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1.
Mathematical belief change in prospective primary teachers 总被引：1，自引：0，他引：1
Peter Grootenboer 《Journal of Mathematics Teacher Education》2008,11(6):479-497
The development and influence of beliefs in teacher education has been a topic of increasing interest for researchers in recent
years. This study explores the responses of a group of prospective primary teachers to attempts to facilitate belief change
as part of their initial teacher education programme in mathematics. The students’ responses seemed to fall into three categories:
non-engagement; building a new set of beliefs and; reforming existing beliefs. In this article the participants’ responses
are outlined and illustrated with stories from three individuals. This study suggests that belief reform is complex and fraught
with ethical dilemmas. Certainly there is a need for further research in this area, particularly given the pervasive influence
of beliefs on teaching practice.
相似文献
| Peter GrootenboerEmail: |
2.
Janis Dawson 《Children‘s Literature in Education》2007,38(2):141-152
This article discusses Philip Reeve's young adult science fiction novels as literary collages. It explores the ways in which
the author uses postmodernisms to introduce big ideas and construct a compelling futuristic world that combines fast-paced
adventure with the bildungsroman.
相似文献
| Janis DawsonEmail: |
3.
The distinction between apophatic and cataphatic listening is defined and analyzed. Apophatic listening is more or less devoid of cognitivist claims, whereas cataphatic listening involves cognition and questioning. Many of the papers in this volume are discussed along the continuum determined
by these two types of listening. Haroutunian-Gordon’s claim is that every act of listening involves the listener in questioning,
thus listening is solely cataphatic. We discuss apophatic listening as a limiting ideal case and conclude that not every act of listening involves a question. Though in acknowledging
this limiting case we disagree with Haroutunian-Gordon’s assertion, we are indebted to her work and believe her model forms
an important part of any comprehensive theory of listening.
相似文献
| Jim GarrisonEmail: |
4.
In this article, we explore one of the important peritextual features of picturebooks—the endpapers. In order to represent the rich diversity of form and function displayed by endpapers, we group examples along two dimensions: whether the endpapers are illustrated or unillustrated, and whether the front and back end papers are identical or dissimilar. Within the four categories delineated by these two dimensions, we further articulate the various roles that endpapers can play in the construction of meaning from picturebooks. We present quotations from young children that show how they use endpapers as resources for literary and aesthetic interpretation, and provide suggestions for the integration of talk about endpapers within classroom literature discussions.
相似文献
| Lawrence R. SipeEmail: |
5.
Uffe Thomas Jankvist 《Educational Studies in Mathematics》2009,71(3):235-261
This is a theoretical article proposing a way of organizing and structuring the discussion of why and how to use the history
of mathematics in the teaching and learning of mathematics, as well as the interrelations between the arguments for using
history and the approaches to doing so. The way of going about this is to propose two sets of categories in which to place
the arguments for using history (the “whys”) and the different approaches to doing this (the “hows”). The arguments for using
history are divided into two categories; history as a tool and history as a goal. The ways of using history are placed into
three categories of approaches: the illumination, the modules, and the history-based approaches. This categorization, along
with a discussion of the motivation for using history being one concerned with either the inner issues (in-issues) or the
metaperspective issues (meta-issues) of mathematics, provides a means of ordering the discussion of “whys” and “hows.”
相似文献
| Uffe Thomas JankvistEmail: |
6.
Jane-Jane Lo Theresa J. Grant Judith Flowers 《Journal of Mathematics Teacher Education》2008,11(1):5-22
This article reports challenges faced by prospective elementary teachers as they revisited whole number multiplication through
a sequence of tasks that required them to develop and justify reasoning strategies for multiplication. Classroom episodes
and student work are used both to illustrate these challenges, as well as to demonstrate growth over time. Implications for
the design of mathematics courses for prospective teachers’ are discussed. Although the study is situated in the context of
multiplication, it has implications for teachers reasoning and justification in other areas of mathematics.
相似文献
| Judith FlowersEmail: |
7.
Sreyashi Jhumki Basu Angela Calabrese Barton 《Cultural Studies of Science Education》2009,4(2):387-392
In this rejoinder to Bryan Brown and John Reveles, we highlight the facts that (a) sociocultural theories of learning do not
go far enough because they fail to address a number of issues and (b) we require concepts such as power and positionality
to understand science learning.
相似文献
| Angela Calabrese BartonEmail: |
8.
This article discusses the Priority Education Zones project (ZEP) in Mauritius. The original and innovative dimensions of
the project are described, together with the difficulties encountered during the setting-up of the ZEP schools. The article
covers five main issues: the status of the ZEP project; the minimal conditions for success; the implications concerning the
teachers; the obstacles faced; and the strategy devised to implement the ZEP project, while overcoming the obstacles.
相似文献
| Mahomed Aniff GurribEmail: |
9.
Sheau-Wen Lin 《Cultural Studies of Science Education》2008,3(1):5-12
This article reviews the work of Jong-Hsiang Yang in science education and his efforts in creating a research culture in Taiwan.
Following in Yang’s footprints, the rebuilding of science education, implementing a new science curriculum, and gaining the
academic status of science education, we go through the important years of the development of science education in Taiwan.
