Articulation of medium of instruction politics in the Malaysian Chinese press     

Moses Samuel  Mahmud Hasan Khan  Lee Luan Ng  Kin Wai Cheang 《Discourse: Studies in the Cultural Politics of Education》2014,35(2):206-218

In postcolonial multilingual societies, matters of education are deeply rooted in the discourse of ethnicity. In Malaysia, the interface between ethnicity and education is reflected in recent debates on the choice of medium of instruction (MOI). In 2002, the Malaysian government introduced English as MOI by replacing Malay, the national language, for teaching mathematics and science, at the school level. However, in 2009, the policy was reversed to Malay. This policy initiative has been actively contested in the Malaysian media. Through an analysis of news reports on the controversy published by the Malaysian Chinese newspaper, Nanyang Siang Pao, this paper aims to illustrate how a sizeable ethnic minority is able to position itself vis-à-vis a national policy. To explain the ethno-political construction of MOI debates in the newspaper, we use two concepts, namely, ‘plurality of struggles’ (Laclau, 2006a, 2006b; Laclau & Mouffe, 1985) and ‘transmission of the speech of others’ (Bakhtin, 1981). These notions are contextualized in the macro-context of a multi-ethnic polity in which Chinese society, Chinese press and Chinese education are seen to co-construct community interests.  相似文献   

Drawing on Dynamic Local Knowledge Through Student-Generated Photography     

Marilee Coles-Ritchie  Bayley Monson  Catherine Moses 《Equity & Excellence in Education》2015,48(2):266-282

In this research, the authors explored how teachers using student-generated photography draw on local knowledge. The study draws on the framework of funds of knowledge to highlight the assets marginalized students bring to the classroom and the need for culturally relevant pedagogy to address the needs of a diverse public school population. The purpose of this study was to understand how teachers were using student generated photography to connect students’ dynamic local knowledge with curriculum and classroom practices. Through the methodology of critical qualitative teacher action research in two unique classroom sites, the authors’ findings include increased student responsibility and ownership; teachers as learners; and the richness and complexity of the students’ lived experiences.  相似文献   

Quality of teaching mathematics and learning achievement gains: evidence from primary schools in Kenya     

Moses W. Ngware  James Ciera  Peter K. Musyoka  Moses Oketch 《Educational Studies in Mathematics》2015,89(1):111-131

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Butterflies,Bugs and Supervising Teachers     

Dr. John E. Morris  Kathy Glover  Audrey Moses  Dr. Anna Seaman  Barbara Banks  Sherrill Norris 《Clearing house (Menasha, Wis.)》2013,86(4):181-182

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Intensity of exercise recovery, blood lactate disappearance, and subsequent swimming performance   总被引：1，自引：0，他引：1  

Greenwood JD  Moses GE  Bernardino FM  Gaesser GA  Weltman A 《Journal of sports sciences》2008,26(1):29-34

The aim of this study was to examine the effects of active versus passive recovery on blood lactate disappearance and subsequent maximal performance in competitive swimmers. Fourteen male swimmers from the University of Virginia swim team (mean age 20.3 years, s= 4.1; stature 1.85 m, s= 2.2; body mass 81.1 kg, s= 5.6) completed a lactate profiling session during which the speed at the lactate threshold (V(LT)), the speed at 50% of the lactate threshold (V(LT.5)), and the speed at 150% of the lactate threshold (V(LT1.5)) were determined. Participants also completed four randomly assigned experimental sessions that consisted of a 200-yard maximal-effort swim followed by 10 min of recovery (passive, V(LT.5), V(LT), V(LT1.5)) and a subsequent 200-yard maximal effort swim. All active recovery sessions resulted in greater lactate disappearance than passive recovery (P < 0.0001 for all comparisons), with the greatest lactate disappearance associated with recovery at V(LT) (P= 0.006 and 0.007 vs. V(LT.5) and V(LT1.5) respectively) [blood lactate disappearance was 2.1 mmol l(-1) (s= 2.0), 6.0 mmol l(-1) (s=2.6), 8.5 mmol l(-1) (s= 1.8), and 6.1 mmol l(-1) (s= 2.5) for passive, V(LT.5), V(LT), and V(LT1.5) respectively]. Active recovery at VLT and V(LT1.5) resulted in faster performance on time trial 2 than passive recovery (P=0.005 and 0.03 respectively); however, only active recovery at V(LT) resulted in improved performance on time trial 2 (TT2) relative to time trial 1 (TT1) [TT2- TT1: passive +1.32 s (s= 0.64), V(LT.5) +1.01 s (s= 0.53), V(LT) -1.67 s (s= 0.26), V(LT1.5) -0.07 s (s = 0.51); P < 0.0001 for V(LT)). In conclusion, active recovery at the speed associated with the lactate threshold resulted in the greatest lactate disappearance and in improved subsequent performance in all 14 swimmers. Our results suggest that coaches should consider incorporating recovery at the speed at the lactate threshold during competition and perhaps during hard training sessions.  相似文献   

