Durable Research,Portable Findings: Rhetorical Methods in Case Study Research     

Devon Moriarty  Paula Núñez De Villavicencio  Lillian A. Black  Monica Bustos  Helen Cai  Brad Mehlenbacher 《Technical Communication Quarterly》2019,28(2):124-136

ABSTRACT

Case studies have been a central methodology employed by scholars working in the rhetoric of science and technical communication. However, concerns have been raised about how cases are constructed and collected, and what they convey. The authors reflect on how rhetoricians of science and technical communication researchers can – and do – construct a variety of case-based mixed-methods studies in ways that may make our research more portable and durable without undercutting the important and central role of case-based analysis.  相似文献   

Mental Models and Computer-Based Scientific Inquiry Learning: Effects of Mechanistic Cues on Adolescent Representation and Reasoning About Causal Systems     

Kaplan  Danielle E.  Black  John B. 《Journal of Science Education and Technology》2003,12(4):483-493

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Towards conceptual coherence in the research on mathematics learner identity: a systematic review of the literature     

Darinka Radovic  Laura Black  Julian Williams  Christian E. Salas 《Educational Studies in Mathematics》2018,97(1):21-37

We examine the case of a lesson planning session within the context of professional development for dialogic instruction, and the lesson enacted following this session, which was intended to provide opportunities to 11th and 12th grade algebra students to explore polynomial functions in terms of their roots and linear factors. Our goal was, through the close analysis of the planning and enactment of the lesson, to gain deeper understanding of how the two participants were framing mathematical learning and how such different frames may explain the disparity between the planned lesson and its outcome. The analysis and discussion point to the complexities of supporting teachers in transitioning from a “doing” frame to an “exploring” frame.  相似文献   

The generic competences: an opportunity for ethical learning in the European convergence in higher education     

Alejandra Boni  J. Félix Lozano 《Higher Education》2007,54(6):819-831

The objective of the European Higher Education Area is, among others, to adopt a comparable degree framework for both undergraduate and post-graduate studies. Different kind of studies, with a European extent (e.g. the Tuning Project and the DeSeCo Project), suggest that, on finishing their undergraduate studies, students should have acquired a series of general competences common to all courses. In this article, our hypothesis for discussion is that the acquisition of general competences, especially the interpersonal and systemic ones, is closely related to the objectives of ethical learning: the training of professionals and citizens who build their knowledge independently and act responsibly, freely and in a committed manner. This paper is a part of the Research Project HUM2004-06633-CO2-01/FISO, financed by Ministerio de Educación y Ciencia y Fondos FEDER, and is included in the R + D + I Group 03/179, of the Generalidad Valenciana.  相似文献   

Teachers developing assessment for learning: impact on student achievement   总被引：3，自引：1，他引：3  

Dylan Wiliam  Christine Harrison  Paul Black 《Assessment in Education: Principles, Policy & Practice》2004,11(1):49-65

While it is generally acknowledged that increased use of formative assessment (or assessment for learning) leads to higher quality learning, it is often claimed that the pressure in schools to improve the results achieved by students in externally‐set tests and examinations precludes its use. This paper reports on the achievement of secondary school students who worked in classrooms where teachers made time to develop formative assessment strategies. A total of 24 teachers (2 science and 2 mathematics teachers, in each of six schools in two LEAs) were supported over a six‐month period in exploring and planning their approach to formative assessment, and then, beginning in September 1999, the teachers put these plans into action with selected classes. In order to compute effect sizes, a measure of prior attainment and at least one comparison group was established for each class (typically either an equivalent class taught in the previous year by the same teacher, or a parallel class taught by another teacher). The mean effect size in favour of the intervention was 0.32.  相似文献   

The Natural Sciences in The Schools: Tension in the Modernization Process of Argentine Society (1870–1960)     

Gvirtz  Silvina  Aisenstein  Angela  Cornejo  Jorge N.  Aalerani  Alejandra 《Science & Education》2001,10(6):545-558

