Teachers' Interpretations of Effective Whole-class Interactive Teaching in Secondary Mathematics Classrooms     

Sonia Jones  Howard Tanner 《Educational studies》2002,28(3):265-274

Prompted by ongoing concerns over standards of numeracy, eight mathematics teachers from four secondary schools in south Wales formed a teacher inquiry group to research the impact of introducing whole-class interactive teaching strategies into their own practice. Possible teaching approaches and activities were developed and agreed during group meetings. These were trialled by the teachers during their normal mathematics lessons. Lesson observations, interviews with teachers and discussions at the group meetings, however, indicated that the implementation of the approaches varied significantly across teachers. This paper analyses the variation in interpretations and teaching styles, and discusses their impact on the quality of the classroom discourse. The determining features discerned within the classroom dialogue included the extent to which pupils were encouraged to reflect on their mathematical knowledge, and the ways in which teachers were able to scaffold pupils' learning.  相似文献   

Talking to Learn: Why Biology Students Should Be Talking in Classrooms and How to Make It Happen          下载免费PDF全文

Kimberly D. Tanner 《CBE life sciences education》2009,8(2):89-94

  相似文献   

Salivary and plasma cortisol and testosterone responses to interval and tempo runs and a bodyweight-only circuit session in endurance-trained men     

Amy Vivien Tanner  Birthe Vejby Nielsen  Judith Allgrove 《Journal of sports sciences》2013,31(7):680-689

Abstract

The aim of this study was to examine the acute response to plasma and salivary cortisol and testosterone to three training protocols. Ten trained endurance athletes participated in three experimental trials, such as interval training (INT), tempo run (TEMP) and bodyweight-only circuit training (CIR), on separate days. Blood and saliva samples were collected pre- and 0, 15, 30 and 60 min post-exercise. Peak post-exercise salivary cortisol was higher than pre-exercise in all trials (P < 0.01). After INT, salivary cortisol remained elevated above pre-exercise than 60 min post-exercise. Salivary testosterone also increased post-exercise in all trials (P < 0.05). Plasma and salivary cortisol were correlated between individuals (r = 0.81, 0.73–0.88) and within individuals (r = 0.81, 0.73–0.87) (P < 0.01). Plasma and salivary testosterone was also correlated between (r = 0.57, 0.43–0.69) and within individuals (r = 0.60, 0.45–0.72), (P < 0.01). Peak cortisol and testosterone levels occurred simultaneously in plasma and saliva, but timing of post-exercise hormone peaks differed between trials and individuals. Further investigation is required to identify the mechanisms eliciting an increase in hormones in response to CIR. Furthermore, saliva is a valid alternative sampling technique for measurement of cortisol, although the complex, individual and situation dependent nature of the hormone response to acute exercise should be considered.  相似文献   

Common origins of diverse misconceptions: cognitive principles and the development of biology thinking     

Coley JD  Tanner KD 《CBE life sciences education》2012,11(3):209-215

Many ideas in the biological sciences seem especially difficult to understand, learn, and teach successfully. Our goal in this feature is to explore how these difficulties may stem not from the complexity or opacity of the concepts themselves, but from the fact that they may clash with informal, intuitive, and deeply held ways of understanding the world that have been studied for decades by psychologists. We give a brief overview of the field of developmental cognitive psychology. Then, in each of the following sections, we present a number of common challenges faced by students in the biological sciences. These may be in the form of misconceptions, biases, or simply concepts that are difficult to learn and teach, and they occur at all levels of biological analysis (molecular, cellular, organismal, population, and ecosystem). We then introduce the notion of a cognitive construal and discuss specific examples of how these cognitive principles may explain what makes some misconceptions so alluring and some biological concepts so challenging for undergraduates. We will argue that seemingly unrelated misconceptions may have common origins in a single underlying cognitive construal. These ideas emerge from our own ongoing cross-disciplinary conversation, and we think that expanding this conversation to include other biological scientists and educators, as well as other cognitive scientists, could have significant utility in improving biology teaching and learning.  相似文献   

Convergence Concerns in Local Television: Conflicting Views From the Newsroom     

Laura K. Smith  Andrea H. Tanner  Sonya Forte Duhe 《广播与电子媒介杂志》2013,57(4):555-574

This nationwide survey studies the impact of convergence on reporters and producers in small and medium local television markets. The article examines the manner in which convergence-related responsibilities affect the daily routines of these news workers. It also assesses their perceptions of convergence and challenges they face, including concerns about the impact of convergence on the quality of their work. Authors compare these views to the opinions of news directors across the United States (gathered in previous research), finding significant differences between news workers' perspectives and those of their bosses.  相似文献   

The emergence of a paradigm in the curriculum field: A reply to Jickling     

Daniel Tanner  Laurel N. Tanner 《Interchange》1988,19(2):50-58

  相似文献   

Approaches to Biology Teaching and Learning: From a Scholarly Approach to Teaching to the Scholarship of Teaching     

Deborah Allen  Kimberly Tanner 《CBE life sciences education》2005,4(1):1-6

  相似文献   

Partnering with the Public Library for Health Care Education: An Evaluation of Affordable Care Act Messages     

Daniela B. Friedman  Vance Kornegay  Andrea Tanner  Diana C. Sisson  Megan A. Weis 《Public Library Quarterly》2016,35(1):1-22

Despite implementation of most of the provisions of the Affordable Care Act (ACA) by 2014, the public still has questions about the health care law. To assess the potential of using the library as a hub for ACA education, we tested existing and new culturally relevant messages about the health care law with twenty-seven community members. Participants discussed the message prototypes, including the visual components and promotional content, and provided advice to modify content and design to best reach target audiences. Future research can follow this example to engage libraries and community members in developing and evaluating culturally relevant health messages.  相似文献   

Can the Wisdom of Aging be Activated and Make a Difference Societally?     

Parisi JM  Rebok GW  Carlson MC  Fried LP  Seeman TE  Tan EJ  Tanner EK  Piferi RL 《Educational gerontology》2009,35(10):867-879

The Experience Corps?, a community-based intergenerational program, was developed to promote the health of older adults, while simultaneously addressing unmet social and academic needs in public elementary schools. The model was designed to draw on, and potentially activate, the wisdom of older adults. This paper explores the nature of wisdom-related knowledge and how older adults may apply such knowledge when tutoring and mentoring young children, as well as the potential for the intergenerational transmission of wisdom from the older adult volunteers to the school children being mentored by them. Developing an understanding of these issues may provide a basis for the creation of more extensive wisdom-generating opportunities for both older and younger generations.  相似文献   

Literature and philosophy     

Michael Tanner 《Higher Education Quarterly》1975,30(1):54-65

  相似文献