First the look and then the sound: Creating conversations at circle time     

Rebecca Kantor  Peggy M. Elgas  David E. Fernie 《Early childhood research quarterly》1989,4(4)

Becoming a student means learning to interpret and construct the multiple demands for interaction in distinctive classroom events. For an increasing number of children, the preschool provides the setting for the first encounter with these complex and dynamic classroom communicative environments. This article presents an interactional analysis of preschool circle time from an ethnographic perspective. The social participation structure for conducting these events is uncovered using Green's conversational mapping system. Findings suggest that the rules and guidelines, expectations, and roles within the event change over time. The focus of learning within the event, evident in social action rules (Erickson, 1982, Philips, 1972), shifts from the formation of the circle itself to actual collaborative conversation. This shift is interpreted in terms of the children's developing competencies for participating in group conversation. In a final section, a potential peer culture dimension to this event is proposed.  相似文献   

Special issue on higher education in Latin America     

Alec Ross  Dr. José Joaquín Brunner  Dr. Simon Schwartzman 《Higher Education》1993,25(1):v-v

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Paragogy and flipped assessment: experience of designing and running a MOOC on research methods     

Yenn Lee  J. Simon Rofe 《Open Learning》2016,31(2):116-129

Abstract

This study draws on the authors’ first-hand experience of designing, developing and delivering (3Ds) a massive open online course (MOOC) entitled ‘Understanding Research Methods’ since 2014, largely but not exclusively for learners in the humanities and social sciences. The greatest challenge facing us was to design an assessment mechanism that was (i) rigorous yet practicable at scale, vis-à-vis over 60,000 students from highly diverse backgrounds; (ii) compatible with the pedagogical orientation of the MOOC provider; and (iii) meaningful to the nature of the course subject. Based on a network analysis of forum interactions and a qualitative analysis of a random sample of 116 research questions proposed by students, we explore how participants’ understanding of research methods developed through a series of carefully sequenced ‘e-tivities’ and ‘open peer assessments’ over the duration of the course. The aim of this study was to consider a model of ‘flipped’ assessment, drawn from elements of ‘paragogy’ and the IR Model that acknowledges and exploits peer learning opportunities that are not routinely captured by completion statistics.  相似文献   

A hypercard based environment for the constructivist teaching of Newtonian physics     

Simon Gill  David Wright 《British journal of educational technology : journal of the Council for Educational Technology》1994,25(2):135-146

Many students have severe difficulties in successfully gaining a good understanding of Newtonian Mechanics. They exhibit deep misconceptions, many of which have developed as pre-instructional ideas on the subject in order to explain observed phenomena and experience. We have been developing a series of computer based systems to address this problem by presenting the learner with flexible routes of learning to help elicit, restructure and understand the concepts involved. The systems are based on our previously described theories of the application of Hypermedia to allow constructivist approaches to learning. We are committed to developing usable, inviting and self-paced packages that allow for individual differences, and levels of communication for students. The system is constructed using off-the-shelf multimedia authoring tools, that allow non-programmers to build educational packages that take account of soundly based theories of learning.  相似文献   

Exertional Heat Stroke of Max Gilpin; A Preventable Death     

William M. Adams  Luke N. Belval  Adam P. Berg  Yuri Hosokawa  Rebecca L. Stearns  Douglas J. Casa 《Quest (Human Kinetics)》2020,72(1):102-115

ABSTRACT

Exertional heat stroke (EHS) is a medical emergency whose likelihood in sport settings is often contingent on environmental factors, team policies, coaching strategies, and broader cultural expectations. Moreover, when it occurs, it requires immediate recognition, proper management, and care to optimize chances of survival or recovery without long-term sequelae. Max Gilpin, a secondary school American football player from Louisville, Kentucky, suffered an EHS during a football practice in August 2008, an event that resulted in his death. The purpose of this article is to use interdisciplinary methods to identify key factors that contributed to this tragedy so that similar situations do not happen again. It concludes that within a culture of inclusive gender norms and care, efforts should be made to have appropriate onsite medical expertise available to develop and implement best practices for the prevention, management, and treatment of EHS, along with coaching education specific to medical emergencies in sport and physical activity (such as EHS). This will create an environment that promotes health and safety for all student athletes participating in sport at the secondary school level.  相似文献   

Towards a constructivist perspective: An intervention study of mathematics teacher development   总被引：1，自引：0，他引：1  

Martin A. Simon  Deborah Schifter 《Educational Studies in Mathematics》1991,22(4):309-331

A constructivist perspective provided the basis for a four stage intervention with teachers. The intervention which combined intensive summer courses with ongoing support in the classroom was designed to stimulate teachers' development of a constructivist view of learning to serve as a basis for their instructional decision-making. Impact of the intervention was studied through analysis of teachers' writings and the use of an interview-based instrument developed by the researchers. The results indicated that this intervention had an important effect on teachers' beliefs about learning which in turn affected the decisions that they made in the classroom.  相似文献   

Challenging deficit discourses in international education and development     

Sheila Aikman  Anna Robinson-Pant  Simon McGrath  Catherine M. Jere  Ian Cheffy  Spyros Themelis 《Compare》2016,46(2):314-334

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NExT: creating an interdisciplinary alliance to diminish informational barriers for public health nursing          下载免费PDF全文

Emily M. Johnson  Krista Jones  Patricia Eathington  Carmen Howard  Rebecca Raszewski  Naomi M. Twigg 《Health information and libraries journal》2017,34(3):236-246

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Pedagogical content knowledge of argumentation: Using classroom contexts to assess high‐quality PCK rather than pseudoargumentation     

Katherine L. McNeill  María Gonzlez‐Howard  Rebecca Katsh‐Singer  Suzanna Loper 《科学教学研究杂志》2016,53(2):261-290

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Examining Response to Intervention Using a Framework of Best Practice from Early Childhood Special Education     

Rebecca G. Lieberman-Betz  Cynthia O. Vail  Zhen Chai 《Exceptionality》2013,21(1):51-67

I believe that the integration of people with disabilities is one of the most critical issues that the field is currently facing. It is an issue in which there is little agreement over what integration is, whether it is desirable or not, and to what degree it should occur as a policy and on an individual level. My co-authors and I strongly support the integration of people with disabilities into all aspects of society and that empirically based intervention strategies are needed to ensure that quality programming is provided for successful integration. Starting inte- gration in early childhood settings is an important point to begin efforts because children become used to having peers of differing abilities and are then more likely to be accepting of others as they get older if they receive this exposure at an early age. I highlight two important points of our article.  相似文献