共查询到20条相似文献，搜索用时 120 毫秒
1.
B. V. Rao 《Resonance》2011,16(11):1029-1038
In this two-part article, we are trying to discover patterns in the decimal digits of numbers between zero and one. In Part
I we started showing that each digit occurs with frequency 1/10. We reduced the problem with the help of Borel-Cantelli Lemma
and Markov inequality to show certain sums of integrals are finite. In this concluding part we bring in an essentially new
ingredient and conclude the proof. 相似文献
2.
Alina Reznitskaya Li-jen Kuo Monica Glina Richard C. Anderson 《Learning and individual differences》2009,19(2):219-224
The aim of this paper is to develop a more thorough, empirically-based understanding of the differences in measurement of written argumentation when alternative scoring frameworks are employed. Reflective compositions of 127 elementary school children were analyzed using analytic and holistic scales. The scales were derived from Argument Schema Theory, an explicit model of argumentation development. We investigated the relationships among the different scales, as well as their relative reliability and efficiency. The scores derived using analytic and holistic methods have adequate reliability. Although less efficient, analytic scoring allows for gathering more sensitive and detailed information about the differences in student performance. The results suggest that the choice of an analytic framework for measuring argumentation should not be arbitrary, as each scoring method taps into distinct facets of the construct. 相似文献
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Amanda Heffernan 《The Australian Educational Researcher》2016,43(3):377-391
This paper establishes that system-generated data profiles are influencing the work of principals in three Queensland state schools. Drawing upon Foucault’s notions of governance, as well as research emphasising performative cultures and the importance placed upon numbers and data in education, this paper uses the tale of the Emperor’s map as a metaphor to explore the way principals’ work is being influenced by specific sets of data compiled by the department. These data profiles are representative of external accountabilities and high stakes testing regimes, as seen in systems that have adopted neoliberal policies which attempt to quantify the work being undertaken in schools. The paper demonstrates that principals are being constructed in part by discourses from a system that emphasises these system-generated performance data as a driver for school improvement. 相似文献
5.
LIN Zheng-yan SHEN Xin-mei 《浙江大学学报(A卷英文版)》2006,7(6):1088-1091
INTRODUCTION Chung (1947) proved the so-called “Chung’s strong law of large numbers”. Let {Xn, n∈ù} be a sequence of independent random variables with EXn=0 for all n and 0相似文献
6.
Fien Depaepe Patrick Van Roy Joke Torbeyns Thilo Kleickmann Wim Van Dooren Lieven Verschaffel 《Educational Studies in Mathematics》2018,98(2):197-214
This study explored the perspectives of mathematics teacher educator-researchers (MTE-Rs) on the use of theory in facilitating teacher growth. We adopted the framework of the theory-centered scholarship triangle (Silver & Herbst, 2007) to probe the underlying meanings of perspectives on theory use expressed by MTE-Rs. Qualitative analysis revealed three distinct types of perspectives: a perspective focusing on research, a perspective focusing on practice, and a perspective on the connection between research and practice. For the perspective on the connection between research and practice, two sub-categories were identified: connection with consideration of context and that without consideration of context. Different perspectives that MTE-Rs possess may influence their actions taken in professional development and consequently influence teachers’ learning of theory. Specifically, the cyclic process of decontextualizing and recontextualizing theory between research and practice domains is the key to the development of MTE-Rs’ educative power so that they can better facilitate teachers in learning theory. 相似文献
7.
Kim James Vowden 《教育政策杂志》2013,28(6):731-745
Research into parents’ secondary-school choices suggests that many middle-class parents are keen to secure a middle-class peer group for their children. This article reports the findings of a small-scale, qualitative study into whether a similar phenomenon exists at primary-school level and, if so, why. In-depth interviews were conducted with 56 middle-class parents of pre-school children in inner London. Respondents often had contradictory impulses. Nearly all liked the idea of a socially mixed school but many associated the ‘wrong’ mix with various risks. Some of these perceived risks are familiar from previous studies. Others are less familiar, such as the fear among respondents that they themselves might not ‘fit in’ at their children’s school. The types of intake which respondents preferred fell into three overlapping categories: children from ‘pro-school’ families, children at a similar level of achievement to respondents’ own children and ‘people like us’. Respondents’ judgements about whether children and families fell into these categories were based in part on ideas about class, ethnicity and language. Respondents gravitated toward schools where most children were perceived to come from middle-class, white, English-speaking backgrounds. The article argues that attitudes towards children learning English as an additional language need to receive greater attention in future research. 相似文献
8.
