Meta-Representation in an Algebra I Classroom     

Andrew Izsák  Günhan Çağlayan  John Olive 《学习科学杂志》2013,22(4):549-587

We describe how 1 Algebra I teacher and her 8th-grade students used meta-representational knowledge when generating and evaluating equations to solve word problems. Analyzing data from a sequence of 4 lessons, we found that the teacher and her students used criteria for evaluating equations, in addition to other types of knowledge (e.g., different interpretations of the equal sign) previously reported in the literature. Moreover, the teacher and her students had trouble understanding one another's proposed algebraic models of problem situations due to differences in the criteria that each applied, and this impeded learning. These findings (a) extend an accumulating body of evidence for the role meta-representation plays in mathematics and science learning and (b) add a new dimension to researchers' growing understanding of what teachers must know in order to teach algebra and other complex mathematics and science topics effectively.  相似文献   

Validation of a National Teacher Assessment and Improvement System     

Sandy Taut  María Verónica Santelices  Brian Stecher 《Educational Assessment》2013,18(4):163-199

The task of validating a teacher assessment and improvement system is similar whether the system operates in the United States or in another country. Chile has a national teacher evaluation system (NTES) that is standards based, uses multiple instruments, and is intended to serve both formative and summative purposes. For the past 6 years the authors have performed validation research on NTES using a variety of methods and data sources. This article describes our validation research agenda, the results of major validation studies, and an integration of the existing evidence, and it offers the authors' preliminary judgment about NTES's validity. The article also offers a critical reflection regarding the decisions taken while driving the long and winding validation road, and the lessons we learned during this politically and methodologically complex journey.  相似文献   

THE IMPACT OF A DIFFERENTIAL SOCIAL POWER SYSTEM ON LATINOS' ATTITUDES TOWARD THE HIGH SCHOOL AND THE COMMUNITY COLLEGE EXPERIENCE     

Luis A. Vázquez  Enedina García‐Vázquez 《Community College Journal of Research & Practice》2013,37(5):531-540

The perceptions of Mexican American students’ school attitudes toward the community college and high school experiences were examined in relation to a high‐USPI (unequal social power influence) environment (higher percentage of Anglos than Mexican Americans) and a low‐USPI environment (lower percentage of Anglos than Mexican Americans). A three‐factor analysis of variance indicated significant differences in attitudes and school experiences.  相似文献   

Am I That Talented? The experiences of gifted individuals from diverse educational backgrounds at the postsecondary level     

María P. Gómez-Arízaga  M. Leonor Conejeros-Solar 《High Ability Studies》2013,24(2):135-151

The experiences of gifted students at the postsecondary level have not been studied widely. The goal of the present study was to explore and describe gifted students’ perceptions of their first year after high school regarding experiences of success and failure. Two focus groups were conducted with 12 students (8 males, 4 females) from different educational backgrounds, who had participated in a university-based enrichment program, to discuss topics related to their academic and socio-emotional experiences at a postsecondary level. Many students who attended vocational high schools experienced high levels of discomfort with their academic preparedness to face postsecondary education. Other initial problems were adapting socially to a new environment and perceiving themselves as “less” gifted than their peers. However, after these initial adjustment problems, students revealed high perseverance to face difficulties and a strong motivation for continuing the academic path they had outlined for themselves. Conducting longitudinal research and rethinking college services offered for gifted students are some of the implications discussed in this study.  相似文献   

Intimate partner violence prevention: using interactive drama for intimate relationship education with young people in Samoa     

Emma Heard  Lisa Fitzgerald  Sina Vaai  Maxine Whittaker  Tonumaipe‘a J. Aiolupotea  Fiona Collins 《Sex education》2013,13(6):691-705

