Moving from one setting to another: Student reactions around transitions     

Warren Beasley  Jim Butler 《Research in Science Education》1986,16(1):184-190

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Working together: strategies that support cross-cultural engagement of Indigenous teacher assistants working in Indigenous contexts     

Danielle Armour  Elizabeth Warren  Jodie Miller 《Asia-Pacific Journal of Teacher Education》2016,44(5):421-435

Indigenous teacher assistants (ITAs) are often employed in schools to assist in addressing educational issues relating to Indigenous students. While, this practice has occurred for over 40 years in most Australian states, little has been written about their contribution in assisting Indigenous students to learn. This paper explores the influence of a large longitudinal research project (Representations Oral Language and Engagement in Mathematics) with respect to the role of ITAs in supporting Indigenous students’ to learn mathematics. Data are collected from the perspectives of ITAs, teachers and school principals. In particular, the research proposes that including ITAs in high stakes professional learning, not only changes their confidence and contribution in the classrooms but also allows them and their students to begin to “walk” between the two knowledge worlds, Indigenous knowledge and Western knowledge.  相似文献   

Generalising the pattern rule for visual growth patterns: Actions that support 8 year olds’ thinking   总被引：1，自引：0，他引：1  

Elizabeth Warren  Tom Cooper 《Educational Studies in Mathematics》2008,67(2):171-185

A common approach used for introducing algebra to young adolescents is an exploration of visual growth patterns and expressing these patterns as functions and algebraic expressions. Past research has indicated that many adolescents experience difficulties with this approach. This paper explores teaching actions and thinking that begins to bridge many of these difficulties at an early age. A teaching experiment was conducted with two classes of students with an average age of eight years and six months. From the results it appears that young students are capable not only of thinking about the relationship between two data sets, but also of expressing this relationship in a very abstract form.  相似文献   

Development and evaluation of computer‐assisted assessment in higher education in relation to BS7988     

Kerry Shephard  Bill Warburton  Pat Maier  Adam Warren 《Assessment & Evaluation in Higher Education》2006,31(5):583-595

A university‐wide project team of academic and administrative staff worked together to prepare, deliver and evaluate a number of diagnostic, formative and summative computer‐based assessments. The team also attempted to assess the University of Southampton's readiness to deliver computer‐assisted assessment (CAA) within the Code of practice for the use of information technology in the delivery of assessments (British Standards Institution, 2002 British Standards Institution (BSI). 2002. BS7988: 200—code of practice for the use of information technology in the delivery of assessments, London: British Standards Institution.  [Google Scholar]). Evaluation data was used formatively to improve procedures during the project and summatively in preparing the project's final report, this publication and future support for CAA at Southampton. Some of the problems encountered during this pilot programme were anticipated, both by the project team and by BS7988; but they were not necessarily or entirely avoidable given the nature of control and management in an academic environment. Our approach was to encourage institutional learning via extensive dissemination and discussion of the results. To contribute to the public debate on the adoption of BS7988, we highlight difficulties in allocating responsibility for various aspects of the assessment process and make a number of recommendations about this and other practical issues.  相似文献   

Conservation of the Lark Quarry Dinosaur Trackway     

Neville H. Agnew  Warren B. Oxnam 《Curator: The Museum Journal》1983,26(3):219-233

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