His leadership in introducing interpretive research methods and expanding international studies catalyzed profound changes
to science education research in Taiwan.
相似文献
| Sheau-Wen LinEmail: |
10.
Wan-Hsiang Chou 《Children‘s Literature in Education》2009,40(1):19-32
In mainstream Western cultures where bedtime means isolation and separation from adults, picture books about bedtime are cultural
artifacts created especially for this transitional process of separation. In a culture such as Taiwan where children often
sleep with their parents, siblings, or other caregivers until elementary school, the need for picture books about bedtime
is an imported concept. The large number of translated Western bedtime books found in Taiwan becomes a rich area in which
to explore the impact of imported ideas of childhood on Taiwanese picture book creation. This article takes a close look at
the books created by Taiwanese authors with a bedtime theme and notes their culturally hybrid qualities.
相似文献
| Wan-Hsiang ChouEmail: |
11.
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: |
12.
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: |
13.
Richard M. Gargiulo 《Early Childhood Education Journal》2006,33(5):357-362
Homelessness is a growing social problem in the United States. Especially vulnerable to this phenomenon are young children because homelessness is viewed as a breeding ground for disabilities. Despite federal legislation ensuring educational opportunities, the educational needs of children who are homeless are frequently unfulfilled. This article reviews the educational rights of children who are homeless, including those with disabilities, and offers recommendations and suggestions as to how early childhood programs can help meet the needs of homeless young children with disabilities and their families.
相似文献
| Richard M. GargiuloEmail: |
14.
Since many teachers and students recognize other kinds of knowledge (faith) based on other ways of knowing, consideration
of these realities is appropriate for the science education community. Understanding the multitude of ways that clergy view
relationships between science and faith (i.e. alternative ways of knowing) would assist in understanding various ways that
people address complex issues arising from ideas about science and faith. We administered a questionnaire composed of multiple-choice
and short answer items to 63 United Methodist ministers. Findings included (1) that formal, organized faith contexts (e.g.
church services) serve as informal science education opportunities, (2) participants demonstrated considerable diversity regarding
the types of relationships developed between science and faith, and (3) participants recognized a need exists for better understandings
of science and its relationship to faith for them, their colleagues, and their congregations.
相似文献
| Daniel L. Dickerson (Corresponding author)Email: |
| Karen R. DawkinsEmail: |
| John E. PenickEmail: |
15.
Leonard J. Waks 《Learning Inquiry》2007,1(2):83-87
The topic of listening has been broadly neglected in educational studies. This special issue presents studies on the connections
between listening and reflecting in educational contexts.
相似文献
| Leonard J. WaksEmail: |
16.
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: |
17.
The Contributions and Prospects of Goal Orientation Theory 总被引：4，自引：0，他引：4
In the last two decades, goal orientation theory has become an important perspective in the field of achievement motivation,
and particularly in academic motivation. However, as research in the theory has proliferated, the use of multiple methods
to assess goal orientations seems to have contributed to theoretical vagueness, especially with regard to the origin, development,
and stability of these orientations. This review article starts with a critique of methods used in goal orientation research.
The article then suggests six possible theoretical models of goal orientations that seem to be suggested by the literature,
including the perspectives of goal orientations as emerging from: situation-schemas, self-schemas, self-prime, needs, values,
and situated meaning-making processes. The article concludes with pointing to convergent findings, implications for practice,
and persisting as well as emerging issues for future research.
相似文献
| Avi KaplanEmail: |
18.
Peter Wood 《Academic Questions》2007,20(4):277-294
This essay on the ethical mission of the university explores extremes of anti-social behavior, visiting numerous crime scenes
before concluding that contemporary higher education has lost the capacity—and even the language—for taking character development
seriously. In his attempt to determine whether coincidently traditional-liberationist-diversiphilic-apathetic colleges can
morally improve their charges, Peter Wood collects a wrenching compendium of violent academic mayhem.
相似文献
| Peter WoodEmail: |
19.
A research framework for creative and imitative reasoning 总被引：1，自引：0，他引：1
Johan Lithner 《Educational Studies in Mathematics》2008,67(3):255-276
This conceptual research framework addresses the problem of rote learning by characterising key aspects of the dominating
imitative reasoning and the lack of creative mathematical reasoning found in empirical data. By relating reasoning to thinking
processes, student competencies, and the learning milieu it explains origins and consequences of different reasoning types.
相似文献
| Johan LithnerEmail: |
20.
Bernard Zubrowski 《Journal of Science Teacher Education》2007,18(6):861-884
Since there is an increasing recognition to address the need to move practicing teachers to a higher standard of practice,
mentoring or coaching has been receiving increasing attention. A variety of tools has been developed to make these relationships
more effective. Work within a recent mentor project indicated current tools were not detailed enough for mentors to provide
effective feedback to mentees. This paper presents a more detailed tool and describes categories of pedagogical practices
related to an extended inquiry-cycle model. During the course of the project, mentors and mentees also used this tool for
adapting existing curriculum to a more standards-based mode of instruction, thus having it function as a planning tool.
相似文献
| Bernard ZubrowskiEmail: |