Mathematics teacher education programs: practice and research     

Jo?o Pedro da Ponte 《Journal of Mathematics Teacher Education》2012,15(5):343-346

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Seeking insights into young children’s beliefs about mathematics and learning     

Andrea McDonough  Peter Sullivan 《Educational Studies in Mathematics》2014,87(3):279-296

Challenges for researchers wishing to gain insights into student beliefs about mathematics and learning include the identification of prompts to which young children can respond easily and which have the potential to provide meaningful insights into their beliefs. This article reports on a selection of such prompts used within an exploratory study that investigated beliefs about mathematics, learning and helping factors for learning mathematics of eight children of 8 to 9 years of age. These prompts, described as creative interviewing procedures, are classified under the key categories of visual, verbal and text-based. The article provides brief details of the study as background but focuses on discussing the nature of the tasks, and, through the inclusion of a selection of responses, illustrates their potential value as research tools for gaining insights into young children’s beliefs about mathematics and learning. It seems that teachers could use the prompts to gain alternate perspectives into children’s beliefs which in turn might inform their instruction.  相似文献   

Informal Learning Through Science Media Usage     

Michaela Maier  Tobias Rothmund  Andrea Retzbach  Lukas Otto  John C. Besley 《教育心理学家》2014,49(2):86-103

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Influences of developmental contexts and gender differences on school performance of children and adolescents     

Eva Diniz  Luciane da Rosa Piccolo  Maria Clara Pinheiro de Paula Couto  Jerusa Fumagalli Salles  Silvia Helena Koller 《教育心理学》2014,34(7):787-798

This study investigated children and adolescents’ school performance over time focusing on two variables that may influence it: developmental context and gender. The sample comprised 627 participants (M_age?=?11.13, SD?=?1.8), 51% of them female, from grade one to eight, living either with family (n?=?474) or in care institutions (n?=?153). Participants answered individually the Teste de Desempenho Escolar (School Performance Test) and the Structured PRONEX Interview. Findings indicated a main effect of time on school performance (i.e., writing, reading and arithmetic). Furthermore this main effect was further qualified by a time and developmental context interaction and by a time and gender interaction. Interactions revealed that the participants from care institutions attained more significant increases in writing and reading than participants living within a family context; and that girls attained more significant increases in writing than boys. Therefore, school performance progress appears as affected by developmental contexts and gender. The findings reveal how school performance needs to be observed as a multidimensional variable, affected by individual characteristics but also by external ones.  相似文献   

Teaching writing to middle school students: a national survey     

Steve Graham  Andrea Capizzi  Karen R. Harris  Michael Hebert  Paul Morphy 《Reading and writing》2014,27(6):1015-1042

A random sample of language arts, social studies, and science middle school teachers from the United States were surveyed about their preparation to teach writing, beliefs about responsibilities for teaching writing, use of evidence-based writing practices, assessment of writing, use of technology, and adaptations for struggling writers. The findings from this survey raised concerns about the quality of middle school writing instruction. Many teachers believed their preservice and inservice preparation to teach writing was inadequate. Middle school students spend little time writing or being taught how to write. While most teachers used a variety of evidenced-based writing practices and made adaptations for struggling writers, such methods were applied infrequently. Most teachers did not appear to use assessment data to shape how they taught writing, and computers played a relatively minor role in middle school writing instruction. Even though teachers generally agreed that writing was a collective responsibility, language arts teachers placed a greater emphasis on writing instruction than social studies and science teachers.  相似文献   

I want to be a scientist/a teacher: students' perceptions of career decision-making in gender-typed,non-traditional areas of work     

Christine Bieri Buschor  Christa Kappler  Andrea Keck Frei  Simone Berweger 《Gender and education》2014,26(7):743-758

The study examines the career decision-making of Swiss academic high school students opting for a career in a non-traditional, gender-typed area of work during the transition to higher education. Based on a longitudinal study, a qualitative study with 11 female students in Science, Technology, Engineering and Mathematics (STEM) and 13 male student teachers was conducted in order to analyse their perceptions of the career decision-making process. They felt supported by their parents and teachers. Women showed a strong sense of identity as future scientists without mentioning specific career goals. Men, by contrast, referred to job security-related considerations and emphasised the importance of role models for their choice. Female students emphasised their status of being ‘unique in a men's world' whereas male student teachers highlighted the role of ‘masculinity in the classroom'.  相似文献   

An analysis of the effectiveness of feedback to students on assessed work     

Craig Taylor  Karen Burke da Silva 《高等教育研究与发展》2014,33(4):794-806

This paper presents the views of students, from a range of schools and disciplines, on the effectiveness of current assessment feedback practices at Flinders University. We also report on a workshop on feedback with teachers. Overall, individual written comments were found to be the most useful form of feedback. However, there was significant variation with the level of satisfaction with feedback and the relative usefulness of different forms of feedback across the different schools and disciplines. This research suggests both the need to improve the effectiveness of such feedback and to tailor the forms of feedback offered to students according to the distinctive teaching and learning environments in different schools and disciplines. To that end, innovation and further research on feedback are justified, and some suggestions are offered.  相似文献   

Training Planning and Working Memory in Third Graders     

Andrea Paula Goldin  María Soledad Segretin  María Julia Hermida  Luciano Paz  Sebastián Javier Lipina  Mariano Sigman 《Mind, Brain, and Education》2013,7(2):136-146

Working memory and planning are fundamental cognitive skills supporting fluid reasoning. We show that 2 games that train working memory and planning skills in school‐aged children promote transfer to 2 different tasks: an attentional test and a fluid reasoning test. We also show long‐term improvement of planning and memory capacities in 8‐year‐old children after playing adaptive computer games specifically tailored to entrain these cognitive functions. Working memory capacity expanded from 5 to 7 items by using our games. Furthermore, steady progression in the task indicates that this capacity can be trained rapidly. Planning abilities persisted in a nonmarkovian form of play, where a move is highly influenced by previous moves, avoiding back‐ups. Here, we introduce a public and growing platform ( http://www.matemarote.com.ar/ ) developed for this research which has the potential for wide use in educational research.  相似文献   

The Impact of Professional Development on Library Faculty Attitudes,Practices, and Knowledge of Student Learning Assessment     

Lyda Fontes McCartin  Andrea Falcone  Shannon Marie Smith 《Public Services Quarterly》2013,9(3):214-230

In order to align with university-wide assessment initiatives and to promote a systematic approach to one-shot assessment within our library, a team of five librarians participated in a campus-wide professional development program about student learning assessment. We then implemented library-specific professional development about student learning assessment for one-shot instruction. We provide an overview of the professional development program and discuss our study that explored the impact of the program on librarians’ knowledge, skills, and attitudes about student learning assessment. Our findings indicate that faculty participants had a positive change in practice, knowledge, and attitude after participating in the professional development program.  相似文献   

Resting Prefrontal Cortex Asymmetry and Communication Apprehension,Verbal Aggression,and Other Social Interaction Constructs: A Meta-Analytic Review     

John S. Seiter  Andrea Sandry 《Communication Research Reports》2013,30(4):287-298

This study examined the effect of body piercing on perceptions of an employment seeker's credibility, hirability, and attractiveness. Participants (undergraduate students and managers) viewed a photograph of a job candidate who wore either no jewelry, an earring, or a nose ring, and then rated dimensions of the candidate's credibility, hirability, and attractiveness. Analysis indicated that although the candidate's attractiveness ratings were not affected by the type of jewelry he wore, his credibility ratings decreased when he was wearing jewelry, and his hirability ratings decreased when he was wearing a nose ring. These results and their implications are discussed.  相似文献