共查询到20条相似文献，搜索用时 31 毫秒
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Carlton J. Fong Julia H. Yoo Sara J. Jones Laura G. Torres Mark Lowry Decker 《Educational Psychology Review》2009,21(3):267-277
Robinson, McKay, Katayama, and Fan (Contemporary Educational Psychology, 23, 331–343, 1998) reported that women were underrepresented in terms of authorships, editorial board memberships, and editorships in the field
of educational psychology based on membership trends. More recently, Evans, Hsieh, and Robinson (Educational Psychology Review, 17, 263–271, 2005) reported that women had made gains as editors but had not kept pace with organizational membership in terms of authorships
and editorial board memberships. Our goal in this paper was to further examine women’s participation in educational psychology
journals by extending the datasets of Robinson et al. and Evans et al. The number of female authors per article, particularly those from non-US institutions, has continued to increase. However,
consistent with Evans et al., although females are continuing to make numerical gains in both authorships—both primary and secondary—and editorial board
memberships, their involvement has not kept pace in relation to membership trends. 相似文献
3.
The PISA studies of reading achievement of 15 year old students in OECD and partner nations show Anglophone nations to have
continuing high proportions of weak readers (≤Level 2), with no improvement in this area from 2000 to 2006 (OECD, Science
competencies for tomorrow’s world: Executive summary, 2007). The nations which have decreased their proportions of low achievers all use highly regular (transparent) orthographies,
which expedite the development of efficient reading and writing skills (Galletly and Knight, Aust J Learn Disabil 9(4):4–11,
2004). While international scrutiny is being focussed on socio-cultural differences in education as a basis of nations’ achievement
differences, little consideration is currently being applied to the speed of reading accuracy and spelling development. This
is surprising, given the volume of research showing that orthographic regularity significantly expedites development of reading—accuracy
and spelling—with very low rates of reading difficulties in nations with highly regular orthographies (Seymour et al., Br
J Psychol 94:143–174, 2003, p. 174; Share, Psychol Bull 134(4):584–615, 2008, p. 615). This paper proposes Transition-from-early-to-sophisticated-literacy (TESL) as a variable for use when considering
cross-national achievement differences. It is proposed that Complex TESL nations (including Anglophone nations) will need
paradigmatically different mechanisms to those used by Resolved and Facilitated TESL nations, for improved literacy and academic
outcomes by lower achievers. 相似文献
4.
This study considers the case of a tutor whose students repeatedly evidenced significantly superior critical thinking in summative
assessment. For the purpose of surfacing appropriate pedagogical action to promote critical thinking (Bassey, Case Study Research
in Educational Settings, 1999), the singularity of one tutor’s reported pedagogical practice was explored through focus-group discussion. Qualitative analysis
of the data, theoretically informed by phenomenography, suggested that the tutor’s reported practice, when compared with that
of two peers, revealed clear pedagogical intentions to be necessary for teaching critical thinking; and that these intentions
can be explained through the literatures on epistemic activity, metacognitive regulative behaviour and student-centred learning.
It is argued that a synthesised understanding of the literature that explores the nature and purpose of critical thinking
—as outlined in the first part of this paper—is a prerequisite for constructing domain-specific pedagogical intentions for
developing learners’ critical thinking, and that it is this extensive psychologically informed knowledge base which attenuates
the risk of educationally important aspects of learning being overlooked. (De Corte, Learning and Instruction 10:249–266,
2000). 相似文献
5.
This paper reports the outcomes of an empirical study undertaken to investigate the effect of students’ cognitive styles on
achievement in measurement tasks in a dynamic geometry learning environment, and to explore the ability of dynamic geometry
learning in accommodating different cognitive styles and enhancing students’ learning. A total of 49 6th grade students were
tested using the VICS and the extended CSA-WA tests (Peterson, Verbal imagery cognitive styles and extended cognitive style analysis-wholistic analytic test—Administration guide. New Zealand: Peterson, 2005) for cognitive styles. The same students were also administered a pre-test and a post-test involving 20 measurement tasks.
All students were taught a unit in measurement (area of triangles and parallelograms) with the use of dynamic geometry, after
a pre-test. As expected, the dynamic geometry software seems to accommodate different cognitive styles and enhances students’
learning. However, contrary to expectations, verbalisers and wholist/verbalisers gained more in their measurement achievement
in the environment of dynamic geometry than students who had a tendency towards other cognitive styles. The results are discussed
in terms of the nature of the measurement tasks administered to the students. 相似文献
6.
David Guile 《Vocations and Learning》2011,4(2):93-111
The paper analyses a form of interprofessional working and learning (IPWL)—the fleeting spatial and temporal constitution
of project teams with little prior history of working together—that is an increasing feature of work in the global economy.
