Talk of a number: self‐regulated use of mathematical metalanguage by children in the foundation stage     

Penny Coltman 《Early Years: An International Journal of Research and Development》2006,26(1):31-48

How can I know what I think until I hear what I say? (Sir Huw Wheldon (1916–1986). (Attenborough, 2002 Attenborough, D. 2002. Life on air: memoirs of a broadcaster, London: BBC Books.  [Google Scholar])

This paper presents the findings of a study exploring the self‐regulated use of mathematical metalanguage in the early years. Young children were filmed on two occasions in the naturalistic context of their eight foundation stage settings, including both nursery and reception classes. The children were engaged in mathematical activities designed by practitioners to facilitate self‐regulated learning. ‘Events’, or vignettes of conversation were identified and the verbal interactions recorded in these were analysed for indications of metacognitive thinking. Findings were that the young children did indeed show evidence, through their talk, of emergent metacognitive processes, indicating both metacognitive knowledge and strategic awareness in relation to their mathematical tasks.  相似文献   

Pre‐service teachers’ open‐minded thinking dispositions,readiness to learn,and attitudes about learning and behavioural difficulties in students     

Nezihe Elik  Judith Wiener  Penny Corkum 《欧洲师范教育杂志》2010,33(2):127-146

This self‐report study investigated 274 pre‐service teachers’ attitudes toward students with learning and behavioural difficulties (LBD) and the factors that predict their attitudes. Using four scenarios describing students with LBD, we investigated the degree to which pre‐service teachers’ open‐minded thinking dispositions, readiness to learn about students with LBD, beliefs about the role of regular classroom teachers in providing for these students, and emotions in relation to dealing with these students’ difficulties predict their likelihood of engaging in punitive reactions (e.g., giving a timeout) and planned behaviours (e.g., adapting instruction). Teachers with more open‐minded thinking dispositions and readiness to learn about students with LBD reported a higher likelihood of adapting instruction. Pre‐service teachers’ negative emotions partially mediated the relationship between their beliefs and punitive reactions and fully mediated the relationship between their open‐minded thinking dispositions and punitive reactions.  相似文献   

Comparison of performance and attitude in traditional and computer conferencing classes     

Hui‐Chuan Cheng  James Lehman  Penny Armstrong 《The American journal of distance education》2013,27(3):51-64

Abstract

A 1992 survey of the thirty‐five Oklahoma schools that received satellite downlinks as part of the 1988–1990 Midlands Consortium Star Schools grant investigated the extent to which schools were continuing to use the equipment and the impact of satellite access on their educational programs. Four schools did not use their downlinks in 1991–92, and two of the four also did not use the equipment in 1990–91; thirty‐one schools were continuing to use the equipment to receive student and/or staff development programming. Sixty‐one percent of thirty‐three respondents believe satellite access has very significantly or significantly improved the educational program for students at their school; 39% believe it has very significantly or significantly improved their overall staff development program. Forty‐eight percent of respondents reported a decrease in use since the first year of operation; 76% of respondents anticipate an increase in use in the future.  相似文献   

Defining and Assessing Spiritual Health: A Comparative Study Among 13- to 15-Year-Old Pupils Attending Secular Schools,Anglican Schools,and Private Christian Schools in England and Wales     

Leslie J. Francis  Gemma Penny  Sylvia Baker 《Peabody Journal of Education》2013,88(3):351-367

This article argues that the nation's commitment to young people involves proper concern for their physical health, their psychological health, and their spiritual health. In this context the notion of spiritual health is clarified by a critique of John Fisher's model of spiritual health. Fisher developed a relational model of spiritual health, which defines good spiritual health in terms of an individual's relationship to four domains: the personal, the communal, the environmental, and the transcendental. In the present analysis, we make comparisons between pupils educated in three types of schools: publicly funded schools without religious foundation, publicly funded schools with an Anglican foundation, and new independent Christian schools (not publicly funded). Our findings draw attention to significant differences in the levels of spiritual health experienced by pupils within these three types of schools.  相似文献   

An Annotated guide to the Teaching of Science Education     

Penny Olson 《Teaching Education》2013,24(2):193-198

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Liberal feminism,cultural diversity and comparative education     

Penny Enslin  Mary Tjiattas 《比较教育学》2004,40(4):503-516

For multiculturalists who favour a relativist approach, globalization and the increasing interconnectedness of societies pose a threat to cultural diversity. In this paper we show, through an exploration of the work of Martha Nussbaum, that a viable universalist feminism can accommodate a thin and so defensible version of multiculturalism. Nussbaum's treatment of culture in relation to women's education and the cultivation of capacities for world citizenship fosters inclusion of norms and traditions from different ways of life, while leaving room for a critical perspective on them. On these grounds, there is considerable scope for cooperation between comparative education and feminist philosophy's liberal theorists.  相似文献   

Including children with special educational needs in the Literacy Hour: a continuing challenge     

Carol Miller  Penny Lacey  & Lyn Layton 《British Journal of Special Education》2003,30(1):13-20

This paper reports on a study to examine whether the framework for teaching the Literacy Hour can provide an inclusive learning environment for pupils with special educational needs. Carol Miller, Penny Lacey and Lyn Layton, all members of the Inclusion, Special Education and Educational Psychology Group in the School of Education at the University of Birmingham, used a survey and case studies to provide examples of organizational strategies and activities in literacy teaching. The authors go on to evaluate the extent to which these approaches promote inclusion in the Literacy Hour. They conclude that, while most children were included, some were engaged in alternative activities which were, in reality, focused on the development of communication skills. The authors close their article with a call for further research.  相似文献   

Letters to the Editor     

Penny Williams  Albert Henderson  Sinisa Maricic 《Learned Publishing》2000,13(4):265-266

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Book review     

Penny Collins 《教育心理学》2009,29(3):369-370

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Web-based technology in a constructivist community of learners     

Chris Muire Mohammed J Nazarian Penny J Gilmer 《British journal of educational technology : journal of the Council for Educational Technology》1999,30(1):65-68

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