Heywood  A. M. Ross  P.G.A.  A.M.R. 《Higher Education》1982,11(4):485-496

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Learning disabilities and risk-taking behavior in adolescents: a comparison of those with and without comorbid attention-deficit/hyperactivity disorder     

McNamara J  Vervaeke SL  Willoughby T 《Journal of learning disabilities》2008,41(6):561-574

Risk-taking behavior includes alcohol and drug use, delinquency, acts of aggression, sexual activity, and so on. Many studies have explored the relationship between adolescents and risk-taking behavior; however, only a few studies have examined this link in adolescents with learning disabilities (LD) or attention-deficit/hyperactivity disorder (ADHD). The purpose of the present study was to address that limitation by comparing the risk-taking behavior of adolescents with LD (n=230), with comorbid LD/ADHD (n=92), and without LD or ADHD (n=322) on their substance use, engagement in major and minor delinquency, acts of aggression, sexual activity, and gambling activities. The study also investigated whether psychosocial variables (e.g., well-being) may act as mediating variables that help explain between-group differences. Results suggest that it is a combination of the LD and the secondary psychosocial characteristics that explains why adolescents with LD and comorbid LD/ADHD more frequently engage in some risk-taking behavior.  相似文献