The paper argues firstly: (i) this form of working and learning is relatively under-researched in professional, vocational
and workplace learning (PVWL); and, (ii) the research traditions—Cultural-Historical Activity Theory (CHAT) and Cultural Anthropology/Symbolic
Interactionist (CA/SI)—that some researchers in PVWL have drawn on to investigate IPWL do not allow them to capture the cognitive
and symbolic complexity of this activity. Secondly, it is possible to reveal the nature of this complexity when the concepts
and methods associated with CHAT and CA-SI-based approaches are supplemented with the concepts of ‘inference’, ‘space of reasons’,
‘restructuring and ‘recontextualisation’ (Guile, 2010). The paper demonstrates this claim by reinterpreting a classic study of the aforementioned form of working and learning
undertaken by Hall, Stevens and Torolba that drew on concepts and methods from CA and SI (2002). 相似文献
7.
Scientific Habits of Mind in Virtual Worlds 总被引：8，自引：6，他引：2
In today’s increasingly “flat” world of globalization (Friedman 2005), the need for a scientifically literate citizenry has grown more urgent. Yet, by some measures, we have done a poor job
at fostering scientific habits of mind in schools. Recent research on informal games-based learning indicates that such technologies and the communities they evoke
may be one viable alternative—not as a substitute for teachers and classrooms, but as an alternative to textbooks and science
labs. This paper presents empirical evidence about the potential of games for fostering scientific habits of mind. In particular,
we examine the scientific habits of mind and dispositions that characterize online discussion forums of the massively multiplayer
online game World of Warcraft. Eighty-six percent of the forum discussions were posts engaged in “social knowledge construction” rather than social banter.
Over half of the posts evidenced systems based reasoning, one in ten evidenced model-based reasoning, and 65% displayed an
evaluative epistemology in which knowledge is treated as an open-ended process of evaluation and argument. 相似文献
8.
Daphne Greenberg Hye Kyeong Pae Robin D. Morris Mary Beth Calhoon Alice O. Nanda 《Annals of dyslexia》2009,59(2):133-149
There are not enough reading tests standardized on adults who have very low literacy skills, and therefore tests standardized
on children are frequently administered. This study addressed the complexities and problems of using a test normed on children
to measure the reading comprehension skills of 193 adults who read at approximately third through fifth grade reading grade
equivalency levels. Findings are reported from an analysis of the administration of Form A of the Gray Oral Reading Tests—Fourth
Edition (Wiederholt & Bryant, 2001a, b). Results indicated that educators and researchers should be very cautious when interpreting test results of adults who have
difficulty reading when children’s norm-referenced tests are administered. 相似文献
9.
Laura Black Julian Williams Paul Hernandez-Martinez Pauline Davis Maria Pampaka Geoff Wake 《Educational Studies in Mathematics》2010,73(1):55-72
The construct of identity has been used widely in mathematics education in order to understand how students (and teachers)
relate to and engage with the subject (Kaasila, 2007; Sfard & Prusak, 2005; Boaler, 2002). Drawing on cultural historical activity theory (CHAT), this paper adopts Leont’ev’s notion of leading activity in order to explore the key ‘significant’ activities that are implicated in the development of students’ reflexive understanding
of self and how this may offer differing relations with mathematics. According to Leont’ev (1981), leading activities are those which are significant to the development of the individual’s psyche through the emergence
of new motives for engagement. We suggest that alongside new motives for engagement comes a new understanding of self—a leading identity—which reflects a hierarchy of our motives. Narrative analysis of interviews with two students (aged 16–17 years old) in post-compulsory
education, Mary and Lee, are presented. Mary holds a stable ‘vocational’ leading identity throughout her narrative and, thus,
her motive for studying mathematics is defined by its ‘use value’ in terms of pursuing this vocation. In contrast, Lee develops
a leading identity which is focused on the activity of studying and becoming a university student. As such, his motive for
study is framed in terms of the exchange value of the qualifications he hopes to obtain. We argue that this empirical grounding
of leading activity and leading identity offers new insights into students’ identity development. 相似文献
10.
Pauline Davey Zeece 《Early Childhood Education Journal》2008,35(6):565-569
Using an example of a toddler’s developing understanding of an apple, this article illustrates how children integrate all
elements in their interpersonal and built environments to support their emerging literacy skills. Otto (2007) and others provide evidence from emergent literacy research that documents observations and exploration by infants, toddlers,
and young children and suggest that the ways in which children participate in early literature-related activities influence
the knowledge they construct. Twenty-two children’s books—including five for apple discoverers—are recommended and reviewed. 相似文献
11.
