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1.
This paper examines text structure and patterns of cohesion in stories written by a group of adults with a history of childhood
language impairment. The study aimed to extend our knowledge of writing difficulties in this group by building upon a study
that examined clause level phenomena (Smith-Lock, Nickels, & Mortensen, this issue). Ten adults with a history of Language
Impairment and 30 control participants were asked to write the story of Cinderella. Stories were analyzed for their generic
structure and cohesion resources, both of which contribute to the organization and coherence of a text. Results revealed that
patterns of text organization at the level of generic structure and measures of cohesion did not distinguish the performance
of writers with a history of Language Impairment from the comparison group. A wide range of lexico-grammatical skills was
evident within the Language Impaired group, with few individuals with Language Impairment falling outside the normal range
of performance. It is suggested that generic structure and cohesion are a relative strength in the writing of adults with
Language Impairment, within the constraints of their lexical and grammatical skills.
相似文献
| Karen Smith-LockEmail: |
2.
3.
Tim Rowland 《Educational Studies in Mathematics》2008,69(2):149-163
This empirical paper considers the different purposes for which teachers use examples in elementary mathematics teaching,
and how well the actual examples used fit these intended purposes. For this study, 24 mathematics lessons taught by prospective
elementary school teachers were videotaped. In the spirit of grounded theory, the purpose of the analysis of these lessons
was to discover, and to construct theories around, the ways that these novice teachers could be seen to draw upon their mathematics
teaching knowledge-base in their lesson preparation and in their observed classroom instruction. A highly-pervasive dimension
of the findings was these teachers’ choice and use of examples. Four categories of uses of examples are identified and exemplified:
these are related to different kinds of teacher awareness.
相似文献
| Tim RowlandEmail: |
4.
Michael Prosser Elaine Martin Keith Trigwell Paul Ramsden Heather Middleton 《Instructional Science》2008,36(1):3-16
There has been a growing research debate over the relations between university teaching and research. This paper contributes
to that debate by describing the variation in the way university academics’ experience research, then linking that empirical
evidence with previous work to explicate the relations between variation in research, teaching, and understanding of the subject
matter being taught. Previous investigations have shown that conceptual change/student-focussed approaches to teaching are
associated with clear articulation of the important aspects of the subject matter being taught, how those aspects relate to
each other, and how the teacher situates their understanding of the subject matter in the field as a whole. However, teachers
who were unable to explain their understanding of their subject matter in these ways were more likely to experience their
teaching as a process of information transfer from a teacher-focussed perspective. Since the characteristics of the first
type of understanding subject matter resemble processes underlying the experience of active researchers, these findings seemed
to justify a more intensive search for evidence of the link between effective university teaching and research. Interviews
have been conducted with 37 university teachers who had strong publication and grant success records and who were teaching
and researching in similar topic areas. They represent a range of disciplines and universities, and from both the UK and Australia.
The study methods and results are described and we conclude that qualitative variation in the experience of research is related
(a) moderately to experience of teaching and (b) strongly to experience of understanding the subject matter.
相似文献
| Keith TrigwellEmail: |
5.
Dana G. Holland 《Higher Education》2008,55(6):671-681
Changes in research production precipitated by the globalization have generally been theorized as applying across nations
and disciplinary projects. This article examines the relation of discipline to research production from the situational vantage
point of the developing world, specifically the Southern African country of Malawi, and from the empirical perspective of
the social sciences. Evidence derives from eight months of ethnographic fieldwork conducted in Malawi in 2003 and 2004, drawing
specifically from over 100 formal interviews and from analysis of historical and contemporary documents. The article finds
that against depictions of academic disciplines as inflexible, arbitrary, and in need of restructuring, the case of the social
sciences in Malawi demonstrates the value of distinctly disciplined expertise in problem-oriented research. This efficacy
is, however, precariously dependent on the capacity of local disciplinary communities to regenerate and reproduce their expertise
and compete effectively in the increasingly competitive knowledge market.
相似文献
| Dana G. HollandEmail: |
6.
Youjun Wang 《Science & Education》2009,18(5):631-640
In modern mathematical teaching, it has become increasingly emphasized that mathematical knowledge should be taught by problem-solving,
hands-on activities, and interactive learning experiences. Comparing the ideas of modern mathematical education with the development
of ancient Chinese mathematics, we find that the history of mathematics in ancient China is an abundant resource for materials
to demonstrate mathematics by hands-on manipulation. In this article I shall present two cases that embody this idea of a
hands-on approach in ancient Chinese mathematics, at the same time offering an opportunity to show how to utilize materials
from the history of Chinese math in modern mathematical education.
相似文献
| Youjun WangEmail: |
7.
Mark R. Connolly Jana L. Bouwma-Gearhart Matthew A. Clifford 《Innovative Higher Education》2007,32(1):19-34
Despite calls for greater agreement in defining the Scholarship of Teaching and Learning (SoTL), terms that resemble SoTL
are proliferating. An NSF-sponsored center for teaching and learning coined its own term, teaching-as-research (TAR), believing it would resonate better with research-active scientists, engineers, and mathematicians. To understand whether
this was a wise strategy, we interviewed 43 participants from courses that sought to explain and demonstrate TAR. Our study
found that participants defined TAR with varying complexity and that disciplinary concepts generally provided “conceptual
handles” for making sense of TAR. However, tailoring a term to particular disciplines entails several challenging tradeoffs.
