Learners＇ and teachers＇ conceptions and dispositions of mathematics from a Middle Eastern perspective     

Fida Atallah  Sharon Lynne  Bryant Robin  Dada 《美中教育评论》2010,7(8):43-49,72

The paper discusses an on-going research project that studies students＇ and teachers＇ conceptions and dispositions of mathematics. Conceptions are the views that students hold on a subject, and what they believe is required in learning and doing the subject. Dispositions are the beliefs or tendencies to exhibit a frequent, conscious and voluntary behavior directed towards learning a subject. The participants are high school students, higher education students and mathematics teachers. The study utilizes self-reporting tools as well as focus groups and interviews in a three-stage research model. This is a work on progress. Results to date are briefly discussed.  相似文献   

Evolution and Education: Lessons from Thomas Huxley     

Sherrie Lynne Lyons 《Science & Education》2010,19(4-5):445-459

Thomas Huxley more than anyone else was responsible for disseminating Darwin’s theory in the western world and maintained that investigating the history of life should be regarded as a purely scientific question free of theological speculation. The content and rhetorical strategy of Huxley’s defense of evolution is analyzed. Huxley argued that the classification of humans should be determined independent of any theories of origination of species. Besides providing evidence that demonstrated the close relationship between apes and humans, he also argued that a pithecoid ancestry in no way degraded humankind. In his broader defense of evolution he drew on his agnosticism to define what science could and could not explain. Theology made empirical claims and needed to be subject to the same standards of evidence as scientific claims. He maintained that even most scientific objections to evolution were religiously based. The objections to the theory fundamentally remain the same as in the nineteenth century and much can be learned from Huxley to develop effective strategies for educating the public about evolution. Huxley’s own scientific articles as well as his popular writings provide numerous examples that could be harnessed not only for the teaching of evolution, but also for understanding science as a process.  相似文献   

Teaching bovine abdominal anatomy: Use of a haptic simulator     

Tierney Kinnison  Neil David Forrest  Stephen Philip Frean  Sarah Baillie 《Anatomical sciences education》2009,2(6):280-285

Traditional methods of teaching anatomy to undergraduate medical and veterinary students are being challenged and need to adapt to modern concerns and requirements. There is a move away from the use of cadavers to new technologies as a way of complementing the traditional approaches and addressing resource and ethical problems. Haptic (touch) technology, which allows the student to feel a 3D computer‐generated virtual environment, provides a novel way to address some of these challenges. To evaluate the practicalities and usefulness of a haptic simulator, first year veterinary students at the Royal Veterinary College, University of London, were taught basic bovine abdominal anatomy using a rectal palpation simulator: “The Haptic Cow.” Over two days, 186 students were taught in small groups and 184 provided feedback via a questionnaire. The results were positive; the majority of students considered that the simulator had been useful for appreciating both the feel and location of key internal anatomical structures, had helped with their understanding of bovine abdominal anatomy and 3D visualization, and the tutorial had been enjoyable. The students were mostly in favor of the small group tutorial format, but some requested more time on the simulator. The findings indicate that the haptic simulator is an engaging way of teaching bovine abdominal anatomy to a large number of students in an efficient manner without using cadavers, thereby addressing some of the current challenges in anatomy teaching. Anat Sci Educ 2: 280–285, 2009. © 2009 American Association of Anatomists  相似文献   

The Politics of Dissertation Advising: How Early Career Women Faculty Negotiate Access and Participation     

L. Earle Reybold  S. David Brazer  Lynne Schrum  Kirsten W. Corda 《Innovative Higher Education》2012,37(3):227-242

Dissertation committees are complex social arenas that underscore expertise, image, and peer relationships—all of which affect professional identity and advancement. This study presents a sampling of how early career women faculty members learn about and negotiate their participation on dissertation committees. Research questions focused on participants’ concerns about the social and political aspects of participation viz à viz peer relationships and faculty rewards. We analyzed interview data using both holistic and constant comparative methods, resulting in a working model of active participation across three domains: knowledge, access, and membership. We also identified developmental trends of dissertation committee engagement across the early career.  相似文献   

From fragmentation to chaos? The regulation of initial teacher training in further education     

