Including students’ diverse perspectives on classroom interactions into video-based professional development for teachers     

Anna-Marietha?Vogler  Susanne?PredigerEmail authorView author&#;s OrcID profile 《Journal of Mathematics Teacher Education》2017,20(5):497-513

Video is often used in professional development courses to sensitize mathematics teachers to students’ thinking and issues of classroom interaction. This article presents an approach that incorporates students’ perspectives on mathematics classroom interactions into video-based professional development in order to enhance teachers’ reflection on diverse awareness of students concerning demands within mathematics classroom interactions. This approach is theoretically justified by the empirical research on equal participation in classroom interaction and practically elaborated by video material from Grade 5 students. Empirical snapshots from design experiments with teachers demonstrate that teachers’ sensitivity can be enhanced.  相似文献   

Effectiveness of a school-based multicomponent program for the treatment of children with ADHD     

Miranda A  Presentación MJ  Soriano M 《Journal of learning disabilities》2002,35(6):546-562

The objective of this study was to evaluate the efficacy of a multicomponent program for treating attention-deficit/hyperactivity disorder (ADHD) carried out by teachers in a classroom context. Dependent measures included neuropsychological tasks, behavioral rating scales for parents and teachers, direct observation of behavior in the classroom, and academic records of children with ADHD. Fifty children with ADHD participated in the study. The teachers of 29 of the 50 students were trained in the use of behavior modification techniques, cognitive behavior strategies, and instructional management strategies. The other 21 students formed the control group. Parents' and teachers'ratings detected improvements in primary symptoms (inattention-disorganization, hyperactivity-impulsivity) and in behavioral difficulties usually associated with ADHD (e.g., antisocial behavior, psychopathological disorders, anxiety). Furthermore, the results showed increased academic scores, enhanced classroom behavioral observations, and improved teachers' knowledge about the strategies directed toward responding to the children's educational needs.  相似文献   

Function,kinetic properties,crystallization, and regulation of microbial malate dehydrogenase     

Tóshiko Takahashi-Íñiguez  Nelly Aburto-Rodríguez  Ana Laura Vilchis-González  María Elena Flores 《Journal of Zhejiang University. Science. B》2016,17(4):247-261

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Analysis of lexical quality and its relation to writing quality for 4th grade,primary school students in Chile     

Gabriela Gómez Vera  Carmen Sotomayor  Percy Bedwell  Ana María Domínguez  Elvira Jéldrez 《Reading and writing》2016,29(7):1317-1336

Few studies have addressed vocabulary quality in developing writing skill in Spanish. Even less addressed it within the Chilean educational system. The specific objective of this study was to characterize, using a comprehensive set of indicators, the quality of the vocabulary produced by Chilean 4th grade students. Based on a national writing survey, a sample of 2056 texts written by 685 students was collected (narrative, persuasive, and informative texts). Current literature defines lexical quality as a composite of diverse factors that, while distinct, are interrelated. To represent the properties of the vocabulary, a set of indicators were selected: (a) lexical diversity; (b) lexical sophistication; and (c) lexical density. Using multilevel modeling (students and schools as levels 1 and 2) to explain a global writing score we found that diversity was a significant determinant for narrative and persuasive texts, density was a significant determinant for the three genres and sophistication was a significant determinant for narrative and expository text. In addition, indicators related to gender and socioeconomic conditions were only significant determinants of narrative stories. The parts of speech most often used also varied according to the purpose of each text. In all genres, words had a short extension and were very sensitive to the input presented in the stimuli. These results imply a significant challenge to this education system: how to promote the development of vocabulary in all children in order to support language learning.  相似文献   

Book reviews     

Paul Smeyers  Gaston Mialaret  José A. Ibáñez-Martín  Glen A. Eyford  Akio Miyadera 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1990,36(2):261-270

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Toulmin’s argument pattern as a “horizon of possibilities” in the study of argumentation in science education     

Sibel?ErduranEmail authorView author&#;s OrcID profile 《Cultural Studies of Science Education》2018,13(4):1091-1099

Kim and Roth (this issue) purport to draw on the social-psychological theory of L. S. Vygotsky in order to investigate social relations in children’s argumentation in science topics. The authors argue that the argumentation framework offered by Stephen Toulmin is limited in addressing social relations. The authors thus criticize Toulmin’s Argument Pattern (TAP) as an analytical tool and propose to investigate the genesis of evidence-related practices (especially burden of proof) in second- and third-grade children by studying dialogical interactions. In this paper, I illustrate how Toulmin’s framework can contribute to (a) the study of “social relations”, and (b) provide an example utilizing a theoretical framework on social relations, namely Engeström’s Activity Theory framework, and (c) describe how we have used the Activity Theory along with TAP in order to understand the development of argumentation in the practices of science educators. Overall, I will argue that TAP is not inherently incapable of addressing social relational aspects of argumentation in science education but rather that science education researchers can transform theoretical tools such as Toulmin’s framework intended for other purposes for use in science education research.  相似文献   

