Scaffolding ecosystems science practice by blending immersive environments and computational modeling     

Amanda C. Dickes  Amy Kamarainen  Shari J. Metcalf  Semiha Gün-Yildiz  Karen Brennan  Tina Grotzer  Chris Dede 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(5):2181-2202

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Meeting Literacy Needs of Pre‐service Cohorts: Ethical dilemmas for socially just teacher educators     

Lew Zipin  Marie Brennan 《Asia-Pacific Journal of Teacher Education》2006,34(3):333-351

Australian teacher education, like the rest of the university sector in Australia, is under significant pressure and highly politicised. In this paper, we examine ethical dilemmas facing teacher educators who, in a context of difficult and eroding work conditions, grapple with literacy needs of pre‐service students. We focus particularly on building an analysis and a broad framework for improving university literacy work, encompassing ethical commitments to our students, our employing institutions and, most importantly, to children and youth from families less powerfully positioned in the social structure and in Australian schools. Our analysis is informed by the conceptual framework of Pierre Bourdieu and by critical literacy work, especially that of African‐American educator Lisa Delpit. The paper concludes with suggestions for framing literacy work within a teacher education programme designed explicitly around social justice ethics.  相似文献   

The effects of first programming language on college students’ computing attitude and achievement: a comparison of graphical and textual languages     

Chen Chen  Paulina Haduong  Karen Brennan  Gerhard Sonnert  Philip Sadler 《Computer Science Education》2019,29(1):23-48

Background and Context: The relationship between novices’ first programming language and their future achievement has drawn increasing interest owing to recent efforts to expand K–12 computing education. This article contributes to this topic by analyzing data from a retrospective study of more than 10,000 undergraduates enrolled in introductory computer science courses at 118 U.S. institutions of higher education.

Objective: We explored the relationship between students’ first programming languages and both their final grades in an introductory computer science course and their attitudes about programming.

Method: Multiple matching techniques compared those whose first language was graphical (e.g., Scratch), textual (e.g., Java), or absent prior to college.

Findings: Having any prior programming experience had positive effects on both attitudes about programming and grades in introductory computer science courses. Importantly, students whose first language was graphical had higher grades than did students whose first language was textual, when the languages were introduced in or before early adolescent years.

Implications: Learning any computer language is better than learning none. If programming is to be taught to students before early adolescence, it is advised to start with a graphical language. Future work should investigate the transition between different types of programming languages.  相似文献   

Profiles Obtained from Clustering Behaviours in Situations Rated on Infant Temperament Dimensions     

John Kirkland  Michael Brennan 《International Journal of Disability, Development & Education》1985,32(1):31-35

When working with parents trying to cope with an exceptional child in a family setting, it is often difficult to meaningfully illustrate their views of the child's current behaviours and/or changes brought about by deliberate interventions. One approach outlined in the present paper involves obtaining from participants their ratings on a number of bi‐polar “temperament” dimensions of behaviours which a child may display in different situations. These data are then subjected to a cluster analysis which displays correspondences graphically, in a form which can be discussed directly. An example drawn from the authors’ involvement with parents coping with crying babies is provided.  相似文献   

HIGHER EDUCATION AND THE WORLD OF WORK: AN OVERVIEW     

Maurice Kogan  John Brennan 《Higher Education in Europe》1993,18(2):2-23

This article presents an overview of the state of the art in studies of higher education and the world of work, based on papers, some of which are published in this issue, presented at the 1992 annual meeting of the Consortium of Higher Education Researchers. It considers the contributions made to the study of the subject by different disciplines and sketches the range of relationships between higher education and work. It discusses the contribution of higher education to the labour market, its diversity and dynamics, and the employment experiences of graduates. It analyses the different value systems of the two sides, their expressions of needs, and reciprocal impacts. It asks what role government and institutions play in effecting the relationship. It analyses the knowledge and skills content of higher education. And, finally, it offers a research agenda. The emphasis of the paper is on the substantive issues against their institutional and structural aspects.  相似文献   

Use of Contextual Information and Prediction by Struggling Adult Readers: Evidence From Reading Times and Event-Related Potentials     

Shukhan Ng  Brennan R. Payne  Allison A. Steen  Elizabeth A. L. Stine-Morrow  Kara D. Federmeier 《Scientific Studies of Reading》2017,21(5):359-375

