Presidential letter: Division 15 and aera     

Julian C. Stanley 《教育心理学家》2013,48(3)

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Against the odds: resilience in mathematics students in transition     

Paul Hernandez‐Martinez  Julian Williams 《British Educational Research Journal》2013,39(1):45-59

This paper examines ‘resilience’ of mathematics students in transition from a sociocultural perspective, in which resilience is viewed as relational and in particular as a function of the social and cultural capital students may bring to the new field. We draw on two students’ stories of transition, in which we recognise elements traditionally viewed as ‘risks’ for mathematics students in transition into institutions where new demands are made. However, in each case it seems that some of their apparent background ‘risk factors’—coming from poorer socioeconomic backgrounds and disadvantaged schools—have come to serve to constitute capital, buttressing their particular resilience, as they provide a crucial kind of autonomy that is particularly valued in the new institution. We identify the learners’ reflexivity as having been crucial to this accumulation of capital and we discuss some educational implications.  相似文献   

Supervising mentors’ lived experience on supervision in teaching, nursing and social care education. A participation-oriented phenomenological study     

Anna Löfmark  Åsa Morberg  Lennart S. Öhlund  Julian Ilicki 《Higher Education》2009,57(1):107-123

Research concerning the supervisor role in separate educational programmes has been undertaken, but cross-professional studies are few. The aim of this study was to explore the lived experience of supervising mentors in Sweden during the practice-based, off-campus sections of the education in teaching, nursing, and social care. The study used a participatory phenomenological approach in which four researchers and nineteen supervising mentors worked together in the research process which was accomplished in four different phases. The data collecting method used was interview. The results constituted a main essence entitled “Struggle of power and control of professional quality enhancement” built upon four themes: “Constitutes a motivating force”, “Feelings of responsibility”, “Feelings of frustration” and “Wishes for alteration”. Conclusions from the study are that communication, information and contact between the professionals in the fields and university teachers need to be strengthen to keep up supervising mentors’ motivating force and to give them support.  相似文献   

Moderate-Intensity Oxygen Uptake Kinetics: Is a Mono-Exponential Function Always Appropriate to Model the Response?     

Julian Dale 《Research quarterly for exercise and sport》2018,89(3):309-321

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Attitudes and coping practices of using mobile phones for teaching and learning in a Uganda secondary school     

Henry Ssebuliba Busulwa  Julian Bbuye 《Open Learning》2018,33(1):34-45

This study investigated the opportunities for learning afforded by access to mobile phones, and the associated challenges created by their use in a peri-urban private secondary school in Uganda. The study was motivated by availability of phones with facilities to connect to the Internet and to access free open education resources (OERs), which if used appropriately, could support changes in pedagogy required to promote learning in rural schools in Uganda. Information was collected using interviews, observations and focus group discussions with parents, students and their teachers between June 2014 and July 2015. Results show a slow positive change in attitude amongst teachers and parents that phones are useful in learning; an increased enthusiasm and eagerness among students, and more engaging and interactive lessons. Some teachers found challenges in accessing education resources due to poor Internet connectivity, while others required skills and knowledge about appropriate OERs that promote interactive learning. The study recommends re-skilling of teachers to use mobile phones to access the Internet, use of OERs and ICT interactive pedagogies especially in schools with limited access to computers and Internet connectivity.  相似文献   

Using Intuition From Everyday Life in 'Filling' the gap in Children's Extension of Their Number Concept to Include the Negative Numbers     

Liora Linchevski  Julian Williams 《Educational Studies in Mathematics》1999,39(1-3):131-147

We report here an instructional method designed to address the cognitive gaps in children's mathematical development where operational conceptions give rise to structural conceptions (such as when the subtraction process leads to the negative number concept). The method involves the linking of process and object conceptions through semiotic activity with models which first record processes in situations outside mathematics and subsequently mediate activity with the signs of mathematics. We describe two experiments in teaching integers, an interesting case in which previous literature has focused on the dichotomy between the algebraic approach and the modelling approach to instruction. We conceptualise modelling as the transformation of outside-school knowledge into school mathematics, and discuss the opportunities and difficulties involved. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

Leveraging analytics to produce compelling and profitable film content     

Behrens  Ronny  Foutz  Natasha Zhang  Franklin  Michael  Funk  Jannis  Gutierrez-Navratil  Fernanda  Hofmann  Julian  Leibfried  Ulrike 《Journal of Cultural Economics》2021,45(2):171-211

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CORRELATION OF SCHOLASTIC APTITUDE TEST SCORE WITH COLLEGE GRADES FOR NEGROES VERSUS WHITES1     

Julian C. Stanley  Andrew C. Porter 《Journal of Educational Measurement》1967,4(4):199-218

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A Lacanian Reading of the Study of Big Brother in the English Curriculum     

Julian McDougall  Nick Peim 《Changing English: An International Journal of English Teaching》2007,14(3):299-312

This article presents a Lacanian analysis of the legitimising event represented by the circulation of materials from the English DfES (Department for Education and Skills), a ministerial government office, to teachers of English in schools to use as a means to facilitate the study of the television show Big Brother. The attempt, through Media in English, to ‘pin down’ the meaning of ‘reality’ television presents for analysis here the identity crisis of English—the tension between what it is and how it recognises itself—its ideal ego and its ego‐ideal.  相似文献   

Factors shaping parent–adolescent communication about sexuality in urban China     

Ting Liu  Jeffrey Fuller  Alison Hutton  Julian Grant 《Sex education》2017,17(2):180-194

Within a rapidly changing cultural and socio-economic context, young people in China are increasingly engaging in romantic experiences and sexual behaviours with consequences such as unwanted pregnancies and sexually transmitted infections. Across a range of contexts, parental communication about sexuality has been recognised as protective in terms of increasing the likelihood of sexual abstinence and safer sexual practice. This study focuses on the factors shaping parent–adolescent communication about sexuality. Thirty-eight young people and twenty-seven parents, recruited from two high schools in a Northern-Eastern city of China, were interviewed. Thematic analysis of their interview responses was conducted using a social constructionist framework. Four main themes were identified: timing; discomfort and uncertainty; assumptions; and the parent–adolescent relationship. Findings suggest that communication between parents and children is influenced by individual as well as interpersonal factors and factors relating to the broader Chinese sociocultural context. To facilitate communication, both parents and young people need support from health and other professionals, while parents need more help and support in overcoming historical, social and cultural barriers to open communication about sex.  相似文献