Reciprocal elucidation: a student-led pedagogy in multidisciplinary undergraduate research conferences     

Helen Walkington  Jennifer Hill  Pauline E. Kneale 《高等教育研究与发展》2017,36(2):416-429

There is no previous study of the benefits of attending a national multidisciplinary conference dedicated to undergraduate researchers, despite the growing number of such conferences internationally. This paper addresses the gap in knowledge of the learning gains from these conferences, and reveals a student driven learning process, a multidisciplinary signature pedagogy. It presents the results of 90 in-depth interviews with student conference participants conducted over three consecutive years of a multidisciplinary National Conference of Undergraduate Research (2012–2014). This paper uniquely captures the student voice on their perceived learning gains from this experience. The results reveal that some students co-create a pedagogy of Foucauldian reciprocal elucidation, through a sense of ‘unfinishedness’, allowing them to reflect on their own learning in the light of divergent perspectives, questions and frames of reference. Bidirectional exchange of ideas and insights enabled students to ask and answer questions that transformed each other’s thinking, allowing them to arrive at understandings they could not have achieved by themselves. The opportunity to present research in an authentic setting beyond disciplinary and institutional contexts developed students’ skills and confidence, giving additional value over and above the recognised benefits of engaging in research. The undergraduate research conference is framed as a threshold experience for the development of self-authorship. Significant implications for practice include supporting constructive dialogues between students and the creation of authentic and professional multidisciplinary contexts for sharing research.  相似文献   

“How do I remember when I got my dog?” The structure and development of children’s metamemory     

Kristina Fritz  Pauline Howie  Sabina Kleitman 《Metacognition and Learning》2010,5(2):207-228

Kreutzer et al.’s (Monographs of the Society for Research in Child Development 40(1):1–60, 1975) metamemory interview has been widely used in children’s metamemory literature, yet the psychometric properties of the measure have yet to be reported, and the format and language of some subtests may pose problems for young children. Researchers often combine subtests with other tests purported to measure metamemory, yet there is little empirical data regarding how these subtests relate. It has been proposed that metamemory is comprised of distinct procedural and declarative components, but this has not been empirically tested in young children. Therefore, the two studies reported here aimed to adapt Kreutzer et al.’s interview to increase its developmental appropriateness, to examine the relationship between the interview subtests, to add subtests that purport to test procedural metamemory, and then to examine the factor structure of the resulting scores and investigate how metamemory changes with age across the elementary school years. The results suggest that the adapted versions of the subtests are generally less contaminated by language ability, especially for the younger children. Factor analysis indicated the presence of two declarative metamemory factors and one procedural metamemory factor. Both declarative factors followed a similar developmental trajectory, increasing steadily from early to late elementary school age, whereas procedural metamemory increased significantly between Grades 1 and 3 only.  相似文献   

Children and Young Adult Readers in Morocco     

Yacine Retnani  Pauline Dod 《Publishing Research Quarterly》2010,26(3):202-209

The development of the publishing industry for children and young adults is very recent in Morocco. Indeed it was in the 1980s that people became aware of its importance for future generations. The first national publications were mainly in Arabic language, stories were very short, books were of paperback format and the subjects were very much dominated by moral, social and religious didacticism. In the late 1990s, publishers started being more and more concerned with the appearance of the book (size, cover, illustrations, topic, etc.) and there are nowadays two publishers specialized only in children’s books—Yanbow al Kitab and Yomad—who produce books that respond to international norms. They are both very active in promoting reading and especially allowing children from disadvantaged social backgrounds to have access to books, price being a main constraint for those children. But there is still a lack of publishers specialized in children’s books in Morocco (two publishers for the whole country), not enough pleasant reading spaces and no real government policy to allow mass access by making books cheaper.  相似文献   

Developing a ‘leading identity’: the relationship between students’ mathematical identities and their career and higher education aspirations     

