Tales from three countries: reflections during COVID-19 for mathematical education in the future     

Krause  Christina M.  Di Martino  Pietro  Moschkovich  Judit N. 《Educational Studies in Mathematics》2021,108(1-2):87-104

How can school mathematics prepare citizens for a democratic society? Answers to this question are not static; they change as society and its problems change. The SARS-CoV-2 pandemic with its corresponding disease COVID-19 presents such a problem: what is needed to navigate this complex situation that involves, among other things, mathematics? Using the essay genre, we use three narratives from three countries—Italy, the USA (California), and Germany—to reflect on the goals of teaching mathematics during this crisis and examine aspects of each country’s standards for mathematics education. These three stories are framed by the authors’ backgrounds, experiences, interests, their country’s situation, and response to the pandemic. We first present the three narratives and then examine common issues across them that might provide insights beyond this current crisis, for preparing students to become active citizens. In particular, we focus on three issues: (1) developing a positive mindset toward mathematics to engage with and reflect on real-world problems, (2) improving interdisciplinary connections to the sciences to better understand how science professional practices and insights are similar or different from everyday practices, and (3) considering interpersonal and collective matters beyond the individual.

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Multimodal Interaction Analysis: a Powerful Tool for Examining Plurilingual Students’ Engagement in Science Practices     

Wilmes  Sara E. D.  Siry  Christina 《Research in Science Education》2021,51(1):71-91

Research in Science Education - Science teaching and learning are discursive practices, yet analysis of these practices has frequently been grounded in theorizations that place language at the...  相似文献   

Are Greek school students flourishing?     

Eleni Didaskalou  Eleni Andreou  Christina Roussi-Vergou  Grace Skrzypiec 《Pastoral Care in Education》2018,36(3):223-237

ABSTRACT

Schools have a key role in promoting student social and emotional development and are encouraged to serve as a primary source of support, especially for those learners in need of special attention for addressing their needs. Young people’s subjective emotional-social well-being is a general indicator of their mental health status. In this article, we present an assessment of the emotional, psychological and social well-being of Greek adolescent students, determine whether they are flourishing or languishing and investigate whether well-being varies by gender, age and year level. Analysis of data from over 500 Greek adolescent students (year levels 6–10) who completed the Mental Health Continuum (MHC) scale indicated that over half of the participants were flourishing, while only a small proportion were languishing and the remainder had moderate mental health. Gender differences were identified with female students reporting more challenges to their well-being than their male peers. Additionally, younger students were more likely to be flourishing than older students.  相似文献   

No Difference in the Neural Underpinnings of Number and Letter Copying in Children: Bayesian Analysis of Functional Near‐Infrared Spectroscopy Data     

Mojtaba Soltanlou  Andra Coldea  Christina Artemenko  Ann‐Christine Ehlis  Andreas J. Fallgatter  Hans‐Christoph Nuerk  Thomas Dresler 《Mind, Brain, and Education》2019,13(4):313-325

It is under debate whether the neural representation of numbers and letters might rely on distinct neural correlates, or on a mostly shared neural network. In the present study, a total of 47 children in fifth grade (Experiment 1) and sixth grade (Experiment 2) simply copied numbers and letters on a touch screen while brain activation changes were recorded by means of functional near‐infrared spectroscopy (fNIRS). fNIRS data of both experiments and a joint analysis revealed that a shared neural network, particularly in the left hemisphere, was activated in response to both number and letter copying. Interestingly, no difference was observed in brain activation patterns between these two stimuli, as revealed by Bayesian analysis. Our findings indicate that both number and letter copying lead to similar brain activation in children. We further suggest methodological and applied applications of these findings in the frame of educational neuroscience.  相似文献   

Learning with immigrant children,families and communities: the imperative of early childhood teacher education     

Ana Christina da Silva Iddings  Iliana Reyes 《Early Years: An International Journal of Research and Development》2017,37(1):34-46

