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Margaret Sinclair Ami Mamolo Walter J. Whiteley 《Educational Studies in Mathematics》2011,78(2):135-163
This article focuses on the development and problematization of a task designed to foster spatial visual sense in prospective
and practicing elementary and middle school teachers. We describe and analyse the cyclical stages of developing, testing,
and modifying several “task drafts” related to ideas around dilation and proportion. Challenged by participant non-actions
and non-responses, we as task designers identified and anticipated sources of difficulties, which motivated repeated modification
of the task to further the intended learning goals. The task in its present form incorporates numerous considerations including
choices around materials, wording of questions and prompts, and sequencing of experiences. It also reflects our enriched understanding
of exploration strategies and the roles of manipulatives and technology in spatial visual tasks designed for adult learners. 相似文献
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Ami A. Flowers John P. Carroll Gary T. Green Lincoln R. Larson 《Environmental Education Research》2015,21(6):846-864
Construction of developmentally appropriate tools for assessing the environmental attitudes and awareness of young learners has proven to be challenging. Art-based assessments that encourage creativity and accommodate different modes of expression may be a particularly useful complement to conventional tools (e.g. surveys), but their efficacy and feasibility across diverse contexts has not been adequately explored. To examine the potential utility of integrating art into evaluations of environmental education outcomes, we adapted an existing drawing prompt and corresponding grading rubric to assess the environmental attitudes and awareness of children (ages 6–12) at summer camps in Athens, GA, USA (n = 285). We then compared children’s drawings with scores on a more typical survey instrument that measured similar outcomes, the Children Environmental Perception’s Scale. Results showed that a drawing prompt was a practical and unique learner-centered tool for measuring distinct components of environmental attitudes and awareness. Findings also revealed different response patterns across the two instruments, highlighting the value of using multiple approaches (e.g. art-based and survey-based) to assess cognitive and affective aspects of children’s environmental orientations. 相似文献
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George Wallis (1811–1891) and Ernest Beinfeld Havell (1861–1934): Juxtaposing Historical Perspectives on Nineteenth‐Century Drawing Books in England and India 
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下载免费PDF全文 Ami Kantawala G. James Daichendt 《The International Journal of Art & Design Education》2017,36(1):71-81
Drawing books can be seen as a vital component to teaching and learning art. They serve as an excellent resource for understanding the historical context of teaching drawing. As the industrial revolution geared forward in the nineteenth century, drawing books became a crucial source for sharing and disseminating educational philosophies for the teaching of drawing as well as understanding artistic practices. Serving many informal and traditional educational contexts, drawing books can be seen as evidence of how people learned or were taught. Although many accounts of teaching of drawing are known, little is documented about the many drawing manuals developed by art educators in England and its colonies, specifically India. This article examines nineteenth‐century drawing books by George Wallis (1811–91) and Ernest Beinfeld Havell (1861–1934) and the subsequent influence of these books on art education in England and India. Through comparison between the different approaches of authoring these drawing books, one could argue that both Havell and Wallis pursued nationalistic and personal goals by juxtaposing the authoring styles of their books. It was evident that George Wallis’ authorship of his drawing books was grounded in his philosophy of education, appreciation for design education, and dedication to England. Havell's drawing books, on the other hand, attempted to provide students with the knowledge of Indian sculpture, architecture and painting thereby exposing them to India's artistic heritage as well as raising awareness about utilising Indian art as the basis of instruction at the Indian art schools as part of the larger Indian nationalist movement against British rule. Their histories cumulatively bring to print a specific account of drawing manuals used during the nineteenth century and their influence on the teaching and learning of drawing in England and India. 相似文献
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The purpose of this study was to investigate the concurrent validity of subtests on the Comprehensive Assessment of Spoken Language (CASL) by comparing them with the assessment of communication and social skills on the Vineland Adaptive Behavior Scales (Vineland). The participants were 35 children and adolescents with higher functioning autism spectrum disorders (ASD) who had received both the CASL and the Vineland. Results of the study suggest that the Pragmatic Judgment and Inferences subtests of the CASL appeared to document the difficulties that individuals with ASD had in adaptive use of language for communication. 相似文献
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In this article, we explore the responses of a group of undergraduate mathematics students to tasks that deal with areas, perimeters, volumes, and derivatives. The tasks challenge the conventional representations of formulas that students are used to from their schooling. Our analysis attends to the specific mathematical ideas and ways of reasoning raised by students, which supported or hindered their appreciation of an unconventional representation. We identify themes that emerged in these responses and analyze those via different theoretical lenses—the lens of transfer and the lens of aesthetics. We conclude with pedagogical recommendations to help learners appreciate the structure of mathematics and challenge the resilience of certain conventions. 相似文献
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Jessica Bradshaw Courtney McCracken Moira Pileggi Natalie Brane Abigail Delehanty Taylor Day Alexis Federico Cheryl Klaiman Celine Saulnier Ami Klin Amy Wetherby 《Child development》2021,92(6):2224-2234
Social-communication differences are a robust and defining feature of autism spectrum disorder (ASD) but identifying early points of divergence in infancy has been a challenge. The current study examines social communication in 9- to 12-month-old infants who develop ASD (N = 30; 23% female; 70% white) compared to typically developing (TD) infants (N = 94, 38% female; 88% white). Results demonstrate that infants later diagnosed with ASD were already exhibiting fewer social-communication skills using eye gaze, facial expression, gestures, and sounds at 9 months (effect size: 0.42–0.89). Moreover, three unique patterns of change across distinct social-communication skills were observed within the ASD group. This study documents that observable social-communication differences for infants with ASD are unfolding by 9 months, pointing to a critical window for targeted intervention. 相似文献
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Ami Flowers Staples Ti’Era Worsley Gary T. Green John P. Carroll 《The Journal of environmental education》2013,44(3):208-222
ABSTRACTThis study used a combination of surveys and drawing-based metrics to evaluate whether integration of art-based activities into EE camp programing could enhance environmental orientations of diverse youth ages 6–12 (n?=?285) in Athens, GA, USA. Compared to a control group, art-based EE had a positive effect on children’s eco-awareness and environmental knowledge. However, effects of the art-based EE were comparable to those observed for a conventional EE summer camp. Interactions between the treatment and demographic variables (e.g., gender, age, race/ethnicity) were minimal, suggesting that both types of EE programing worked well for different groups of youth. Results highlight the potential value of art in EE research and practice. 相似文献