When differences do not matter: inclusion in a Mexican primary school / Cuando las diferencias no importan: la inclusión en una escuela primaria mexicana     

Maribel Cruz-Ortiz  Cristina Jenaro-Río  Dora-Esperanza Sevilla-Santo  Silvia Cruz-Ortiz 《Cultura y Educación》2016,28(1):72-98

Studies show that disability is a cause of educational exclusion worldwide. Different countries adopt different views of the inclusion movement. Different variables seem to be associated with the success or failure of inclusion. This study takes place in a primary school located in Mexico. It aims to identify how inclusion is experienced by children with and without special needs, and the connections between inclusion and quality of life. Measures utilized were the questionnaire My Primary School from the Index for Inclusion and the Questionnaires on Assessment of Quality of Life for Children, self-report, and parents’ report. Participants are 69 regular students and 15 students with special education needs. Self-reports from regular children and proxy reports from the mothers of the special education needs students were analysed. Results indicated that there is an association between perceived inclusion and experiencing quality of life; having special needs does not impact on scores on QoL or inclusion; educational level does not impact on perceived QoL or inclusion for special education students. These results are discussed in light of a culture that appreciates diversity.  相似文献   

Distinct Influences of Mothers and Fathers on Kindergartners’ Numeracy Performance: The Role of Math Anxiety,Home Numeracy Practices,and Numeracy Expectations     

M. Francisca del Río  Maria Ines Susperreguy  Katherine Strasser  Viviana Salinas 《Early education and development》2017,28(8):939-955

The current study analyzed maternal and paternal differential influences on numeracy performance in kindergarten children. Participants were 180 Chilean children from backgrounds of low and high socioeconomic status (SES), their mothers, and their fathers. A path analysis was used to explore the influences of both maternal and paternal numeracy practices on children’s numeracy performance and the influences of maternal and paternal expectations and anxiety on those activities. Research Findings: Results showed that mothers and fathers who endorse higher numeracy expectations for their children and who report lower levels of math anxiety also report engaging more frequently in advanced numeracy practices with their children. Mothers’—but not fathers’—engagement in numeracy practices at home predicted children’s numeracy performance. Also, low-SES mothers engaged more frequently in numeracy practices with their children, and mothers in general engaged more often in numeracy activities with girls than with boys. Practice or Policy: These findings improve understanding of how maternal and paternal processes relate differently to numeracy performance in kindergarten children. Moreover, these results highlight the need to take into account parents’ numeracy attitudes and practices, as well as their SES, when designing interventions directed at increasing family support for math achievement.  相似文献   

The application of production functions to the higher education system — some examples from Portuguese universities     

M. Emília Da Silva Freire  J. J. R. Fraústo Da Silva 《Higher Education》1975,4(4):447-460

Production functions were established for the Arts and Law Faculties of Coimbra and Lisbon Universities and for the Higher Institute of Engineering of Lisbon, in which the number of enrolled students was related to the number of professors and assistants. It was possible to find in Coimbra and Lisbon Universities the existence of possibilities of substitution among those factors and economies of scale. In the case of the Higher Institute of Engineering there seems to exist a relation of complementarity between the number of professors and assistants. Also with regard to this Institute, a production function for graduates was estimated which relates them to the expenditures on academic staff and materials. It was found that in this case it was necessary to introduce time as a representative of technological progress, although it was found to be negative. These results are discussed, and the interest and the limitations of the use of production functions for educational management purposes are outlined.  相似文献   

“The Day That Changed My Life,Again”: The Testimonio of a Latino DACAmented Teacher     

Luis Enrique Juárez Treviño  José García  Eric Ruíz Bybee 《The Urban Review》2017,49(4):627-647

This article, based on the testimonio of a Latino DACAmented teacher, underscores the impacts and benefits of immigration policies for individuals and their communities. Deferred Action for Childhood Arrivals (DACA) has benefitted about 750,000 people; most have used the benefits to pursue higher education and to enter public service careers, including teaching and nursing. Mr. Juárez’s testimonio walks us through his educational trajectory and current role as an educator. This testimonio contributes to current debates and struggles demanding the new U.S. presidential administration to maintain DACA. As researchers, we urge students, educators, policymakers, and the incoming administration to listen to the testimonios of DACA beneficiaries prior to making hasty decisions that will have dire consequences for individuals, families, and the nation, as a whole.  相似文献