Relationships of Measurement Error and Prediction Error in Observed‐Score Regression     

Tim Moses 《Journal of Educational Measurement》2012,49(4):380-398

The focus of this paper is assessing the impact of measurement errors on the prediction error of an observed‐score regression. Measures are presented and described for decomposing the linear regression's prediction error variance into parts attributable to the true score variance and the error variances of the dependent variable and the predictor variable(s). These measures are demonstrated for regression situations reflecting a range of true score correlations and reliabilities and using one and two predictors. Simulation results also are presented which show that the measures of prediction error variance and its parts are generally well estimated for the considered ranges of true score correlations and reliabilities and for homoscedastic and heteroscedastic data. The final discussion considers how the decomposition might be useful for addressing additional questions about regression functions’ prediction error variances.  相似文献   

Reprint of: The 2011 Benjamin Franklin medal in earth and environmental science presented to Jillian F. Banfield     

Carl O. Moses 《Journal of The Franklin Institute》2014

The Franklin Institute, Philadelphia, Pennsylvania awards the 2011 Benjamin Franklin Medal in Earth and Environmental Science to Professor Jillian F. Banfield for her pioneering work in the fields of geochemistry and environmental microbiology, in particular her discoveries of the underlying principles of mineral formation and alteration by microbes and her efforts to advance the understanding of the form, composition, and distribution of minerals in the presence of living organisms.  相似文献   

Influence of mothers' education on children's maths achievement in Kenya     

Benta A. Abuya  Moses Oketch  Maurice Mutisya  Moses Ngware  James Ciera 《Education 3-13》2013,41(6):633-646

Research shows that fathers' level of education predicts achievement of both boys and girls, with significantly greater effect for boys. Similarly, mothers' level of education predicts the achievement of girls but not boys. This study tests the mother–child education achievement hypothesis, by examining the effect of mothers' education on the maths test score of children, using data from 71 schools across 6 districts in Kenya. The findings of a multilevel random intercept model, based on a sample of 1907 learners reveal surprisingly negative effect of mothers' education on pupil's achievement, with an interaction effect of mother's and father's education being positive.  相似文献   

Teacher Empowerment: A Key to Restructuring     

Kathayn S. Whitaker  Monte C. Moses 《Clearing house (Menasha, Wis.)》2013,86(2):127-130

Despite a wealth of research pointing to the benefits of empowerment, teachers still remain encapsulated in their classrooms (Rice 1987). They have been unable to take their place as first-class citizens within the education profession. It is encouraging to note the various programs and plans that are being tried across the country. It is also encouraging to read so much in the literature about teacher empowerment, school-centered decision making, and the restructuring of schools. Empowerment, it is to be hoped, will not be looked on as merely “another fad.”

It is crucial that programs supporting teacher empowerment expand and that the “reform states” reduce the restrictions placed on teacher autonomy. If legislators continue to insist on making the crucial educational decisions, then they ought to accept the fact that schools are unlikely to improve.  相似文献   

When Parallel Paths Cross: Competition and the Elimination of Sex Segregation in the Education Fraternities, 1969-1974     

Laurie Moses Hines 《History of education quarterly》2003,43(2):196-223

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