Lena Hansson Andreas Redfors Maria Rosberg 《Journal of Science Education and Technology》2011,20(4):388-402
In a European project—CoReflect—researchers in seven countries are developing, implementing and evaluating teaching sequences
using a web-based platform (STOCHASMOS). The interactive web-based inquiry materials support collaborative and reflective
work. The learning environments will be iteratively tested and refined, during different phases of the project. All learning
environments are focusing “socio-scientific issues”. In this article we report from the pilot implementation of the Swedish
learning environment which has an Astrobiology context. The socio-scientific driving questions are “Should we look for, and
try to contact, extraterrestrial life?”, and “Should we transform Mars into a planet where humans can live in the future?”
The students were in their last year of compulsory school (16 years old), and worked together in triads. We report from the
groups’ decisions and the support used for their claims. On a group level a majority of the student groups in their final
statements express reluctance towards both the search of extraterrestrial life and the terraforming of Mars. The support used
by the students are reported and discussed. We also look more closely into the argumentation of one of the student groups.
The results presented in this article, differ from earlier studies on students’ argumentation and decision making on socio-scientific
issues (Aikenhead in Science education for everyday life. Evidence-based practice. Teachers College Press, New York, (2006) for an overview), in that they suggest that students do use science related arguments—both from “core” and “frontier” science—in
their argumentation and decision making. 相似文献
12.
The doctoral advisor is said to be one of the most important persons—if not the single most critical person—with whom doctoral students will develop a relationship during their doctoral degree programs
(Baird 1995). However, we have limited knowledge regarding how doctoral advisors see their roles and responsibilities as advisors. Therefore,
through in-depth interviews, we explored the perceptions of 25 exemplary doctoral advisors, who have graduated a large number
of doctoral students, about their roles and responsibilities as advisors. We conclude this article with implications for doctoral
education.
相似文献
| Ann E. AustinEmail: |
13.
Hayo Siemsen 《Science & Education》2012,21(4):447-484
George Sarton had a strong influence on modern history of science. The method he pursued throughout his life was the method
he had discovered in Ernst Mach’s Mechanics when he was a student in Ghent. Sarton was in fact throughout his life implementing a research program inspired by the epistemology
of Mach. Sarton in turn inspired many others (James Conant, Thomas Kuhn, Gerald Holton, etc.). What were the origins of these
ideas in Mach and what can this origin tell us about the history of science and science education nowadays? Which ideas proved
to be successful and which ones need to be improved upon? The following article will elaborate the epistemological questions,
which Darwin’s “Origin” raised concerning human knowledge and scientific knowledge and which led Mach to adapt the concept
of what is “empirical” in contrast to metaphysical a priori assumptions a second time after Galileo. On this basis Sarton
proposed “genesis and development” as the major goal of Isis. Mach had elaborated this epistemology in La Connaissance et l’Erreur (Knowledge and Error), which Sarton read in 1913 (Hiebert 1905/1976; de Mey 1984). Accordingly for Sarton, history becomes not only a subject of science, but a method of science education. Culture—and science
as part of culture—is a result of a genetic process. History of science shapes and is shaped by science and science education
in a reciprocal process. Its epistemology needs to be adapted to scientific facts and the philosophy of science. Sarton was
well aware of the need to develop the history of science and the philosophy of science along the lines of this reciprocal
process. It was a very fruitful basis, but a specific part of it, Sarton did not elaborate further, namely the psychology
of science education. This proved to be a crucial missing element for all of science education in Sarton’s succession, especially
in the US. Looking again at the origins of the central questions in the thinking of Mach, which provided the basis and gave
rise to Sarton’s research program, will help in resolving current epistemic and methodological difficulties, contradictions
and impasses in science education influenced by Sarton. The difficulties in science education will prevail as long as the
omissions from their Machian origins are not systematically recovered and reintegrated. 相似文献
14.
Shulman (1986, 1987) coined the term pedagogical content knowledge (PCK) to address what at that time had become increasingly evident—that content knowledge itself was not sufficient for teachers
to be successful. Throughout the past two decades, researchers within the field of mathematics teacher education have been
expanding the notion of PCK and developing more fine-grained conceptualizations of this knowledge for teaching mathematics.
One such conceptualization that shows promise is mathematical knowledge for teaching—mathematical knowledge that is specifically useful in teaching mathematics. While mathematical knowledge for teaching has
started to gain attention as an important concept in the mathematics teacher education research community, there is limited
understanding of what it is, how one might recognize it, and how it might develop in the minds of teachers. In this article,
we propose a framework for studying the development of mathematical knowledge for teaching that is grounded in research in
both mathematics education and the learning sciences.
相似文献
| Jason SilvermanEmail: |
15.