Mark Connolly is a Researcher who studies STEM education reform efforts, postsecondary teaching, graduate education, and practitioner theorizing Jana Bouwma-Gearhart is an Assistant Researcher whose interests include STEM K-16 educators’ teaching professional development and science learning through inquiry Matthew Clifford is an Associate Researcher who studies the practice of instructional leadership and change in the sciences, with particular attention to the potentialities of secondary and post-secondary faculty collaboration and curriculum design. 相似文献
| Mark R. ConnollyEmail: |
Mark Connolly is a Researcher who studies STEM education reform efforts, postsecondary teaching, graduate education, and practitioner theorizing Jana Bouwma-Gearhart is an Assistant Researcher whose interests include STEM K-16 educators’ teaching professional development and science learning through inquiry Matthew Clifford is an Associate Researcher who studies the practice of instructional leadership and change in the sciences, with particular attention to the potentialities of secondary and post-secondary faculty collaboration and curriculum design. 相似文献
8.
‘Interdisciplinary strategies’ in U.S. research universities 总被引：5，自引：0，他引：5
Creso M. Sá 《Higher Education》2008,55(5):537-552
In the context of increasing support for interdisciplinary modes of research, many in the policy, scientific, and academic
communities propose that universities should change structurally to reduce the barriers to investigation that involves researchers
from multiple disciplines. This paper examines ‘interdisciplinary strategies’ in U.S. research universities—deliberate efforts
to spur collaborative research across traditional departmental and disciplinary boundaries, including the creation and adaptation
of university policies, practices, and structures. It identifies and analyzes the use of incentive grants to initiate new
interdisciplinary units, the establishment of ‘campus-wide institutes’ that steer campus investments in interdisciplinary
areas, and new modes of faculty hiring and evaluation. Illustrative examples are provided, and the implications of these strategies
are discussed.
相似文献
| Creso M. SáEmail: |
9.
Introductory thermodynamics is a topic which is covered in a wide variety of science and engineering educations. However,
very different teaching traditions have evolved within different scientific specialties. In this study we examine three courses
in introductory thermodynamics within three different scientific specialties: physics, chemical engineering and mechanical
engineering. Based on a generalization of Kuhn’s theory of disciplinary matrix, and the idea of boundary objects we analyse
how basic thermodynamics theory is conceived in the different scientific specialties. The study is based on interviews with
teachers and analysis of the different textbook traditions. It is concluded that teachers need to take into account how subject
matter is conceived in other related scientific specialties when designing courses. Two examples demonstrating how this may
be done are given.
相似文献
| Camilla RumpEmail: |
10.
This paper discusses variation in reasoning strategies among expert mathematicians, with a particular focus on the degree
to which they use examples to reason about general conjectures. We first discuss literature on the use of examples in understanding
and reasoning about abstract mathematics, relating this to a conceptualisation of syntactic and semantic reasoning strategies
relative to a representation system of proof. We then use this conceptualisation as a basis for contrasting the behaviour
of two successful mathematics research students whilst they evaluated and proved number theory conjectures. We observe that
the students exhibited strikingly different degrees of example use, and argue that previously observed individual differences
in reasoning strategies may exist at the expert level. We conclude by discussing implications for pedagogy and for future
research.
相似文献
| Matthew InglisEmail: |
11.
The major growth of doctoral education in recent decades has attracted attention from policy makers and researchers. In this
article we explore the growth of doctoral education in Australia, its impact on diversity in respect of the doctoral population,
shifts in disciplinary strengths, institutional concentration and award programs. We conclude that there has been both change
and continuity in the provision of doctoral education with extensive variation at the level of practice in what is a reasonably
stable system featuring continuing hierarchical institutional diversification. The limitations of available data and issues
for further research, policy and practice are discussed.
相似文献
| Peter MacauleyEmail: |
12.
Christoph Randler 《Journal of Science Education and Technology》2009,18(2):138-145
Animal species identification is often emphasized as a basic prerequisite for an understanding of ecology because ecological
interactions are based on interactions between species at least as it is taught on the school level. Therefore, training identification
skills or using identification books seems a worthwhile task in biology education, and should already start on the primary
level. On the primary level, however, complex interactions could not be taught but pupils are often interested in basic knowledge
about species. We developed a hands-on, group-based and self-determined learning phase organized in workstations. About 138
pupils (2nd–4th graders) participated in this study. The two groups received an identification treatment with six different
bird species. These were presented either as soft toys or as taxidermy specimen. Both groups scored similar prior and after
the treatment (posttest 1) and with a delay of 6–8 weeks (posttest 2). More complex general linear modeling revealed a significant
influence of prior knowledge, treatment and of grade (2nd, 3rd or 4th grade) on the first posttest while in the retention
test gender differences emerged. We suggest that soft toys may be of equal value for teaching species identification on the
primary level compared to natural taxidermic specimen, especially when considering pricing, insensitivity to handling, and
contamination with agents used for preservation.
