The importance of communication in teaching: A systems-theory approach to the scaffolding metaphor     

Jens Rasmussen 《课程研究杂志》2013,45(5):569-582

Scaffolding as a metaphor for support of learning processes places focus on the relationship between the psychic and social aspects of those processes. This paper examines the conceptualization of this relationship in activity theory and in operational constructivism. The importance of a distinction between psychic processes, language and communication is especially emphasized and discussed in relation to understandings of empathy, inter-subjectivity, and distributed cognition.  相似文献   

Measuring Children's Age Stereotyping Using a Modified Piagetian Conservation Task     

Sheree T. Kwong See  Carmen Rasmussen  S. Quinn Pertman 《Educational gerontology》2013,39(3):149-165

We examined five-year-old-children's age stereotyping using a modified Piagetian conservation task. Children were asked if two lines of objects were the “same” after one line had been made longer (transformed). A conversational account posits that children's answers reflect assumptions about the asker's motivation for the question (Schwarz, 1996 Schwarz , N. ( 1996 ). Cognition and communication: Judgmental biases, research methods, and the logic of conversation . Mahwah , NJ : Lawrence Erlbaum . [Google Scholar]). We reasoned that when asked by a young adult (puppet Experiment 1, experimenter Experiment 2) children would assume the question is to ascertain if they have noted a perceptual change and would provide answers focused on the change (length). If older adults are assumed to be in decline because of negative age stereotyping, however, children may assume an older adult (puppet, experimenter) is seeking clarification about line equality and would, therefore, give responses focused on the similarity of the lines (number). The expectation that a focus on length or number should differ across puppet/experimenter conditions was supported in both experiments and provides behavioral evidence for children's old age stereotyping.  相似文献   

Safety in the Classroom: Reconsidered     

Ann Marie Garran  Brian M. Rasmussen 《Journal of Teaching in Social Work》2013,33(4):401-412

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The importance of being elastic: Deflection of a badminton racket during a stroke     

Maxine Kwan  John Rasmussen 《Journal of sports sciences》2013,31(5):505-511

Abstract

The deflection profiles of a badminton racket during strokes performed by elite and world-class badminton players were recorded by strain gauges and subsequently analysed to determine the role of shaft stiffness in racket performance. Deflection behaviour was consistent in all strokes across all players, suggesting a controlled use of racket elasticity. In addition, all impacts occurred within 100 ms of each other, a duration in which deflection velocity provides an increase in racket velocity, indicating that the players were able to use racket elasticity to their advantage. Since deflection behaviour is a product of the racket–player interaction, further work is required to determine the effects of different racket properties and player techniques on the elastic response of rackets during strokes.  相似文献   

Electromyographic Patterns During Level and Inclined Treadmill Running and Their Relationship to Step Cycle Measures     

Patrick R. Hannon  Stanley A. Rasmussen  Carl P. Derosa 《Research quarterly for exercise and sport》2013,84(4):334-338

Abstract

Eight highly skilled male distance runners were filmed while running on level and inclined treadmills. During the filming sequence, EMG measurements were collected on vastus medialis (VM) and semimembranosus (SM) of the right thigh. The initiation and duration of electrical activity of the two muscles was extracted from the recordings relative to the step cycle events. Analysis of covariance for repeated measures was utilized as a statistical treatment to examine the effect of treadmill grade (– 10%, 0%, and + 10%) upon step cycle and EMG data. Results indicate that treadmill grade had a significant effect on the relative duration of both stance and swing phases of the running step cycle and total step cycle duration. Total step cycle time and relative swing phase duration decreased as the treadmill grade was changed from a negative grade to a zero grade to a positive grade while the duration of the stance phase increased. EMG measures indicated decreases in relative duration of SM activity during the stance phase progressing from negative grade to zero grade to positive grade while an increase in SM activity was noted during the swing phase. VM activity during stance was longest in negative grade running, decreased in level grade running, and increased again in positive grade running.  相似文献   

Plant hormones in war and peace. Science, industry, and government in the development of herbicides in 1940s America     

Rasmussen N 《Isis; an international review devoted to the history of science and its cultural influences》2001,92(2):291-316

