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Mia Treacy 《Irish Educational Studies》2017,36(3):375-397
Research that aimed to examine teachers’ experiences whilst implementing a reform approach to mathematics teaching in an Irish primary school forms the basis of this paper. In particular, factors that contributed to changing mathematics practice in this case study school are outlined. The school engaged in professional development (PD) that focused on using an instructional framework [Hiebert, J., T. P. Carpenter, E. Fennema, K. C. Fuson, D. Wearne, H. Murray, A. Olivier, and P. Human. 1997. Making Sense: Teaching and Learning Mathematics with Understanding. Portsmouth: Heinemann] in the school-identified strand units of length and weight. Four classes were tracked throughout the study and each class acted as a sub-case within the larger study. Data collected through lesson observations, teacher interviews, pupil work samples, and pupil focus group interviews were used to compare teachers’ experiences and to identify what supported and enabled them to change their practice, in addition to highlighting challenges that may have prevented such change. Findings were that shifts in practice were evident to different degrees in the four classes during the study. In relation to enabling factors, findings suggest that tailored PD, and the use and refinement of an instructional framework contributed to enabling teachers in changing their mathematics teaching. In particular, teachers reported that the 4Ts instructional framework was a very useful tool in supporting them to change mathematics teaching. 相似文献
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Mia Ridge 《Curator: The Museum Journal》2013,56(4):435-450
Crowdsourcing, or “obtaining information or services by soliciting input from a large number of people,” is becoming known for the impressive productivity of projects that ask the public to help transcribe, describe, locate, or categorize cultural heritage resources. This essay argues that crowdsourcing projects can also be a powerful platform for audience engagement with museums, offering truly deep and valuable connection with cultural heritage through online collaboration around shared goals or resources. It includes examples of well‐designed crowdsourcing projects that provide platforms for deepening involvement with citizen history and citizen science; useful definitions of “engagement”; and evidence for why some activities help audiences interact with heritage and scientific material. It discusses projects with committed participants and considers the role of communities of participants in engaging participants more deeply. 相似文献
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In 2009, the Woodruff Health Sciences Center Library started a library instruction dialogue with the medical students and faculty from the Emory School of Medicine. These discussions exposed a gap among faculty, students, and librarians in their perceptions of information processing. Follow-ups with the Associate Deans for Student Affairs and Medical Education led to the decision to administer an online assessment of the incoming student body and a complete redesign of the library orientation program. The aim of using self-assessment methodology in the framework of an orientation program was to set the students' foundation for self-discovery and introduce them to self-learning. 相似文献
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Peter Broeder Mia Stokmans 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2013,59(1):87-112
While reading behaviour of adolescents is a frequent object of research, most studies in this field are restricted to a single country. This study investigates reading as a leisure-time activity across social groups from three regions differing in reading tradition as well as in the facilities available for reading. The authors analyse the reading behaviour of a total of 2,173 adolescents in the Netherlands, in Beijing (China), and in Cape Town (South Africa). Taking Icek Ajzen’s Theory of Planned Behaviour as a starting point, the authors adjusted it to model the three most important determinants of reading behaviour, namely (1) reading attitude; (2) subjective norms (implicit and explicit social pressure to read); and (3) perceived behavioural control, which includes reading proficiency and appropriateness of the available books (book supply). While they found the adjusted model to fit the Dutch and Beijing situation quite well, it appeared to be inappropriate for the Cape Town situation. Despite considerable cultural and situational differences between the Netherlands and Beijing, the results show a similar pattern for these two environments. The most important determinants turn out to be: the hedonic reading attitude, the implicit norm of family and friends, the attractiveness of the available choice of books, and the perceived reading proficiency. 相似文献
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Through a Chicana Feminist and Curricular Reconceptualist lens, this article theorizes a Curriculum of the Mestiza/o Body as return to historicized, corporal knowing which takes shape, form, flesh and language in the Mestiza/o Body in order to nourish and arm especially Mexican/Mexican-American (Mexicana/o) young people toward equitable, hopeful educational futures of dignity and wellness. This work is informed within the intellectual, survival legacies of a land-based indigenous-heritage People who have long railed against erasure and distortion within oppressive Eurocentric and hegemonic social constructs. This paper presents a resistant, healing, and regenerative school curriculum, mirrored in the cellular workings of the body itself, through which young People of Color, and especially Mexicana/os, “guilty of nothing but their born color, guilty of being innocent” (Baca, 1990, p. 46) are brought into a learning landscape wherein their—our—histories, ways of being, thinking, learning, and loving are central bloodlines of classroom practice. 相似文献
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We examined the relationships among phonologicalawareness, phonological memory, and development ofreading skills in a longitudinal study, by following222 Finnish preschoolers through the grade 2.The main focus was on the role of phonological memoryin word recognition and comprehension. The skillsassessed were verbal abilities, phonological memory,phonological awareness, word recognition, listeningand reading comprehension, altogether comprising themost extensive set of variables so far used in thestudy of phonological memory and reading. We proposeda structural equation model for the developmentalrelationships among the variables. This model waslargely confirmed by the data. The most significantpredictor of word recognition was phonologicalawareness. Phonological memory had only a weak effecton phonological awareness at preschool age, andvia this connection, a weak indirect effect on grade 1 word recognition. Contrary toexpectations, phonological memory also had asignificant, albeit weak effect on grade 2word recognition. Phonological memory did notdirectly affect reading comprehension. However,it was strongly related to listeningcomprehension at preschool, and via the strongeffects of both listening comprehension and wordrecognition on reading comprehension, there weresignificant indirect effects of phonological memory onreading comprehension. The results also underline thestability of development of phonological memory, wordrecognition, and comprehension from preschool to theend of grade 2. 相似文献
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Mia Breitkopf 《Journal of Library & Information Services in Distance Learning》2018,12(3-4):148-164
The Standards for Distance Learning Library Services created by the Association of College and Research Libraries asks the distance learning librarian to be an advocate for an institutional culture of support for distance learners. The Standards make it clear that the distance learning librarian must initiate and participate in institution-wide projects. However, both individuals and organizations in which they serve struggle with change, and such resistance to change is a major barrier to creating a supportive institutional culture and convincing colleagues to participate in collaborative projects. Librarians using the Standards to guide their work must understand how to strategically manage resistance to change. This article will discuss how one online learning librarian used leadership and project management practices to address resistance to change in the library organization and across the college. It gives practical recommendations for leadership and project management skills that will help distance learning librarians and others working to enact the Standards at their academic institutions. 相似文献
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It is currently unknown how many Institutional Review Boards (IRBs) exist at community colleges. This study investigates the percentage of public and Tribal community colleges that have active IRBs. It also examines the potential relationships between states that allow community colleges to confer baccalaureate degrees, or that have articulation agreements, and community college IRBs. Data were drawn from the United States Department of Health and Human Services in conjunction with the American Association of Community Colleges and state department of education websites in order to create a national snapshot of active and deactivated IRBs at these institutions. It was most common for a state to have at least one IRB at public community colleges. Conversely, the majority of states with Tribal community colleges did not have IRBs. Further, while no association was found between states that allow community colleges to confer baccalaureate degrees, states with an articulation agreement were more likely to have an active IRB at their community colleges. Trends potentially unique to community college IRB implementation appeared evident, including one IRB to oversee a district or state of community colleges. Future research is needed to clarify the rationales behind these decisions. Creating an IRB is one way in which community colleges might claim a more active leadership role in being both subject and producer of scholarship in the literature. 相似文献