相似文献
| Christoph RandlerEmail: Email: |
13.
Program assessments are an essential part of the ongoing survival of teaching centers performed by faculty development personnel
at institutions of higher education. Little research is available to guide developers in performing these assessments. In
this article we describe assessments conducted at three Canadian universities and highlight the theoretical models used to
guide the process. Reflections on the strengths and challenges are discussed for each program assessment for the purpose of
assisting faculty developers in performing similar program assessments of their faculty development offices.
相似文献
| Judy BritnellEmail: |
14.
Christina V. Schwarz Jason Meyer Ajay Sharma 《Journal of Science Teacher Education》2007,18(2):243-269
This study infused computer modeling and simulation tools in a 1-semester undergraduate elementary science methods course
to advance preservice teachers’ understandings of computer software use in science teaching and to help them learn important
aspects of pedagogy and epistemology. Preservice teachers used computer modeling and simulation tools within their own science
investigations; discussed general technology issues; and explored, evaluated, and taught their peers about a particular modeling
tool. Preservice teachers expanded their vision of the software available and the role that software can play in science teaching,
but desired fun, easy-to-use software with scientifically accurate information within a clear, familiar learning task. Such
conflict provided a fruitful platform for discussion and for potentially advancing preservice teachers’ pedagogical and epistemological
understandings.
相似文献
| Christina V. SchwarzEmail: |
15.
16.
Christopher Emdin 《Cultural Studies of Science Education》2009,4(1):239-254
In this article I explore research in urban science education inspired by the work of Kris Gutierrez in a paper based on her
2005 Scribner Award. It addresses key points in Gutierrez’s work by exploring theoretical frameworks for research and approaches
to teaching and research that expand the discourse on the agency of urban youth in corporate school settings. The work serves
as an overview of under-discussed approaches and theoretical frameworks to consider in teaching and conducting research with
marginalized urban youth in urban science classrooms.
相似文献
| Christopher EmdinEmail: Email: |
17.
David J. Rothman 《Academic Questions》2007,20(2):94-111
A report from the National Endowment for the Arts, among much other such research, reveals that literacy is in serious decline
in America. Ramifications of this decline extend beyond English and language departments to affect all other disciplines,
ultimately raising the question of how a democracy can function when its citizens abandon the written word. There are ways,
David Rothman says, for academics to counteract this trend, venturing outside the walls to foster the literacy of younger
children. Those who take on such challenges may find that departmental politics recede somewhat, and they may rediscover faith
in the possibilities of education-and even in themselves.
David J. Rothman has taught for years in both higher education and K-12. He is currently at Western State College in Crested Butte, CO, where he conducts courses in Composition and Basic Writing. His second book of poems The Elephant’s Chiropractor, was runner-up for the 1999 Colorado Book Award. 相似文献
| David J. RothmanEmail: |
David J. Rothman has taught for years in both higher education and K-12. He is currently at Western State College in Crested Butte, CO, where he conducts courses in Composition and Basic Writing. His second book of poems The Elephant’s Chiropractor, was runner-up for the 1999 Colorado Book Award. 相似文献
18.
With our conceptualization of Harré and van Langenhove’s (1999) positioning theory, we draw attention to immanent experience and read transcendent discursive practices through the moment
of interaction. We use a series of spatial images as metaphors to analyze the way positioning is conceptualized in current
mathematics education literature and the way it may be alternatively conceptualized. This leads us to claim that changing
the way mathematics is talked about and changing the stories (or myths) told about mathematics is necessary for efforts to
change the way mathematics is done and the way it is taught.
相似文献
| Beth Herbel-EisenmannEmail: |
19.
Approaches to research in the social sciences often embrace schema that are consistent with positivism, even though it is
widely held that positivism is discredited and essentially dead. Accordingly, many of the methods used in present day scholarship
are supported by the tenets of positivism, and are sources of hegemony. We exhort researchers to employ reflexive methods
to identify the epistemologies, ontologies and axiologies that are salient in their scholarship and, when necessary, transform
practices such that forms of oppression associated with crypto-positivism are identified and extinguished.
相似文献
| Kenneth TobinEmail: |
20.
Critical media literacy is not an option 总被引：1，自引：0，他引：1
This article explores the theoretical underpinnings of critical media literacy and analyzes four different approaches to teaching
it. Combining cultural studies with critical pedagogy, we argue that critical media literacy aims to expand the notion of
literacy to include different forms of media culture, information and communication technologies and new media, as well as
deepen the potential of literacy education to critically analyze relationships between media and audiences, information and
power. A multiperspectival approach addressing issues of gender, race, class and power is used to explore the interconnections
of media literacy, cultural studies and critical pedagogy. In the interest of a vibrant participatory democracy, educators
need to move the discourse beyond the stage of debating whether or not critical media literacy should be taught, and instead
focus energy and resources on exploring the best ways for implementing it.
相似文献
| Douglas KellnerEmail: URL: http://www.gseis.ucla.edu/faculty/kellner/kellner.html |