We employed self-paced reading and event-related potential measures to investigate how adults of varying literacy levels use sentence context information when reading. Community-dwelling participants read strongly and weakly constraining sentences that ended with expected or unexpected target words. Skilled readers showed N400s that were graded by the cloze probability of the targets, with larger N400s for more unexpected words. Moreover, it took these participants longer to read unexpected targets in strongly than weakly constraining sentences, suggesting a processing cost for revising predictions. Among less skilled readers, a reliable N400 difference was found between expected and unexpected targets only for the strongly constraining sentences. They also took longer when targets were unexpected, regardless of the context. These findings suggest that lower literacy readers could only immediately take advantage of strongly constraining context information to facilitate word processing and that they do not make as much use of predictive processing during comprehension.  相似文献   

Reflect, ‘refract’ or reveal: sociocultural explorations of the place of teacher subjectivity in infant care     

Margaret Brennan 《International Journal of Early Years Education》2017,25(2):156-170

Research indicates that adult sensitivity to psychological states (both the adult’s and the infant’s) will affect the security of attachment yet the teacher’s internal state has received little attention in infant care. ‘Perezhivanie’ is a sociocultural concept that presents affect and intellect as a unit rather than separate elements. ‘Refraction’, a related concept, positions teacher subjectivity as the reference point for understanding caregiving behaviour as all thinking and behaviour is ‘refracted’ through the emotional prism of the person’s feeling state. This article discusses an emerging finding from a qualitative case study investigating early childhood teachers’ subjective and affective experiences of infant care. Early findings suggest teachers have difficulty expressing the personal and emotional nature of their work which appears at odds with studies confirming the significance of adult affect in adult–infant relationships. Theoretical and methodological explanations for the teachers’ silence are explored and implications discussed. ‘Refraction’ is presented as a supplementary theoretical tool to increase understanding of the personal and emotional nature of infant care.  相似文献   

Teacher education as academic work: the affordances of a materialist analysis     

Joce Nuttall  Marie Brennan 《Asia-Pacific Journal of Teacher Education》2016,44(4):364-378

In this paper we make an argument for paying close attention to the materiality of practice in understanding the work of teacher educators; specifically, the meanings of artefacts used by teacher educators in the course of their daily work. We locate this analysis within a dialectical materialist understanding of the development of human activity, providing examples of artefacts-in-use in initial teacher education and the meanings accorded to these artefacts by the teacher educators we observed and interviewed. Our aim is to make a case for what is afforded epistemologically when researchers pay attention to artefacts from a dialectical materialist viewpoint. In the final part of the paper, we argue that paying attention to how teacher educators engage with artefacts can help us understand the unity of psychological and social processes within dominant approaches to teacher education, as well as providing clues about how adaptation of artefacts can drive cultural change.  相似文献   

A lower extremity strength-based profile of NCAA Division I women’s basketball and gymnastics athletes: implications for knee joint injury risk assessment     

Brennan J. Thompson  Curtis S. Cazier  Eadric Bressel  Dennis G. Dolny 《Journal of sports sciences》2018,36(15):1749-1756

This study aimed to provide a comprehensive strength-based physiological profile of women’s NCAA Division I basketball and gymnastic athletes; and to make sport-specific comparisons for various strength characteristics of the knee flexor and extensor muscles. A focus on antagonist muscle balance (hamstrings-to-quadriceps ratios, H:Q) was used to elucidate vulnerabilities in these at-risk female athletes. Fourteen NCAA Division I women’s basketball and 13 gymnastics athletes performed strength testing of the knee extensors and flexors. Outcome measures included absolute and relative (body mass normalised) peak torque (PT), rate of torque development at 50, 100, 200 ms (RTD50 etc.) and H:Q ratios of all variables. The basketball athletes had greater absolute strength for all variables except for isokinetic PT at 240°s^?1 and isometric RTD50 for the knee extensors. Gymnasts showed ~20% weaker body mass relative concentric PT for the knee flexors at 60 and 120°·s^?1, and decreased conventional H:Q ratios at 60 and 240°·s^?1 (~15%). These findings suggest that collegiate level gymnastics athletes may be prone to increased ACL injury risk due to deficient knee flexor strength and H:Q strength imbalance. Coaches may use these findings when implementing injury prevention screening and/or for individualised strength training programming centered around an athletes strength-related deficits.  相似文献   

Higher Education and Graduate Employment in the United Kingdom   总被引：4，自引：0，他引：4  

Alan Woodley  & John Brennan 《European Journal of Education》2000,35(2):239-249

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