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Dennis Atkinson 《The International Journal of Art & Design Education》2006,25(2):116-118
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ABSTRACT This paper analyzes challenges indigenous Peruvian college students face in completing their studies, based on field research that included interviews with Peruvian higher education leaders, administrators, researchers, and faculty, and a review of published research. Since 2012, the government of Peru has sponsored Beca 18, a comprehensive scholarship designed to attract and support students from underrepresented populations, namely impoverished and largely indigenous communities. While the program has provided opportunities to thousands of students from all provinces, the struggles they have mirror those of other indigenous students around the world, including discrimination, unpreparedness, and attrition. The analysis pinpoints areas in which lessons from international scholarship and success strategies with other indigenous populations may enhance the success of the Beca 18 scholarship program and the experiences of its students. It discusses the critical role higher education institutions play in developing future leaders through future identity formation. 相似文献
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Jo Boaler 《Educational Studies in Mathematics》2002,51(1-2):3-21
What proficiencies are brought tobear when students work on mathematicsproblems? And to what extent may these becaptured by knowledge categories? These arequestions that I consider in this article,as I explore notions of competency, that gobeyond knowledge to include themathematical `dispositions' that studentsbring to problems and the `practices' withwhich they engage. This exploration willdraw from two frameworks that have recentlybeen introduced in the US. In addition, Iconsider the ways in which researchknowledge is conceived and developed,reflecting upon the important role oftheory and the potential of `workinghypotheses' for connecting with practice innew ways. 相似文献
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Allison Breit‐Smith Anne van Kleeck Jo‐Anne Prendeville Wei Pan 《Journal of Research in Reading》2017,40(4):345-364
Twenty‐three preschool‐age children, 3;6 (years; months) to 4;1, were videotaped separately with their mothers and fathers while each mother and father read a different unfamiliar storybook to them. The text from the unfamiliar storybooks was parsed and coded into story grammar elements and all parental extratextual utterances were transcribed and coded for (1) their relationship to the story grammar elements found within the storybook, and (2) the natural strategies parents used to direct their children's attention to these elements. Children's overall exposure to story grammar elements during book reading was also explored for its relationship to their language abilities. Results indicated that parents focused significantly more on the resolution, attempt, and consequence compared to the initiating event and plan, and most frequently used the text and pictures as strategies for recruiting their children's attention to the story grammar elements within the book. In addition, the frequency of parental utterances related to story grammar elements was negatively correlated with children's language abilities. This study did not examine the complexity or depth of parental utterances related to story grammar elements. These findings provide initial evidence that children may derive their understanding of story grammar at least in part through their parents' extratextual discussions during parent–child book reading. 相似文献
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Jo Tondeur Ronny Scherer Evrim Baran Fazilat Siddiq Teemu Valtonen Erkko Sointu 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):1189-1209
This study aims at investigating the profiles of teacher educators in order to explore their ability to prepare preservice teachers for technology integration in education. Specifically, the current study examines whether teacher educators can be grouped on the basis of their attitudes toward ICT (in education), their ICT self-efficacy to design ICT-rich learning environments, their competencies to use ICT in their teaching practice and the strategies they use to prepare preservice teachers for technology integration. These strategies are included in the SQD (Synthesis of Qualitative Data) model and comprise: (1) teacher educators as role models, (2) reflecting on the role of technology in education, (3) learning how to use technology by design, (4) collaboration with peers, (5) scaffolding authentic technology experiences and (6) providing continuous feedback. Data were collected from a sample of 284 teacher educators in Flanders, the Dutch-speaking part of Belgium, and submitted to latent profile analysis. The added value of the current study lies in the account of how SQD strategies and a typical set of determinants of ICT integration can be associated within teacher educators’ profile. Based on the profiles emerging from this study, teacher training institutions should consider their teacher educators to be gatekeepers when preparing future generations of teachers for the learning environments of the twenty-first century. In the discussion section, the implications for practice and future research are discussed. 相似文献
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The low status of the foundation subjects (e.g. Music and Physical Education (PE)) in English primary schools is well documented. Using PE as an illustrative example, a thematic analysis of 51 PE trainee students’ assignments, based on their perceptions of a two-week experience in a primary school, highlighted a number of areas of concern (e.g. limited/inadequate preparation; insufficient teacher knowledge/confidence; variable/limited subject leadership and non-qualified teachers delivering the curriculum). The possibility of teachers, coaches and other external specialists learning collaboratively with and from each other within a community of practice/learning is proposed as one way of strengthening the foundation subjects within the primary school curriculum. 相似文献