ABSTRACT

Globally, young people experience physical, sexual and emotion abuse within their intimate relationships. There is a need to explore creative, participatory sexual and relationship education that provides spaces for critical reflection regarding gender norms and approaches within intimate relationships. This study explores an interactive theatre intervention aimed at uncovering and analysing social and cultural influences affecting experiences and approaches within intimate relationships among young people in Samoa. Focus groups were conducted with the audience before and after a public, interactive theatre production. Focus groups aimed to capture shifts in understandings and perceptions as well as overall experiences related to participating in the production. Post production, participants showed a deepened of understandings related to social and cultural factors influencing approaches and actions within intimate relationships. Participants engaged in dialogue around new possible approaches to initiating and maintaining intimate relationships free from violence. Embodied learning opportunities appeared to contribute to feelings of empowerment to try out new responses in everyday life. Study findings highlight a role for drama in intimate relationship education and advocate for the inclusion of intersectionality informed approaches that uncover diversity within a group and acknowledge interactions between individuals’ social position(s) within complex social and cultural contexts.  相似文献   

3G泛在定制式学习系统设计研究     

张红艳  马武  徐刚 《洛阳师范学院学报》2013,(8):60-62

泛在学习是利用广泛存在的各种资源进行的学习.它把整个社会和自然界都视为学习资源从而进行无时无刻的沟通、无处不在的学习.定制式学习强调学习的个性化,重视对学习者现有知识结构、学习动机、学习兴趣、学习需要的关注.本文探讨了泛在定制式学习的概念、内涵和泛在定制式学习系统的特征,提出了3G技术支持下的泛在定制式学习系统的设计.  相似文献   

基于BP神经网络与残差分析的船舶交通流量预测     

翟久刚  田延飞  严新平 《上海海事大学学报》2013,34(1):19-22

为缓和神经网络对历史数据的"过拟合"与预测值"失真"的矛盾,设计一种基于BP神经网络与残差分析的非线性时间序列预测流程.从控制残差为正态分布、白噪声等方面入手,建立合适的人工神经网络,使其既能较好地拟合过去的样本,又可以得到符合未来趋势的预测结果.将该预测流程应用于长江九江大桥观测线船舶交通流量预测,预测效果证明该方法可行.  相似文献   

“Compromising La Causa?”: The Ford Foundation and Chicano Intellectual Nationalism in the Creation of Chicano History, 1963–1977     

Victoria‐María MacDonald  Benjamin Polk Hoffman 《History of education quarterly》2012,52(2):251-281

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Investigating the effectiveness of a POE-based teaching activity on students’ understanding of condensation   总被引：1，自引：0，他引：1  

Bayram Co?tu  Alipa?a Ayas  Mansoor Niaz 《Instructional Science》2012,40(1):47-67

This article reports on the development of a Predict–Observe–Explain, POE-based teaching strategy to facilitate conceptual change and its effectiveness on student understanding of condensation. The sample consisted of 52 first-year students in primary science education department. Students’ ideas were elicited using a test consisting of five probe questions and semi-structured interviews. A teaching activity composed of three Predict–Discuss–Explain–Observe–Discuss–Explain (PDEODE) tasks was employed, based on students’ preconceptions identified with the test. Conceptual change in students’ understanding of condensation was evaluated via a pre-, post-, and delayed post-test approach and students’ interviews. Test scores were analyzed using both qualitative and quantitative methods. The findings suggested that the strategy helps students to achieve better conceptual understanding for the concept of condensation and enables students to retain these new conceptions in their long-term memory.  相似文献   

The rationale for a wider concept of inclusive education for teacher education: A case study of Serbia     

Sun?ica Macura-Milovanovi?  Nata?a Panti?  Alison Closs 《Prospects》2012,42(1):19-39

Teacher education for inclusive education (IE) is recognized as vital for improving quality and equity in education globally. In the Western Balkan countries it is also part of the transition process towards joining the European Union and has attracted international funding for IE-related projects. A key finding from research funded by the European Training Foundation, carried out by the authors as members of a seven-country research team in 2009?C2010, was that the prevailing local understanding of IE was very narrow. In this article we hypothesize the reasons for this finding. We use a case study of school and teacher education systems in Serbia to explore how this understanding has constrained the development of IE and associated teacher education and limited the efficacy of some recent internationally supported developments. We identify both challenges and possible ways forward for teacher education for IE based on promoting a concept of IE that is both collaboratively agreed and comprehensive.  相似文献