Norman Lucas  Tony Nasta  Lynne Rogers 《British Educational Research Journal》2012,38(4):677-695

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School district triggers for reconstructing professional knowledge     

Lynne M. Hannay  Lorna Earl 《Journal of Educational Change》2012,13(3):311-326

In a recent publication, Senge (All systems go: the change imperative for whole system reform. Corwin Press, Thousand Oaks, 2010, x) stated ??at no time in history has there been a more powerful need for a new vision of the purpose of education.?? Increasingly citizens, academics and practitioners are calling for radical changes to educational practices to meet the needs of a knowledge-based society in the twenty-first century (Dede in 21st Century skills: rethinking how students learn. Solution Tree Press, Bloomington, 2010; Hargreaves and Shirley in The fourth way: the inspiring future for educational change. Corwin Press, Thousand Oaks, 2009). Accomplishing such substantive educational change requires that individual educators collectively reshape their personal professional knowledge (Connelly and Clandinin in Teachers as curriculum planners: narratives of experiences. OISE Press, Toronto, 1988; Elbaz in Curriculum Inq 11(1):43?C71, 1981) and adapt their personal mental models (Duffy in J Staff Dev 24(1):30?C36, 2003). In 2000, we began a longitudinal study on the role of a school district in facilitating significant educational reform which required adaptations to individual and collective mental models of professional practice. Annually we conducted intensive interviews with a large sample of teachers, school and system administrators in this large Ontario, Canada school district. Recently, we conducted a retrospective analysis of these data collected in order to identify the conditions necessary for a large organization to support knowledge-creation and dissemination. In this paper, we identify three school district actions that triggered individual educators to challenge and reconstruct their professional personal practical mental models of the teaching and learning. First, improved student learning became the central focus of the school district. Second, the school district stressed and created opportunities for educators to collectively engage in professional dialogue about their practice. Third, the school district emphasized the importance of educators individually and collectively using evidence to assess whether their actions improved student learning.  相似文献   

Reporting methodological search filter performance comparisons: a literature review     

Jennifer Harbour  Cynthia Fraser  Carol Lefebvre  Julie Glanville  Sophie Beale  Charles Boachie  Steven Duffy  Rachael McCool  Lynne Smith 《Health information and libraries journal》2014,31(3):176-194

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Lessons Learned from Exemplary Schools     

Lynne Schrum  Barbara B. Levin 《TechTrends》2013,57(1):38-42

This article presents lessons learned about successful professional development for promoting technology integration from eight exemplary schools. Through a qualitative investigation into school leaders’ and teachers’ intentional goals of improving student engagement and achievement, formal, informal, and individual opportunities are described from these schools. The data led to a deep understanding of the ways these schools implemented PD; in most schools purposeful reconfiguration of the entire curriculum was a corollary to the professional development. We found that the most effective models incorporated district wide, school based, formal and informal opportunities that accommodated preferences in both learning and delivery models.  相似文献   

Keynote address to the preservation 2000 conference     

Lynne J. Brindley 《New Review of Academic Librarianship》2013,19(1):125-137

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The evolution of make/buy contracting for UK independent television (ITV)     

Lynne A. Nikolychuk 《媒体管理杂志》2013,15(2):118-123

Abstract

This paper is an extract from the report of a case study into the programme supply make/buy decision of the UK's main terrestrial commercial television channel, ITV. It compares this decision in the start‐up period (1954–1964) with the latest operating period (1992–2001) to show how programme supply arrangements have changed. It also provides an interpretation for why these changes have occurred. ITV's continuing dominance of the UK terrestrial commercial market permits this paper to be examined as a country specific case of how organising structures for programme supply evolve. Due to the concise nature of this paper, only one aspect of the make/buy decision is compared: changes to the structure within which programme supply decisions are determined. The analysis is based on state archives and interviews. It is concluded that contractual ambiguity and political fear of the social impact of commercial television initially inhibited the adoption of a competitive programme supply structure. Later changes to this structure are attributed to increased contract specification and a more market‐oriented approach. A brief theoretical interpretation based on transaction cost economics, economic sociology, and the property rights literature is provided.  相似文献