Problematizing public engagement within public pedagogy research and practice     

Jennifer A. Sandlin  Jake Burdick  Emma Rich 《Discourse: Studies in the Cultural Politics of Education》2017,38(6):823-835

In this article, we explore issues related to how scholars attempt to enact public pedagogy (i.e. doing ‘public engagement’ work) and how they research public pedagogy (i.e. framing and researching artistic and activist ‘public engagement’ as public pedagogy). We focus specifically on three interrelated issues we believe should be addressed by scholars as they continue to theorize, enact, and analyze public pedagogies in the broader public sphere: (a) power dynamics embedded in individualized versus more collective enactments of public intellectualism; (b) conflicting and complicated conceptualizations of the relationship between the public pedagogue and the public, and how that relationship should be enacted; and (c) ethical issues surrounding the framing of public engagement and activist work under the umbrella of ‘pedagogy’.  相似文献   

When summative computer-aided assessments go wrong: disaster recovery after a major failure     

Ian Harwood 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(4):587-597

This case study outlines the events of a recent summative computer‐aided assessment (CAA) failure involving 280 first‐year undergraduate students. Post‐test analysis found that the central server had become unexpectedly overloaded, thereby causing the CAA to be abandoned. Practical advice on just what to do in the event of a summative CAA failure is virtually non‐existent in the related literature. In response, this paper provides a detailed account of the post‐failure analysis and recovery activities from a practitioner's (ie, academic) viewpoint. Supported by empirical evidence, the research shows how the concept of “optional substitution” was developed as a pragmatic, equitable, and broadly acceptable solution to the problem.  相似文献   

Necessary conditions of learning     

Philip M. Reeves  Rayne A. Sperling  D. Jake Follmer  Wik Hung Pun  Christa E. Oeder  Alexander L. Towle 《The Journal of educational research》2017,110(1)

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What factors support or inhibit secondary mathematics pre-service teachers’ implementation of problem-solving tasks during professional experience?     

Jake Little  Judy Anderson 《Asia-Pacific Journal of Teacher Education》2016,44(5):504-521

There is an acknowledged gap between the theory presented in university preparation programmes and the reality of classroom practice that has resulted in many secondary mathematics pre-service teachers failing to implement university-endorsed teaching strategies. Using responses to a questionnaire and interviews, this qualitative study examined the factors that support or inhibit secondary mathematics pre-service teachers’ implementation of problem-solving tasks during professional experience. The results showed that even though the majority of pre-service teachers reported having beliefs compatible with using problem-solving tasks, the secondary students’ ability, preparation time, and the cooperating teacher were key factors that inhibited pre-service teachers’ implementation of problem-solving tasks. It is recommended that pre-service teachers regularly visit classrooms to observe the evolving implementation of problem-solving approaches. Furthermore, cooperating teachers should be required to attend professional development before the professional experience so they understand the goals of the university preparation programme and have the requisite skills and knowledge to support the implementation of problem-solving tasks in learning mathematics.  相似文献   

Maternal Judgments of Child Numeracy and Reading Ability Predict Gains in Academic Achievement and Interest     

Philip D. Parker  Taren Sanders  Jake Anders  Rhiannon B. Parker  Jasper J. Duineveld 《Child development》2021,92(5):2020-2034

In a representative longitudinal sample of 2,602 Australian children (52% boys; 2% Indigenous; 13% language other than English background; 22% of Mothers born overseas; and 65% Urban) and their mothers (first surveyed in 2003), this article examined if maternal judgments of numeracy and reading ability varied by child demographics and influenced achievement and interest gains. We linked survey data to administrative data of national standardized tests in Year 3, 5, and 7 and found that maternal judgments followed gender stereotype patterns, favoring girls in reading and boys in numeracy. Maternal judgments were more positive for children from non-English speaking backgrounds. Maternal judgments predicted gains in children’s achievement (consistently) and academic interest (generally) including during the transition to high school.  相似文献   

Social Class,Gender and Ethnic Differences in Subjects Taken at Age 14.     

Morag Henderson  Alice Sullivan  Jake Anders  Vanessa Moulton 《Curriculum Journal》2018,29(3):298-318

In this paper, we identify patterns of subject and qualification choices made at age 14. Much of the previous research on ‘subject choice’ has focussed on the later stages of educational trajectories, particularly Higher Education. However, the choices made at early branching points can limit pupils’ subsequent options, potentially contributing to educational inequalities. This paper identifies the patterns of General Certificate of Secondary Education (GCSE) subjects chosen by a cohort of young people born in 1989/1990. We make use of the Next Steps data (formerly the Longitudinal Study of Young People in England (LSYPE)) which is linked to the National Pupil Database. We develop an approach to measuring the academic selectivity of subjects and qualifications. We examine the roles of social class, parental education, income, gender and ethnicity in determining participation in these curriculum groupings. Using measures of prior attainment from age thirteen, we address the question of whether curriculum differentials simply reflect differences in prior attainment or whether they actually operate above and beyond existing inequalities. We find clear socio-economic, gender, ethnic and school-level differences in subjects studied which cannot be accounted for by prior attainment.  相似文献   

Graduate training for precollege teachers of psychology     

Harwood Fisher 《Psychology in the schools》1972,9(3):321-325

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Media Usage and Acculturation: Asian Indian Professionals in Silicon Valley*     

Priya Raman  Jake Harwood 《Journal of Intercultural Communication Research》2016,45(5):355-373

We examine connections between media use, intergroup contact, and acculturation in 237 Asian Indian professionals in Silicon Valley, drawing on theories of immigrant acculturation, intergroup contact, and media effects. Quality of host contact positively predicted acculturation. Indian (ethnic) media consumption negatively predicted acculturation, and American (host) media consumption was positively related to acculturation. Ethnic television viewing exacerbated the effects of negative intergroup contact on acculturation. Respondents used social networking websites to maintain both host and ethnic ties. Host cultural/informational capital was positively related to acculturation. Host media consumption was positively related to political engagement and loneliness.  相似文献   

在训练过程中发展心理技能:强化教练的作用     

克瑞斯·哈伍德 《天津体育学院学报》2008,23(3):190-190

教练员、父母、管理者和运动员都很感兴趣的一个话题是:在最高水平的运动竞赛中,与身体状态和技术、战术技能相比,心理技能是如何的重要.  相似文献   

Cultural Differences in Maternal Beliefs and Behaviors: A Study of Middle-Class Anglo and Puerto Rican Mother-Infant Pairs in Four Everyday Situations     

Robin L. Harwood  Axel Schoelmerich  Pamela A. Schulze  & Zenaida Gonzalez 《Child development》1999,70(4):1005-1016

This study examines cultural patterning in situational variability in mother-infant interactions among middle-class Anglo and Puerto Rican mothers and their 12 to 15-month-old firstborn children. Forty mothers were interviewed regarding their long-term socialization goals and childrearing strategies, and videotaped interacting with their infants in four everyday settings: feeding, social play, teaching, and free play. Results suggest that: (1) Anglo mothers place greater emphasis on socialization goals and childrearing strategies consonant with a more individualistic orientation, whereas Puerto Rican mothers place greater focus on goals and strategies consistent with a more sociocentric orientation; (2) coherence was found between mothers' childrearing beliefs and practices, with Puerto Rican mothers more likely to directly structure their infants' behaviors; and (3) situational variability arose in mother-infant interactions, but this variability showed a cultural patterning consistent with mothers' long-term socialization goals and childrearing beliefs.  相似文献