Comparing performance: a cross-national investigation into the teaching of mathematics in primary classrooms in England and China     

Zhenzhen Miao  David Reynolds  Alma Harris  Michelle Jones 《Asia Pacific Journal of Education》2015,35(3):392-403

This article presents initial findings from an empirical study of the effectiveness of mathematics teaching (EMT). The article explores the teaching of mathematics in two very different contexts: England and China. Within each country, the target cohort of pupils were those aged 9–10 and overall, 19 teachers, 10 from England and nine from China, participated in the study together with their pupils (n = 562). Two internationally validated instruments were used to collect the data and teacher behaviours were also measured systematically. In addition, structured observation was undertaken in classrooms in both countries. The results show that, on average, Chinese teachers scored higher on effective teaching measures and Chinese pupils outscored their English peers in the tests that were part of the study. This research project is currently collecting qualitative data but its findings, to date, reinforce the findings from previous research studies suggesting that certain teacher behaviours and classroom factors work effectively to improve student learning outcomes.  相似文献   

Multimodality in the Technical Communication Classroom: Viewing Classical Rhetoric Through a 21st Century Lens     

Andrew Bourelle  Tiffany Bourelle  Natasha Jones 《Technical Communication Quarterly》2015,24(4):306-327

The authors provide a robust framework for using rhetorical foundations to teach multimodality in technical communication, describing a pedagogical approach wherein students consider the rhetorical canons—invention, arrangement, style, delivery, and memory—when developing texts beyond print. Students learn to assess their own work, reflecting on how each canon contributed to the rhetorical effectiveness of their multimodal projects. The authors argue for using the canons as a rhetorical foundation for helping students understand technical communication in the digital age.  相似文献   

ASSESSING MATHEMATICAL PROBLEM SOLVING USING COMPARATIVE JUDGEMENT     

Ian Jones  Malcolm Swan  Alastair Pollitt 《International Journal of Science and Mathematics Education》2015,13(1):151-177

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A defensive mindset: A pattern of social information processing that develops early and predicts life course outcomes     

Kenneth A. Dodge  Yu Bai  Jennifer Godwin  Jennifer E. Lansford  John E. Bates  Gregory S. Pettit  Damon Jones 《Child development》2022,93(4):e357-e378

The hypothesis was tested that some children develop a defensive mindset that subsumes individual social information processing (SIP) steps, grows from early experiences, and guides long-term outcomes. In Study 1 (Fast Track [FT]), 463 age-5 children (45% girls; 43% Black) were first assessed in 1991 and followed through age 32 (83% retention). In Study 2 (Child Development Project [CDP]), 585 age-5 children (48% girls, 17% Black) were first assessed in 1987 and followed through age 34 (78% retention). In both studies, measures were collected of early adverse experiences, defensive mindset and SIP, and adult outcomes. Across both studies, a robust latent construct of school-age defensive mindset was validated empirically (comparative fit index = .99 in each study) and found to mediate the impact of early child abuse (38% in FT and 29% in CDP of total effect) and peer social rejection (14% in FT and 7% in CDP of total effect) on adult incarceration.  相似文献   

Academic leisure crafting: More than a respite to breath?     

David Raymond Jones 《British Educational Research Journal》2022,48(1):137-159

In the context of the increased frustration and anxiety around managerialism of universities, this article explores how a group of 11 academics, from three different universities, diverse disciplines and levels are responding collectively outside of their work. Moreover, it tracks the enactment of the ‘Slow Swimming Club’, initiated by the author and jointly participated in and shaped by these academics. The club represents a particular form of leisure crafting, called slow swimming. Using an autoethnographic approach, the impact of the Slow Swimming Club was explored over a 10-year period. The article reflects on the initial effect of this practice, around an individualised compensatory respite from the academics’ feelings of frustration and insecurity. This respite was framed in terms of temporal and aesthetic task crafting. The article then reflects on how the external, counter-performative nature of leisure crafting has opened up time and space for job crafting, back in their universities. The differentiating feature of this research is around the role of academic agency in moving beyond respite towards structural contestation and more systemic change. It also highlights the importance of the relationship between leisure and work within this crafting process. Through placing the aesthetic and temporal dimensions in the foreground, the article offers a significant conceptual contribution to crafting typology. It also extends slow scholarship, by advocating an embodied, sensual and experiential response to the fast pedagogies of managerialism.  相似文献   

Assessing the Efficacy of Contextualized Group Counseling Education in Asia: A Mixed Methods Study     

Sing-Kiat Ting  Rachel  Jian-Ai Thong  Justine  Lim  Joy Yung-Re  Jones  Elizabeth 《International journal for the advancement of counseling》2022,44(3):550-568

International Journal for the Advancement of Counselling - Many experiential learning teaching models are developed in Western cultures, with their efficacy not tested in non-Western cultures,...  相似文献   

Getting in,getting on,going further: Exploring the role of employers in the degree apprentice to graduate transition     

Katy Jones  Fiona Christie  Sean Brophy 《British Educational Research Journal》2023,49(1):93-109

Transitions from education into work, or as part of career change and development, are increasingly central to policy debate and academic inquiry. However, the role that employers play in shaping transition is often overlooked. In this paper, we examine this issue through the experiences of a graduating cohort of ‘degree apprentices’. We present original analysis of new empirical data from what we believe to be the first substantive qualitative longitudinal research conducted with those experiencing this new vocational pathway in the English Apprenticeships system. Through analysis of repeat semi-structured interviews with 22 degree apprenticeship graduates (44 interviews in total), we provide early empirical insights into experiences of this new pathway and add to existing theoretical conceptualisations of transition within the educational literature and the employer's role within it. We show that the degree apprentice to graduate transition can be broken down into three key stages: ‘getting in’, ‘getting on’ and ‘going further’, and that employers—at both strategic and relational levels—shape experiences at each stage.  相似文献   

INTRODUCTION     

Jean Ellen Jones 《Educational gerontology》2013,39(2):3-8

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Account of the explosion of the steamboat “Louisiana,” at New Orleans     

A.C. Jones 《Journal of The Franklin Institute》1850,49(1):43-46

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Book reviews     

John Ziman  Alvin M. Wzinberg  R. V. Jones  Robert E. Klitgaard 《Minerva》1978,16(2):327-353

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