Structural exclusion through school mathematics: using Bourdieu to understand mathematics as a social practice     

Robyn Jorgensen  Peter Gates  Vanessa Roper 《Educational Studies in Mathematics》2014,85(2):221-239

Research on learner errors in mathematics education is beginning to focus on how teachers can learn to identify and engage with the reasoning behind these errors. Research on professional learning communities is beginning to show that they present powerful opportunities for on-going teacher collaboration and learning. In this paper, I bring the two areas of research together. Drawing on data from one professional learning community in the Data Informed Practice Improvement Project, I show how teachers in this community came to understand key concepts about learner errors and shifted their ways of talking about learner errors. I identify three important shifts that the teachers made in their learning about learner errors: from identifying to interpreting errors; from interpreting to engaging errors; and from focusing on learner errors to focusing on their own knowledge. I argue that these three shifts suggest a deepening of teachers’ thinking in relation to learner errors.  相似文献   

Learning by restorying     

Wayne A. Slabon  Randy L. Richards  Vanessa P. Dennen 《Instructional Science》2014,42(4):505-521

In this paper, we introduce restorying, a pedagogical approach based on social constructivism that employs successive iterations of rewriting and discussing personal, student-generated, domain-relevant stories to promote conceptual application, critical thinking, and ill-structured problem solving skills. Using a naturalistic, qualitative case study design, this study describes and analyzes how restorying promoted learning and transfer for master’s level students in two sections of a conflict management class. Data sources included course documents, course assignments, class observations, interviews, focus groups, and surveys. An inductive analytic approach using constant comparative methods was employed for analyzing qualitative data, and course section assignment performance averages were calculated for analyzing quantitative data. The restorying approach emphasizes learning new content through personal story application and story sharing among course participants. The restorying approach offers a potentially viable alternative for those not satisfied with conventional case studies. Conventional case studies may fall short in providing the desired range or complexity of problem space elements or may embed problems in contexts that are not learner relevant. Moreover, the sustained analysis of a past personal experience may result in deeper internalization of domain content and transfer of learning. While restorying may not be appropriate for some learning contexts, it holds promise for settings that can incorporate the key elements and address the adoption considerations described in this paper. The restorying approach invites one to consider how personal, student-generated, domain-relevant stories may be employed, shared, reflected upon, revised, expanded upon, and redeployed to promote achievement of desired learning outcomes.  相似文献   

Socialization to interdisciplinarity: faculty and student perspectives     

Susan K. Gardner  Jessica S. Jansujwicz  Karen Hutchins  Brittany Cline  Vanessa Levesque 《Higher Education》2014,67(3):255-271

Socialization has become a common framework through which to understand the doctoral student experience; however, the framework has predominately been used as a lens through which to understand traditional, single-discipline doctoral student experiences. Interdisciplinary doctoral programs are becoming increasingly common in both the United States and elsewhere but relatively little empirical research exists about this distinct experience. Through multiple interviews with 18 doctoral students and their 35 faculty members, we discuss differences in the socialization process for these students in regard to knowledge acquisition, investment, and involvement. Implications for practice and future research are included.  相似文献   

Buddhism and Children: Scholars struggle with the story of the Buddha's son     

Vanessa R. Sasson 《Child abuse & neglect》2014

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“I was giving someone who didn’t have a voice a voice”: exploring qualitative mini-research projects as a tool to teach students about aging     

Elena Neiterman  Christine Sheppard  Souraiya Kassam  Vanessa Bach  Saman Husain 《Educational gerontology》2020,46(6):339-349

