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781.
Susan Edwards Karen McLean Jacinta Bartlett Andrea Nolan Maria Evangelou Michael Henderson Helen Skouteris Joanne Tarasuik 《British Educational Research Journal》2022,48(3):598-616
This paper identifies the shared features of provision in exemplar school playgroups defined using the social capital concepts of bonding and bridging relationships. Relationships promote capabilities amongst people, with play a known capability for advancing children's developmental and educational outcomes. By attending to the bonding and bridging relationships in each school playgroup, exemplar groups were identified and studied to reveal their shared features of provision. Six main features of provision were identified, including materials, facilitator, space, location, scheduling and health and safety. Awareness of these features may benefit school leaders and/or governance seeking to implement a school playgroup within their own community. Findings from this project suggest high-performing school playgroups can operate in areas of lower and higher socioeconomic status and/or parental education, and in regional and rural areas. 相似文献
782.
Science & Education - In the context of the current COVID-19 pandemic, we deem of importance the identification of what content is privileged in secondary schools around health and disease.... 相似文献
783.
Andrea Linton Andrew C. Garrett Kenneth R. Ivie Jr. Jay D. Jones Jason F. Martin Jeremy J. Delcambre Christianne Magee 《Anatomical sciences education》2022,15(2):330-340
Innovative reforms in medical education will require instructional tools to support these changes and to give students more flexibility in where and how they learn. At Colorado State University, the software program Virtual Canine Anatomy (VCA) was developed to assist student learning both inside and outside the anatomical laboratory. The program includes interactive anatomical photographs of dissected canine cadavers, dissection instructions with accompanying videos and diagrams, radiographs, and three-dimensional models. There is a need to evaluate the effectiveness of instructional tools like VCA so that decisions on pedagogical delivery can be evidence-based. To measure the impact of VCA on student outcomes in a dissection laboratory, this study compared student attitudes, quiz scores, dissection quality and accuracy, and instructor reliance between students with and without access to VCA. Students with VCA needed less time with teaching assistants (P < 0.01), asked teaching assistants fewer questions (P = 0.04), felt that the dissection was easier (P = 0.02), and were in stronger agreement that they had access to adequate resources (P = 0.02). No differences were found in the dissection quality or accuracy, quiz scores, or attitudes regarding overall enjoyment of the activity between the two groups. This study shows that VCA increases student independence and can be used to enhance anatomical instruction. 相似文献
784.
Schiefer Julia Edelsbrunner Peter A. Bernholt Andrea Kampa Nele Nehring Andreas 《Educational Psychology Review》2022,34(3):1541-1575
Educational Psychology Review - Recent research has integrated developmental and dimensional perspectives on epistemic beliefs by implementing an approach in which profiles of learners’... 相似文献
785.
Molina-Toro Juan Fernando Rendón-Mesa Paula Andrea Villa-Ochoa Jhony Alexander 《Education and Information Technologies》2022,27(2):1655-1673
Education and Information Technologies - This article presents an analysis of contradictions expressed by pre-service mathematics teachers when performing two modeling tasks using their own... 相似文献
786.
Veronica Macchi Andrea Porzionato Carla Stecco Raffaele De Caro 《Anatomical sciences education》2014,7(6):487-493
The anatomical theatre played a pivotal role in the evolution of medical education, allowing students to directly observe and participate in the process of dissection. Due to the increase of training programs in clinical anatomy, the Institute of Human Anatomy at the University of Padova has renovated its dissecting room. The main guidelines in planning a new anatomical theatre included: (1), the placement of the teacher and students on the same level in a horizontal anatomical theatre where it is possible to see (theatre) and to perform (dissecting room); (2), in the past, dissection activities were concentrated at the center of the theatre, while in the new anatomical theatre, such activities have been moved to the periphery through projection on surrounding screens—thus, students occupy the center of the theatre between the demonstration table, where the dissection can be seen in real time, and the wall screens, where particular aspects are magnified; (3), three groups of tables are placed with one in front with two lateral flanking tables in regards to the demonstration table, in a semicircular arrangement, and not attached to the floor, which makes the room multifunctional for surgical education, medical students and physician's continued professional development courses; (4), a learning station to introduce the students to the subject of the laboratory; (5), cooperation between anatomists and architects in order to combine the practical needs of a dissection laboratory with new technologies; (6), involvement of the students, representing the clients' needs; and (7), creation of a dissecting room of wide measurements with large windows, since a well‐illuminated space could reduce the potentially negative psychological impact of the dissection laboratory on student morale. Anat Sci Educ 7: 487–493. © 2014 American Association of Anatomists. 相似文献
787.