This essay describes the emergence of "hormone" herbicides from academic plant physiology research in America in the late 1930s and 1940s, attending especially to the role of interactions between university scientists, industrial concerns, and government (particularly agricultural) agencies. The importance of an intellectual shift among the physiologists to viewing hormones as plant toxins rather than growth stimulators, spurred by wartime events, is discussed. The essay concludes by exploring the postwar marketing of these hormones as agrichemicals and as lawn treatments for suburban consumers, placing these in the economic and ecological context of other contemporary developments in farming technique.  相似文献   

A characterization of a unified notion of mathematical function: the case of high school function and linear transformation     

Michelle?ZandiehEmail authorView author&#;s OrcID profile  Jessica?Ellis  Chris?Rasmussen 《Educational Studies in Mathematics》2017,94(1):21-36

In this paper, we draw on the contemporary perspective of inclusive materialism offered by de Freitas and Sinclair to contribute to current discussions on the role of the body in the learning of mathematics. Using the notions of distributed agency and assemblage, we illustrate the way in which three students engage with a patterning task. We discuss this as an example to show how the mathematics activity involves, besides the students’ bodies, other materialities that populate the classroom, and how all the human and non-human bodies form a moving assemblage that constantly reconfigures and reorients learning. The inclusive materialism helps us talk about learning as a dynamic assemblage rather than in terms of individual achievements and directs attention to the material learning environment.  相似文献   

Didactising: Continuing the work of Leen Streefland     

Erna Yackel  Michelle Stephan  Chris Rasmussen  Diana Underwood 《Educational Studies in Mathematics》2003,54(1):101-126

In this paper we present three cases of instructional design that illustrates both horizontal didactising, the activity of using already established principles to design instruction, and vertical didactising the activity of developing new tools and principles for instructional design. The first case illustrates horizontal didactising by elaborating how the constructs chains of signification and models were used to design an instructional sequence involving linear growth. The second and third cases illustrate vertical didactising by developing argumentation analyses and generative listening, respectively, as instructional design tools. In the second case, argumentation analyses emerge as a tool that other designers can use to anticipate the quality of conversations that can occur as students engage in tasks prior to implementing the instructional sequence. The third case develops the notion of generative listening as a conceptual tool within the context of designing differential equations instruction to gain insights into what are, for students, experientially-real starting points that are mathematical in nature and to provide inspirations for revisions to instructional sequences. This revised version was published online in August 2006 with corrections to the Cover Date.  相似文献   

Cattell‐Horn‐Carroll broad cognitive ability profiles of low math achievers     

Briley E. Proctor  Randy G. Floyd  Renee B. Shaver 《Psychology in the schools》2005,42(1):1-12

This study extends previous research examining the relations between Cattell‐Horn‐Carroll cognitive abilities and math achievement. The cognitive profiles of children with normative weaknesses in Math Calculation Skills or Math Reasoning were compared to those of their average‐achieving peers. The cognitive profile of the low Math Calculation Skills group (n = 68) was similar to that of their average‐achieving peers. The low Math Reasoning group (n = 52) scored lower than their average‐achieving peers on the cognitive abilities as a set and on Fluid Reasoning and Comprehension–Knowledge. When individual profiles were considered, approximately half of the children with normative math weaknesses demonstrated commensurate weaknesses in one or more cognitive abilities, which may inform diagnostic models of learning disabilities. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 1–12, 2005.  相似文献   

Facilitators and Barriers to the Implementation of EMOTION: An Indicated Intervention for Young Schoolchildren     

Lene-Mari Potulski Rasmussen  Joshua Patras  Simon-Peter Neumer  Frode Adolfsen  Kristin Dagmar Martinsen  Solveig Holen 《Scandinavian Journal of Educational Research》2020,64(5):728-743

ABSTRACT

Research on implementation of school-based transdiagnostic interventions, conducted by personnel from the municipal services is limited. We investigated facilitators and barriers regarding implementation of EMOTION, an intervention targeting symptoms of anxiety and depression in children 8–12 years. Trained health- and childcare professionals completed one questionnaire before (N?=?63) and a separate questionnaire after running an EMOTION group (N?=?66). Twelve of the group leaders were interviewed to provide additional information regarding implementation. Results indicated that factors such as a perceived need for the intervention and positive attitudes from the group leaders facilitated implementation. Hindering factors were related to time constraints, workload, unsupportive leaders, and lack of cooperation from the schools. Allocating resources to implementation specifically could promote future use of the program.  相似文献