ABSTRACT

In the study of gerontology, fieldwork with older adults is often used to enhance students’ understanding of the aging process. While assignments based on interactions with older adults are a common practice in teaching students enrolled in gerontology studies, we know less about the impact of such activities on students from other disciplines. This paper summarizes students’ experiences with an assignment offered to a diverse cohort of undergraduate students who took a course in social gerontology. To complete this assignment, students had to interview an older adult, summarize the life story of the participant, apply a theoretical perspective to the older adult’s life story, and reflect on the process. Analyzing data derived from 72 assignments and 10 semi-structured interviews with students who were enrolled in the course, this paper examines students’ experiences with this assignment. Specifically, we identify what aspects of the assignment students found beneficial, what aspects they found challenging, and in what ways this assignment helped students to enhance their understanding of aging. Our findings suggest that students found it challenging to recruit an older adult for an interview and struggled with the semi-structured nature of the interview process. All students found the actual interview process to be extremely rewarding and beneficial for their learning. In discussion, we provide some recommendations on how to offer this type of assignment to a diverse group of students enrolling in the courses on social gerontology.  相似文献   

Effects of repeated reading on the length effect in word and pseudoword reading     

Vanessa E. G. Martens  Peter F. De Jong 《Journal of Research in Reading》2008,31(1):40-54

In this study the effect of repeated reading on the acquisition of orthographic knowledge was examined. Acquisition of orthographic knowledge was assessed by the effect of word length on reading speed. We predicted that the effect of length in a set of words and pseudowords would decrease after the repeated reading of these (pseudo)words. The study involved fourth and fifth grade dyslexic children, in addition to normal readers in second and fourth grade. Words and pseudowords ranged from four to six letters and were read 16 times. A length effect was found in the dyslexic and younger normal readers, but not in the older normal readers. The length effect did not change from pre‐test to post‐test, although a large overall improvement in reading speed was found in all groups. These results suggest that repeated reading did not alter the predominantly sub‐lexical reading procedure of the dyslexic and younger normal readers. Implications for the interpretation of the length effect and the notion of word‐specific orthographic knowledge are discussed.  相似文献   

The achievement gap between science classrooms and historic inequalities   总被引：1，自引：0，他引：1  

Sarah Howie  Vanessa Scherman 《Studies in Educational Evaluation》2008,34(2):118

In the past politics deprived many African children (in particular) in South Africa the opportunity of achieving quality education. This was most especially true in subjects such as mathematics and science. In this research the science teacher-level data from Third International Mathematics and Science Study 1999 (TIMSS’99) were analysed with a view to evaluating the politicized gap between what are viewed as well-functioning and provisioned classrooms (predominantly housing White teachers and White or mixed classes in urban areas) and not well-functioning and poorly provisioned classrooms (largely African teachers and African pupils in peri-urban and rural areas). The data are explored in this article to ascertain and gain insight into similarities and differences in classroom conditions, teacher actions and the relationship between these and pupils’ achievement in science in South African classrooms. Significant differences in achievement were found between classrooms headed by teachers with different racial profiles, where the pupils’ average class science score taught by White teachers was about 300 points more (on a scale with an international mean score of 500 points) than children taught in classrooms by African teachers. Furthermore, the average class science score in rural areas was about 130 points below classes in urban areas. These blatant inequalities contribute to what is believed to be an increasing gap in achievement in science. Whilst these results are not altogether unexpected, there were some interesting results in terms of possible explanatory factors for the gaps in achievement which have ramifications for policymakers.  相似文献   

Using the Concrete-Representational-Abstract Sequence to Teach Conceptual Understanding of Place Value,Rounding, and Expanded Notation     

Jessica H. Milton  Margaret M. Flores  Vanessa M. Hinton  Caroline Dunn  Craig B. Darch 《Learning disabilities research & practice》2023,38(1):15-25

This study investigated the effects of a place value intervention with third-grade students with learning disabilities. The intervention added content to a research-based intervention using the concrete-representational-abstract (CRA) sequence. The added content reflected current mathematics standards for third grade. Students’ place value understanding was measured using probes in which students had to identify the value of each digit within a three-digit number, round three-digit numbers to the nearest 10 or 100, and write three equations showing an expanded form of a three-digit number. A single-case, multiple-probe-across-students design showed a functional relation between CRA and completion of items requiring place value understanding. Students completed a generalization task by estimating the sum of a given equation.  相似文献