Topology and transformations in high school geometry     

Paul J. Kelly 《Educational Studies in Mathematics》1971,3(3-4):477-481

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Editorial the changing face of learning and teaching     

Paul Cooper 《Education 3-13》2013,41(3)

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Peer Review, Political Correctness, and Human Nature     

Paul Hollander 《Academic Questions》2013,26(2):148-156

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Experiences of master’s students regarding clinical supervision in an applied psychology programme in South Africa     

Lindi Nel  Paul Fouche 《Teaching in Higher Education》2017,22(1):30-43

This study explored and described the experiences regarding clinical supervision of master’s students in professional psychology programmes in South Africa. Four participants were purposively selected from four different universities. The participants engaged in reflective writings and in-depth interviews over a one-year span. Data were analysed through interpretative phenomenological analysis (IPA). Findings indicated that supervision, as compulsory pedagogical activity for these students, serves an essential purpose, as it was identified as the main contributor towards their professional developmental journeys. Interpretation of the findings yielded themes of significance across cases. Identified themes are emotional support, self-acceptance, autonomy and personal growth. Themes were contextualise within broader educational theories as well as within professional career developmental theory in psychology. While becoming a psychologist is known to be a difficult journey, the results indicated that it can also be rewarding, and holds the potential to enhance growth which can be unlocked by the supervisory relationship.  相似文献   

International schools: current issues and future prospects. Edited by Mary Hayden and Jeff Thompson     

Paul Tarc 《British Journal of Educational Studies》2017,65(4):526-530

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On the Practical Interpretability of Cross‐Lagged Panel Models: Rethinking a Developmental Workhorse          下载免费PDF全文

Daniel Berry  Michael T. Willoughby 《Child development》2017,88(4):1186-1206

Reciprocal feedback processes between experience and development are central to contemporary developmental theory. Autoregressive cross‐lagged panel (ARCL) models represent a common analytic approach intended to test such dynamics. The authors demonstrate that—despite the ARCL model's intuitive appeal—it typically (a) fails to align with the theoretical processes that it is intended to test and (b) yields estimates that are difficult to interpret meaningfully. Specifically, using a Monte Carlo simulation and two empirical examples concerning the reciprocal relation between spanking and child aggression, it is shown that the cross‐lagged estimates derived from the ARCL model reflect a weighted—and typically uninterpretable—amalgam of between‐ and within‐person associations. The authors highlight one readily implemented respecification that better addresses these multiple levels of inference.  相似文献   

Successful school leadership: international perspectives. Edited By Petros     

Paul Armstrong 《British Journal of Educational Studies》2017,65(2):263-264

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Guiding reinvention of conventional tools of mathematical logic: students’ reasoning about mathematical disjunctions     

Paul Christian Dawkins  John Paul Cook 《Educational Studies in Mathematics》2017,94(3):241-256

Motivated by the observation that formal logic answers questions students have not yet asked, we conducted exploratory teaching experiments with undergraduate students intended to guide their reinvention of truth-functional definitions for basic logical connectives. We intend to reframe the relationship between reasoning and logic by showing how logic emerges within students’ mathematical activity. This activity entails reflecting on and systematizing their own language use across diverse semantic content. We present categories of students’ untrained strategies for assessing the truth-values for mathematical disjunctions. Students’ initial reasoning heavily reflected content-specific and pragmatic factors in ways inconsistent with the norms and conventions of mathematical logic. Despite this, all student groups reinvented the standard truth-functional definition for simple disjunctions. We demonstrate how this learning depended upon particular forms of reasoning about logic. We also contrast various strategies for assessing quantified disjunctions and their different affordances in students’ mathematical activity.  相似文献   

The effect of highlighting on processing and memory of central and peripheral text information: evidence from eye movements          下载免费PDF全文

Menahem Yeari  Marja Oudega  Paul van den Broek 《Journal of Research in Reading》2017,40(4):365-383

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How student beliefs about knowledge and knowing influence their satisfaction with assessment and feedback     

Berry O’Donovan 《Higher Education》2017,74(4):617-633

Students’ beliefs about the nature of knowledge and knowing frame how they interpret their educational experience and their approaches to, and perspectives on, learning, teaching and assessment. This paper draws on previous research identifying the ways of knowing of undergraduates on entry to a UK post-92 university, findings from which confirm the prevalence of absolute beliefs in which knowledge is viewed as certain, uncontested and students are largely authority-dependent. Student perspectives on assessment and feedback are explored based on thematic analysis of student responses within two main categories of beliefs, absolute/dualist versus contextual/pluralist. The paper teases out the implications of these perspectives for students’ satisfaction with their assessment and feedback experience in the context of today’s increasingly market-orientated higher education environment. Findings demonstrate that student perspectives on, and satisfaction with, assessment and feedback are strongly intertwined with their beliefs on knowledge and teaching. Students holding absolute/dualist beliefs considered ‘good’ assessment and feedback practice to entail clear and unambiguous assessment tasks, criteria and standards along with the receipt of unequivocal and corrective feedback. The paper concludes that faced with assessment tasks that move beyond established facts and demonstrable theories it may only be students who view knowledge as relative and mutable that will likely be satisfied with their assessment and feedback experience.  相似文献