Beth Herbel-Eisenmann David Wagner Viviana Cortes 《Educational Studies in Mathematics》2010,75(1):23-42
In this article, we introduce the lexical bundle, defined by corpus linguists as a group of three or more words that frequently
recur together, in a single group, in a particular register (Biber, Johansson, Leech, Conrad, & Finegan, 2006; Cortes, English for Specific Purposes 23:397–423, 2004). Attention to lexical bundles helps to explore hegemonic practices in mathematics classrooms because lexical bundles play
an important role in structuring discourse and are often treated as “common sense” ways of interacting. We narrow our findings
and discussion to a particular type of lexical bundle (called a “stance bundle” or bundles that relate to feelings, attitudes,
value judgments, or assessments) because it was the most significant type found. Through comparing our corpus from secondary
mathematics classrooms with two other corpora (one from university classrooms (not including mathematics classrooms) and one
from conversations), we show that most of the stance bundles were particular to secondary mathematics classrooms. The stance
bundles are interpreted through the lens of interpersonal positioning, drawing on ideas from systemic functional linguistics.
We conclude by suggesting additional research that might be done, discussing limitations of this work, and pointing out that
the findings warrant further attention to interpersonal positioning in mathematics classrooms. 相似文献
16.
Isabel N. Janeiro José Ferreira Marques 《International Journal for Educational and Vocational Guidance》2010,10(1):35-48
The types of difficulties associated with career attitudes were studied using Super’s model of career maturity (1990) in a group of 620 Portuguese students from grades 9 and 12. A cluster analysis identified four styles with different patterns
of association between time perspective, attributional beliefs, self-esteem and career attitudes. The adaptive style showed
more committed career attitudes, and the other three styles—superficial, insecure and pessimistic—showed lower levels of career
maturity. Implications for career counselling are further discussed. 相似文献
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Amy Liu 《Higher Education》2011,62(4):383-397
Framed by historical and contemporary discussions, this article reviews the principal foundations of meritocracy and uses
the public University of California system as a point of departure for examining the connection between meritocracy and higher
education within the context of the United States. Through consideration of four dimensions that inform the concept of meritocracy—merit,
distributive justice, equality of opportunity, and social mobility—this review examines the underlying tenets of meritocracy
to better understand how higher education functions within it. In The Coming of Post-Industrial Society, Daniel Bell (1973) suggested that higher education would become a “defensive necessity.” However, if colleges and universities are to serve
as instruments for creating and expanding opportunity, then higher education must be more profound than simply being reduced
to “defensive necessity,” and it is important for researchers to examine more closely the theoretical concerns of meritocracy
and the higher education implications. 相似文献
19.
In this paper we respond to Staver’s article (this issue) on an attempt to resolve the discord between science and religion.
Most specifically, we comment on Staver’s downplaying of difference between Catholics and Protestants in order to focus on
the religion-science question. It is our experience that to be born into one or other of these traditions in some parts of
the world (especially Northern Ireland) resulted in starkly contrasting opportunities, identities and practices in becoming
and being science educators. The paper starts with a short contextual background to the impact of religion on schooling and
higher education in Northern Ireland. We then explore the lives and careers of three science/religious educators in Northern
Ireland: Catholic (Jim) and Protestant (Ivor) males who are contemporaries and whose experience spans pre-Troubles to post-conflict
and a Catholic female (Colette) who moved to Northern Ireland during the Troubles as a teenager. Finally, we discuss the situation
regarding the teaching of creationism and evolution in Northern Ireland—an issue has recently generated high public interest.
The Chair of the Education Committee of the Northern Ireland Assembly recently stated that “creationism is not for the RE
class because I believe that it can stand scientific scrutiny and that is a debate which I am quite happy to encourage and
be part of…” (News Letter 2008). It could be the case that the evolution debate is being fuelled as a deliberate attempt to undermine some of the post-conflict
collaboration projects between schools and communities in Northern Ireland. 相似文献
20.
Jeanette M. Grover Eula Ewing Monroe James S. Jacobs 《Children‘s Literature in Education》2007,38(1):71-86
The first author, a student in a graduate children’s literature class, designed a project to locate “good” mathematics-based
children’s literature selections. However, the reference tools usually consulted (e.g., Books in Print) to locate books by topic were of little help, and those she located under individual mathematics topics were mostly traditional
mathematics books rather than good read-aloud selections. Consequently, she perused the university library’s sizeable juvenile
collection to find books that would meet her selection criteria. This article describes the influence of two landmark documents
for mathematics teaching and learning—Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics [NCTM], 1989) and Principles and Standards for School Mathematics (NCTM, 2000)—as she engaged in the process.
相似文献
| Eula Ewing MonroeEmail: |