In this paper, we analyze one of the issues that has historically influenced the primary and secondary schools in Argentina: the politicization of the Natural Sciences curriculum. Here we present research findings for two particularly important cases: (a) the evolutionist theories, and (b) the teaching of Astronomy and Cosmography. These findings make it possible to reconsider the complex relationship which exists between the Natural Sciences, the scholastic institution, and politics. We conclude that the ways in which contents are selected and arranged into disciplines arise as a solutionto ideological conflicts. The role of the school in these conflicts was not that of a passive spectator but that of an active participant in the construction of knowledge.  相似文献   

The struggle for legitimacy: language provision in two ‘residual’ comprehensive high schools in Australia     

Stephen Black  Jan Wright  Ken Cruickshank 《Critical Studies in Education》2018,59(3):348-363

Despite the contemporary policy rhetoric of global citizenry and the importance of languages and intercultural capabilities, language learning in Australian schools struggles for recognition and support. The curriculum marginalisation of languages, however, is uneven, affecting some school sectors more than others. In this article, we examine the provision of languages in two government comprehensive high schools, both low socio-economic status, located in urban areas in New South Wales, Australia’s largest state. They are termed ‘residual’ high schools because they cater for the students remaining in the local schools while others attend either private or selective government high schools. We provide a qualitative picture of language provision in these two schools from the perspectives of key stakeholders – school principals, teachers, students and parents. We also draw on observational data of language classes. The aim is to provide, within a largely social class framework, an understanding of the state of language provision in these schools. We argue that currently students in these schools are experiencing unequal access to the linguistic and cultural capital associated with language learning relative to students in more privileged communities and schools.  相似文献   

Family disruption and academic functioning in urban,black youth     

Cheryl L. Somers  Lisa M. Chiodo  Jina Yoon  Hilary Ratner  Elizabeth Barton  Virginia Delaney‐Black 《Psychology in the schools》2011,48(4):357-370

The purpose of this study was to examine from an ecological perspective the relationships between multiple levels of family disruption and children's academic functioning in a sample of 390 urban, Black adolescents at age 14. Subjects in this cohort have been followed longitudinally since before their birth. Data from previous assessments at birth and age 7 years allowed for control of important correlates in this analyses. Examination of this unique sample, using multisource data collection procedures, provides important information about the many family disruptions among urban, low‐income families and the effects of these disruptions on academic outcomes. Results revealed several consistent findings, the most notable of which is that, when parents were married, adolescents demonstrated significantly higher grades, mediated through paternal involvement. Of all variables studied, the role of fathers in the lives of these adolescents was the most influential on academic outcomes. In this unique sample, even variables such as involvement with child protective services were not significantly related to outcomes after important control variables were factored into analyses. Results of this study have important implications for future research and for prevention and intervention efforts in urban, at‐risk samples. Emphasis is made for work in the school context, particularly for school psychologists. © 2011 Wiley Periodicals, Inc.  相似文献   

Game‐based feedback for educational multi‐user virtual environments     

Darryl Charles  Therese Charles  Michael McNeill  David Bustard  Michaela Black 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(4):638-654

It is generally accepted that informative and timely feedback is important to a student's learning experience within higher education. In the study of commercial digital games it has also become increasingly understood that games are particularly good at providing effective feedback of this form to gameplayers. We discuss recent game based learning research that attempts to harness the motivating qualities of digital games to inform the design of educational technology. Results from this research demonstrate student participation and performance can be improved by providing Game‐Based Feedback (GBF) to students. The GBF approach awards points to students for the successful completion of tasks throughout a course of study. Points and achievements accumulated over time builds a profile that provides a student with a potentially powerful representation of their educational identity. In this paper, we argue that virtual worlds are particularly suitable for this form of GBF and can further enhance a student's understanding of their educational standing. We outline a Virtual Learning Landscape (VLL) design that is embedded within a multi‐user virtual environment, where educational feedback is supplied to students via their avatar and a virtual world's landscape. The core structural principles of the proposed VLL are explained and several examples of the use of the VLL are provided to illustrate the system.  相似文献   

Webster's peroration in the Dartmouth college case   总被引：1，自引：1，他引：0  

John W. Black 《Quarterly Journal of Speech》2013,99(4):636-642

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