Laura Black  Julian Williams  Paul Hernandez-Martinez  Pauline Davis  Maria Pampaka  Geoff Wake 《Educational Studies in Mathematics》2010,73(1):55-72

The construct of identity has been used widely in mathematics education in order to understand how students (and teachers) relate to and engage with the subject (Kaasila, 2007; Sfard & Prusak, 2005; Boaler, 2002). Drawing on cultural historical activity theory (CHAT), this paper adopts Leont’ev’s notion of leading activity in order to explore the key ‘significant’ activities that are implicated in the development of students’ reflexive understanding of self and how this may offer differing relations with mathematics. According to Leont’ev (1981), leading activities are those which are significant to the development of the individual’s psyche through the emergence of new motives for engagement. We suggest that alongside new motives for engagement comes a new understanding of self—a leading identity—which reflects a hierarchy of our motives. Narrative analysis of interviews with two students (aged 16–17 years old) in post-compulsory education, Mary and Lee, are presented. Mary holds a stable ‘vocational’ leading identity throughout her narrative and, thus, her motive for studying mathematics is defined by its ‘use value’ in terms of pursuing this vocation. In contrast, Lee develops a leading identity which is focused on the activity of studying and becoming a university student. As such, his motive for study is framed in terms of the exchange value of the qualifications he hopes to obtain. We argue that this empirical grounding of leading activity and leading identity offers new insights into students’ identity development.  相似文献   

Music education in England, 1950–2010: the child-centred progressive tradition,by John Finney,Farnham, Ashgate, 2011, x + 188 pp., £55.00 (hardback), ISBN 978-1-4094-1076-8     

Pauline Adams 《Cambridge Journal of Education》2012,42(2):269-270

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Literature Choices and Language Cuing Systems: A Logical and Effective Match     

Pauline Davey Zeece 《Early Childhood Education Journal》1999,27(2):105-108

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Building Concepts with Quality Children's Literature     

Pauline Davey Zeece 《Early Childhood Education Journal》1999,27(1):35-39

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A changing assessment landscape in Ireland: the place of oral language     

Rachel Lenihan  Carmel Hinchion  Pauline Laurenson 《English in Education》2016,50(3):280-296

Although not a new discussion in the Irish context, the value of oral language development has recently gained prominence again in Irish Post‐Primary English classrooms. In this article we present how the recent introduction of Junior Cycle English, which now includes an Oral Communication Classroom Based Assessment (CBA) is renewing efforts to promote speaking and listening and has the potential to change teachers’ understanding of assessment in English. The rationale for this change is presented here from the perspectives of the different stakeholders in Irish Education; educational researchers, policymakers, the Inspectorate, teachers and students. To cite the Junior Cycle Framework: ‘until the examination changes, nothing else will’ (NCCA 2011: 6). However, past efforts to implement an oral assessment element illustrate how change is complex and fostering an awareness of the centrality of ‘classroom talk’ involves a cultural shift for the teachers implementing the Junior Cycle English Specification.  相似文献   

Is Mathematical Rigor Necessary in Physics?   总被引：2，自引：0，他引：2  

Davey  Kevin 《The British journal for the philosophy of science》2003,54(3):439-463

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Citation analysis in the literature of tropical medicine     

P W Brennen  W P Davey 《Bulletin of the Medical Library Association》1978,66(1):24-30

A brief historical account of tropical medicine as a science is given, followed by a short survey of the development of the literature in the field. The citations indexed in Tropical Diseases Bulletin for a forty-eight-month period (1972-1975) were analyzed according to the journal in which they were published and the language in which they appeared. The results of the study conformed to Bradford's law of bibliographic distribution. The reference scattering coefficient was determined to be 0.504, which indicated a high concentration of articles in relatively few journal titles. A rank order list of sixty-one journal titles is given in an appendix. The study showed English to be the most important language in the literature in terms of productivity. The results of the study may be used as an acquisition tool for developing a journal collection in tropical medicine.  相似文献