Andrea McCloskey 《Educational Studies in Mathematics》2014,86(1):19-38
In this article, I propose ritual as an analytic lens for understanding the persistence of practices in contemporary mathematics classrooms. By foregrounding the cultural nature of the teaching and learning of mathematics in schools, ritual analysis can provide insight about the causes and effects of practices that persist through rounds of “reform.” I begin by considering the legacy of the notion of culture in mathematics education research. I then provide examples of ritual analysis in education research and in mathematics education research. I draw on the scholarship of Quantz (2011) as I articulate a working definition of ritual for use in mathematics education research, considering how this definition may help raise and answer distinct questions apart from more familiar constructs. I list some well-known problems and dilemmas in mathematics education that may be promising domains for a ritual analysis, and I conclude by positioning ritual alongside other constructs and methods that are in use in mathematics education research today. 相似文献
788.
In this article we examine how students’ accounts of the discipline of sociology change over the course of their undergraduate degrees. Based on a phenomenographic analysis of 86 interviews with 32 sociology and criminology students over the course of their undergraduate degrees, we constituted five different ways of accounting for sociology. These ranged from describing sociology as a form of personal development focused on developing the students’ opinion to describing sociology as a partial way of studying the relations between people and society. The majority of students expressed more inclusive accounts of sociology over the course of their degrees. However, some students’ accounts suggested they had become disengaged with sociology. We argue that the differences in the ways that students were disengaged were not captured by our phenomenographic categories. In conclusion, we argue that our analysis illustrates the crucial role that students’ relations to knowledge play in understanding the transformative nature of higher education. 相似文献
789.
This study presents in-depth empirical analyses of drop-outs from all Swiss universities for the entire student population between 1975 and 2008. The results show that most identifiable factors associated with a greater or lesser probability of dropping out are identical to those found in a recent Systematic Review (Larsen et al., 2013). The main findings are that: first, since the 1970s, there has been a marked trend towards falling drop-out rates which is largely due to female students who, today, have lower drop-out rates than their male counterparts; secondly, not only are there different drop-out rates for specific subjects of study, but there are also differences in baccalaureate profiles, which indicates that the skills acquired prior to entering university have a great impact on successful study; thirdly, students who change their first subject choice are at great risk of dropping out. No firm conclusions can yet be drawn about the Bologna reform but, based on the subjects which changed to the Bachelor/Master system between 2001 and 2003, no reduction in drop-out rates can be found as a result of the reform. 相似文献
790.
Andrea C. Allard Diane Mayer Julianne Moss 《The Australian Educational Researcher》2014,41(4):425-443
In this paper, we challenge the current focus on ‘best practice’, graduate teacher tests, and student test scores as the panacea for ensuring teaching quality and argue for ways of thinking about evidence of quality beginning teaching outside and beyond the current neoliberal accountability discourses circulating in Australia and other countries. We suggest that teacher educators need to reinsert themselves as key players in the debates around quality beginning teaching, rather than being viewed as a source of the problem. To enable teacher educators to assume accountability for quality beginning teachers, we propose the framework of a capstone teacher performance assessment—a structured portfolio called the Authentic Teacher Assessment (ATA)—and examine examples of these assessments through the lens of critical discourse analysis. As a measure of ‘readiness to teach’, the ATA is compared with supervising teachers’ assessments of preservice teachers. We argue that structured portfolios that include artefacts derived from preservice teachers’ practice in classrooms along with graduate teacher self assessments provide a stronger accountability measure of effective beginning teaching and demonstrably address the current anxiety regarding ‘evidence’. We suggest that such an approach should be reliable enough to be ‘read’ by external assessors (and moderated across other teacher education institutions). Rigorous research on a national basis is called for in order to develop and implement a structured portfolio as rich evidence of graduates’ quality and readiness to teach. 相似文献