Eva Thanheiser 《Educational Studies in Mathematics》2010,75(3):241-251
This study was designed to investigate preservice elementary school teachers’ (PSTs’) responses to written standard place-value-operation
tasks (addition and subtraction). Previous research established that PSTs can often perform but not explain algorithms and
provided a four-category framework for PSTs’ conceptions, two correct and two incorrect. Previous findings are replicated
for PSTs toward the end of their college careers, and two conceptions are further analyzed to yield three categories of incorrect
views of regrouped digits: (a) consistently as 1 value (all as 1 or all as 10), (b) consistently within but not across contexts
(i.e., all as 10 in addition but all as 1 in subtraction), and (c) inconsistently (depending on the task). 相似文献
9.
Robert A. Reiser Naja Williamson Katsuaki Suzuki 《Educational technology research and development : ETR & D》1988,36(1):15-21
How can adults who watch “Sesame Street” with children facilitate the children’s recognition of the letters and numbers presented on the show? In order to examine this question, each of 95 preschool children watched three specially edited versions of “Sesame Street” with an adult who either (a) asked the child questions and provided feedback, (b) only asked questions, (c) directed the child’s attention to the screen, or (d) simply watched the shows with the child. Those children in the Questions + Feedback condition and the Questions condition scored significantly higher on a delayed posttest than did children who just watched the shows with an adult. There were no other significant differences among the treatment conditions. Results indicate that adults can increase children’s recognition of letters and numbers presented on “Sesame Street” by asking the children to name the letters and numbers as they are presented. Other interpretations are also discussed. 相似文献
10.
Deborah Hayes 《The Australian Educational Researcher》1999,26(2):87-98
In recent years the pendulum has certainly swung towards women in higher education participation, but variations in the way
these statistics have been calculated account for some of this swing. More importantly, women still receive less vocational
and economic benefit than males from this increased participation. Despite over twenty years of gender equity policies and
strategies in education, women still lag behind men on important indicators. Until women gain a greater share of higher degrees,
labour force participation and earnings from income, their levels of participation in higher education should be maintained
in order to preserve the gains that women have made and to ensure that they continue to improve their position relative to
men. Far from removing women’s equity status, their equity status should be reconfirmed and efforts to break down sex-differentiated
participation in education and the work force should be renewed. 相似文献
11.
Tania de St Croix 《教育政策杂志》2018,33(3):414-438
A growing policy emphasis on measurement and outcomes has led to cultures of performativity, which are transforming what educators do and how they feel about themselves in relation to their work. While most analysis of performativity in education has focused on schools, this article investigates parallel developments in youth work. Youth work is a practice of informal education, in which young people learn and develop through activities, conversation and association. Its evaluation and monitoring have changed over the past two decades, as funding has become tied to targets and measureable outcomes. This article focuses on the English context, where government and third sector organisations are promoting a ‘youth impact agenda’, encouraging organisations to predefine and measure their outcomes. Drawing on data from interviews and focus groups with youth workers, the article argues that the current emphasis on impact risks further marginalising youth work at a time when this practice is already suffering from extensive spending cuts. The article concludes that we need to re-think the purposes and processes of evaluation and accountability - in youth work and beyond – in ways that genuinely value the perspectives of young people and grassroots practitioners. 相似文献
12.
David Gillborn 《教育政策杂志》2013,28(2):253-276
Drawing on the traditions of critical race theory, the paper is presented as a chronicle – a narrative – featuring two invented characters with different histories and expertise. Together they explore the strengths and weaknesses of quantitative approaches to race equality in education. In societies that are structured in racial domination, such as the USA and the UK, quantitative approaches often encode particular assumptions about the nature of social processes and the generation of educational inequality that reflect a generally superficial understanding of racism. Statistical methods can obscure the material reality of racism and the more that statisticians manipulate their data, the more it is likely that majoritarian assumptions will be introduced as part of the fabric of the calculations themselves and the conclusions that are drawn. Focusing on the case of recent national data on the secondary education of minoritized children in England, the paper highlights statisticians’ ability to define what counts as a ‘real’ inequality without public challenge or scrutiny; reflects on the dangers of statistical ‘explanations’ in the realm of public debate and policy outcomes; and questions quantitative assumptions about the intersectional relationships between different forms of oppression, including gender, class and race. 相似文献
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Educational Studies in Mathematics - In mathematics education, there is general agreement regarding the significance of mathematical literacy (also quantitative literacy or numeracy) for informed... 相似文献
15.