Abstract

This article reports on a longitudinal study spanning over 5 years, involving the design and implementation of an early childhood teacher education program model that engages a critical-ecological theoretical approach, a funds of knowledge perspective, and design-based methodology. This project aimed to promote equitable education for all children, and especially for young immigrant children encountering situations of oppression within the national and local educational contexts in Arizona. In this teacher education program, families, community members, researchers, pre-service teachers and teachers worked together to develop new modes of curricular activity, new spaces, new relationships, and new forms of movement among participants, as well as new circulations of literacy artefacts.  相似文献   

Ethical competence – a comparison between the Swedish and the Icelandic curricula and some teachers’ views     

Annika Lilja  Olof Franck  Christina Osbeck  Karin Sporre 《Education 3-13》2018,46(5):506-516

The aim of this article is to highlight some conceptions of ethical competence identified in interviews with teachers in religious education in Sweden, and within analyses of policy documents in a Swedish and an Icelandic educational context. As a starting point we take seven interviewed teachers’ comments about what they view as important ethical competences for their pupils to have. A comparative analysis of Swedish and Icelandic policy documents with regard to the conceptual understandings of ethical competence is made, as well as a comparison between the policy documents and teachers’ comments. The Icelandic curriculum is chosen because it differs from the Swedish one in a sense relevant to an analysis of the teacher interviews. The analyses imply a tension between theoretical and analytical conceptions of ethical competence and an action competence. Finally, some possible threads to consider in developing a broadened and deepened understanding of ethical competence are outlined.  相似文献   

Changing Focus: Internal Quality Audit as an Element in External Quality Evaluation     

Rozsnyai  Christina 《Tertiary Education and Management》2001,7(4):341-344

In summer 2000, the HungarianAccreditation Committee (HAC) completed theinitial round of its eight-year cycleevaluations of all higher educationinstitutions in Hungary. Based on theexperiences and information gained during thisinitial phase of quality control in Hungary,higher education institutions are developing aninternal quality audit mechanism. Some havealready submitted draft reports outlining theirbasic and specific standards relating to theirmissions and programmes. Since autumn 2000,they have been submitting a quality auditreport to the HAC annually. Concurrently, theHAC is working on a new quality evaluationmanual intended to eliminate redundancy of dataand include the institutions' annual qualityaudit results in its own external evaluation.  相似文献   

Contemporary high-profile scientists and their interactions with the community     

Dorothy V. Smith  Pamela J. Mulhall  Christina E. Hart  Richard F. Gunstone 《International Journal of Science Education》2016,38(10):1607-1621

This article presents a case study of 10 high-profile Australian research scientists. These scientists are highly committed to engaging with the public. They interact with a wide range of groups in the community, including the traditional media. They are aware that they are seen as representatives of science at a time when the authority of science and scientists is threatened in Australia by controversy around issues such as climate change and vaccination. Through their experiences of interacting with non-scientists, they have developed views about qualities, characteristics and knowledge that contribute to, or inhibit, positive interactions between scientists and non-scientists. Their experiences and insights highlight aspects of contemporary science that are not generally acknowledged in science curricula.  相似文献   

Working toward equitable research practices: the value of highlighting complexity and respecting context     

Siry  Christina  Wilmes  Sara E. D. 《Cultural Studies of Science Education》2020,15(2):583-593

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Interactive effects of guilt and moral disengagement on bullying,defending and outsider behavior     

Angela Mazzone  Marina Camodeca  Christina Salmivalli 《Journal of moral education》2016,45(4):419-432

We examined the moderating effect of guilt on the associations between moral disengagement and bullying, defending and outsider behaviors in a sample of 404 students (203 boys; M_age = 11.09 years; SD = 1.48). Bullying, defending and outsider behavior were assessed through peer nominations, whereas guilt and moral disengagement were assessed by self-reports. Results showed that moral disengagement was associated with high levels of bullying and low levels of defending. Guilt was negatively associated with bullying and positively with defending. A moderating effect for guilt was also found: increasing levels of moral disengagement contributed to more bullying and outsider behavior, and to less defending, among students with low levels of guilt. The current research broadens the extant literature, showing the combined effects of guilt and moral disengagement on bullying-related behaviors.  相似文献