III. Narrative and Vote-Count Synthesis of Comparisons with Only Directional Outcomes     

Harris Cooper  Kelly Charlton  Jeffrey C. Valentine  & Laura Muhlenbruck 《Monographs of the Society for Research in Child Development》2000,65(1):27-37

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Editorial     

Ian Stronach  Barry Cooper  Pat Sikes  Harry Torrance 《British Educational Research Journal》2007,33(6):813-817

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VIII. Discussion     

Harris Cooper  Kelly Charlton  Jeffrey C. Valentine  & Laura Muhlenbruck 《Monographs of the Society for Research in Child Development》2000,65(1):89-109

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Measuring the attitudes of human service professionals toward deafness     

Cooper A  Rose J  Mason O 《American annals of the deaf》2004,148(5):385-389

The Attitudes to Deafness Scale is a 22-item measure of attitudes toward people who are deaf designed for use with human service professionals. Attitude statements were generated from personal accounts by deaf people in the literature and from a focus group in which deaf people discussed their experience of hearing people's attitudes toward them. A 60-item scale was administered to a group of 121 clinical and forensic psychologists during their training. Item analysis was conducted to select items that effectively distinguished participants with a positive attitude from those with a negative attitude toward deaf people. The scale may be used in any context where a professional group comes into contact with people who are deaf.  相似文献   

Discussion: A naturalistic study of a teaching method     

Stephen L. Yelon  Colleen R. Cooper 《Instructional Science》1984,13(3):213-224

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Patterns of interaction in family relationships and the development of identity exploration in adolescence   总被引：11，自引：0，他引：11  

H D Grotevant  C R Cooper 《Child development》1985,56(2):415-428

The purpose of this research was to develop a model of individuation in family relationships that focuses on communication processes, and to assess the links between them and adolescent identity exploration. Expressions of the 4 dimensions of the model--self-assertion, separateness, permeability, and mutuality--were predicted to be positively associated with identity exploration in adolescents. A sample of 84 Caucasian, middle-class, 2-parent families, each including an adolescent and 1 or 2 siblings, was observed in a Family Interaction Task designed to elicit the expression and coordination of a variety of points of view. Multiple regression analyses revealed differentiated results concerning father-son, father-daughter, mother-son, mother-daughter, and marital relationships as well as both positive and negative contributions of communication variables to identity exploration when verbal ability and sociability were controlled. Results are discussed in terms of recent formulations of the progressive redefinition of the parent-child relationship during adolescence.  相似文献   

Long-range course planning by college students     

William E. Cooper  Cynthia S. Fobian 《Higher Education》1987,16(1):95-102

A group of 633 college students at a large midwestern public university was asked fifteen questions pertaining to personal long-term course planning. The results indicated that only 48% of the students sketched out a tentative listing of at least two courses per term for one or more subsequent semesters when first planning courses for the current semester. Long-range planning was positively correlated with the number of years students had already spent in college and with students' perception of the following factors: course planning utility, degree of certainty about pursuing one's current first choice of career, and degree of commitment in using college coursework as a means of achieving a career goal (all p < 0.001). Long-range planning was negatively correlated with the anticipation of a possible change in academic interests. Such planning was not significantly correlated with students' entrance examination aptitude scores or grade point averages. Thus, students' long-range planning of courses was associated more strongly with career commitment than with recent academic performance or aptitude.  相似文献   

Those who can, teach: addressing the crisis in mathematics in UK schools and universities     

Paul Cooper  Ray d'Inverno 《Educational Studies in Mathematics》2004,56(2-3):343-357

The crisis in UK mathematics education, both in schools and universities, has been widely reported in the national media. A recent study shows that 26% of full-time mathematics teachers in UK schools have no qualification in the subject, and that 31% of all UK schools' mathematics teachers are now over the age of 50. The crisis in school mathematics has impacted on much of the university sector, with some departments under threat of closure and widespread difficulties experienced in student recruitment. The availability of attractive careers for mathematics graduates impacts upon the numbers choosing to enter teaching, thus risking a spiral of decline. Furthermore, studies suggest that UK mathematics graduates often lack confidence in several key skills essential for teaching, such as presenting information effectively, working in teams, and written communication. This paper recounts the development of a unit of study in the Faculty of Mathematical Studies at the University of Southampton, England, in conjunction with a new initiative, the Undergraduate Ambassadors Scheme, which seek to address the crisis in UK mathematics education through the training and placement of final year undergraduates as teaching assistants in local schools. This with a view to promoting mathematics to the broadest possible constituency as a university choice, whilst simultaneously developing those key transferable skills in which undergraduates regularly feel least confident, and allowing undergraduates to experience a flavour of teaching as a career option.  相似文献   

Can teachers and mathematicians communicate productively? The case of division with remainder     

Jason Cooper  Ronnie Karsenty 《Journal of Mathematics Teacher Education》2018,21(3):237-261

Is it possible that a meeting of mathematicians and primary school teachers will be productive? This question became intriguing when one professor of mathematics initiated a professional development course for practicing primary school teachers, which he taught alongside a group of mathematics Ph.D. students. This report scrutinizes the uncommon meeting of these two communities, who have very different perspectives on mathematics and its teaching. The instructors had no experience in primary school teaching, and their professed goal was to deepen the teachers’ understanding of the mathematics they teach, while teachers were expecting the course to be pedagogically relevant for their teaching. Surprisingly, despite this mismatch in expectations, the course was considered a success by teachers and instructors alike. In our study, we analyzed a lesson on division with remainder for teachers of grades 3–6, taught by the professor. The framework used for the data analysis was mathematical discourse for teaching, a discursive adaptation of the well-known mathematical knowledge for teaching framework. Our analysis focuses on the nature of the interactions between the parties and the learning opportunities they afforded. We show how different concerns, which might have hindered communication, in fact fueled discussions, leading to understandings of the topic and its teaching that were new to all the parties involved. The findings point to a feasible model for professional development where mathematicians may contribute to the education of practicing teachers, while they are gaining new insights themselves.  相似文献   

Children's Responses to Contrasting `Realistic' Mathematics Problems: Just how realistic are children ready to be?   总被引：1，自引：0，他引：1  

Barry Cooper  Tony Harries 《Educational Studies in Mathematics》2002,49(1):1-23

In recent years there has been an increasing emphasis within the world of mathematics education on realistic problem solving. At the same time research has shown that children typically remain apparently unwilling or unable to introduce realistic considerations when solving supposedly realistic word problems, though research has also shown that children's behaviour in this domain does vary as a function of the nature of the item, its context and the child's social background. This paper analyses 11–12 year-old English children's responses to two realistic problems. The first is taken from English national tests; the second is a revised version of this item which has been rewritten to encourage a more realistic pattern of responses. Through a comparison of responses to the two items it is suggested that, given suitable realistic problems, many children may be more willing and able to introduce realistic responses in a testing context than earlier research might lead us to expect.This revised version was published online in September 2005 with corrections to the Cover Date.  相似文献