Alan J. Marsh 《Educational Psychology in Practice》2014,30(4):393-408
The study presents a statistical analysis of statements of special educational needs and Special Educational Needs and Disability (SEND) tribunal appeal rates in England and Wales. It is set against the backcloth of the 2014 Children and Families Act which replaces statements with Education, Health and Care (EHC) plans. The numerical overview provides a research baseline for future Local Authorities’ (LAs’) benchmarking of EHC plans by comparisons with statements and SEND tribunal rates. There have been wide variations across LAs since 2003. The percentage change in statements ranges from +49% to ?60% whilst there are even larger differences in the rate of tribunal appeals, both by type and location of Authority. The discussion refers to the use of mediation to resolve disputes between LAs and parents and for regular LA self-reviews, to avoid a potential inflationary and inequitable growth in EHC plans and to avert resource drift. 相似文献
16.
The complexity of practicum in initial teacher education, in terms of the range of diverse social relations and differing school contexts, provides a challenge for teacher educators worldwide, aiming to guide and shape opportunities for student teachers learning to teach. This challenge is further compounded by societal problems linked to child poverty. Drawing from social capital theory, this paper explores the kinds of social relations that are currently associated with student teachers’ practicum experience in schools located in areas of social and economic deprivation or with significant proportions of pupils living in poverty. The paper brings to the surface types of social relations that are beneficial to mitigating the effects of poverty on educational outcomes. The case is made that practicum does not currently support the principles of social capital theory by enabling student teachers to develop an understanding of how to make connections, and develop the social relationships required to support positive educational outcomes for the children and young people in such contexts. Findings indicate that more effective ‘joint practice’ is required to better support student teachers’ professional learning. 相似文献
17.
Ian Hardy 《International Studies in Sociology of Education》2015,25(1):20-37
This paper draws upon the sociology of numbers, particularly work by Theodore Porter, to reveal the multifarious ways in which numbers actively constitute practices in schools. Drawing upon a case study of one low-performing school in a low-performing region in the state of Queensland, Australia, and theorising into the sociology of numbers, the research explores the complex ways in which numbers came to constitute and dominate the practices in this school site under a broader national, state and regional policy context demanding rapid improvements in various forms of standardised tests and associated practices. Specifically, the research reveals a strong and simultaneous focus by teachers upon a variety of numeric data collected at national, regional and local levels, and intricate relations between these data; multiple visualisation, triangulation and comparison approaches towards such data in virtual and physical formats; and the enumerative nominalisation of both students and their reading attainment in relation to specific, concretised levels of achievement and various types of scale scores. The research cautions against the sheer volume of such enumerative practices, which, while productive of teachers’ understandings of student capacity against standardised measures of achievement, may also lead to a more reductive view of education, dominated by concerns about achievement in standardised tests (and associated practices) alone. 相似文献
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Stamatios Papadakis Michail Kalogiannakis Nicholas Zaranis 《Education and Information Technologies》2018,23(5):1849-1871
The present study aimed to assess the effect of two different types of digital technologies (computers and tablets) in early childhood students’ understanding of numbers. Three hundred and sixty-five children (mean age in months, M?=?62.0, SD?=?5.5) from 21 kindergarten classes were randomly assigned to two intervention groups and a business-as-usual control group. The interventions were conducted over 24 half-hour lessons. Data was collected during the 2013–2014 school year using a three-step research procedure. Students’ knowledge about numbers was assessed using the Test of Early Mathematics Ability-3 (TEMA-3). Findings were that (a) both experimental groups significantly outperformed the control group on the posttest, (b) the group that used tablet computers significantly outperformed the group that used personal computers on the posttest, and (c) there was no significant difference between genders on the posttest. Our findings support that computers and especially tablets, when combined with the use of developmentally appropriate software into the children’s daily routines, may provide a substantial contribution to early childhood students’ comprehension of numbers. 相似文献
20.
Araceli Gutiérrez-Gutiérrez 《Cultura y Educación》2013,25(2):265-297
AbstractThis paper describes and characterises Spanish preservice primary school teachers’ pedagogical knowledge on school mathematics, particularly in the number subdomain. The study conducts a conceptual analysis of the TEDS-M survey items on this type of knowledge and interprets the responses. We found that preservice teachers were able to recognise variables that affect the difficulty of arithmetic and proportionality problems, but showed difficulties in diagnosing errors committed by students and in graphically representing mathematical concepts and procedures and applying them to the teaching process. These results will be useful for the design of syllabi in the new Primary School Teaching degree. 相似文献