Educating the Young Mathematician: The Twentieth Century and Beyond     

Olivia N. Saracho  Bernard Spodek 《Early Childhood Education Journal》2009,36(4):305-312

Educational programs for young children emerged reasonably early in the history of the United States of America. The movements of Child-Centered Education, the Nursery School, the Project Method, Curriculum Reform, and contemporary research have all influenced mathematics in early childhood education. The Froebelian kindergarten and the Montessori Casa die Bambini (Children’s House) included approaches to teaching mathematics. This article reviews the history of mathematics education in relation to the history of early childhood education from the turn of the twentieth century. It also discusses how research in mathematics education attempted to gain its own identity. Throughout history, researchers have identified mathematics issues and addressed them, defining the field, and generating a cadre of mathematics researchers.  相似文献   

Public service reform in education: why is progress so slow?     

Bernard Barker 《Journal of educational administration and history》2009,41(1):57-72

This case study examines why public‐sector reform in education often fails to deliver expected performance gains. Longitudinal evidence from a secondary comprehensive located in a former coalfield is used to identify constraints that frustrate government policies. Although the head and senior staff at Norcross School adopted transformational, distributed modes of leadership and implemented a rigorous target‐setting regime, the expected increase in effectiveness has not materialised. This disappointment is explained in relation to the flawed assumptions of the result‐driven effectiveness agenda, the resistance arising from continuing structural inequalities in society, and the hyperactive complexity of New Labour’s approach to managing public services. The study concludes that as the assessment regime in England provides an unreliable picture of student progress, there is no stable basis for judging the success of reform, particularly when perceived improvements in student experience are qualitative in nature.  相似文献   

The Trump Candidacy: Implications for Curriculum     

James Rubin 《Interchange》2018,49(2):153-160

The popular attraction of Donald Trump has been a conundrum for many educators who have tried to understand the rationale behind his support. This article presents a philosophical argument for what this implies for curriculum design and the intellectual temperament of the populace. There has been much written about the purpose of education to prepare students to be knowledgeable participants in the democratic process to further the best interests of the country. The foundational skills of critical thinking are an integral component of that process, and should be reevaluated for how they fit into the current curriculum model. Suggestions for how to integrate critical thinking within the traditional school day are presented, along with the rationale for doing so.  相似文献   

Effects of increased participation on veteran running performance     

Bernard Cerutti 《Journal of sports sciences》2018,36(7):797-801

Contrary to elite performance that is approaching an asymptote, recent analyses suggested a trend for improvement in veterans. This might be attributable to a disproportionate increase in older age-group participation. We extracted 26 years (1987–2012) of men’s results of a running event in Switzerland, “La Course de l’Escalade” (7.25 km). We investigated trends in performance by five-year age-groups, taking the 10, 20, 30, and 50 fastest in each group, and then the 1^st, 5^th, and 10^th percentiles. Taking the 10, 20, 30 or 50 fastest runners there was a trend for improvement ranging from 0.07 to 0.22 min·year^?1 (p < .0001; 95% CI ?0.083 to ?0.049 and p < .0001; 95% CI ?0.250 to ?0.196 respectively) in the elder age-groups. Taking the 1^st, 5^th, and 10^th percentiles there were no trends for improvement, and actual deteriorations up to 0.13 (p < .0001; 95% CI +0.119 to +0.138) min·year^?1. Mixed-effect models with repeated measures for runners, confirmed a global deteriorating trend with an estimate of +0.11 min·year^?1 (p < .0001; 95% CI +0.107 to +0.116). The results suggest that increases in performance in older runners arise from modifications of sampling from a growing population.  相似文献   

Words On Play     

Bernard Suits 《体育哲学杂志》2013,40(1):117-131

In his article, ‘Recovering Humanity: Movement, Sport, and Nature’, Doug Anderson addresses the place of endurance sport, or more generally sport at large, as a potential catalyst for the good life. Anderson contrasts transcendental themes of Henry David Thoreau and Ralph Waldo Emerson with the pragmatic claims of William James and John Dewey, who focus on human possibility and growth. Our aim is to pursue the pragmatic line of thought championed by James and Dewey as a contrasting but not mutually exclusive motive to Anderson’s analysis. We contend that movement can provide humanizing possibilities even more pronounced for those subscribing to pragmatic themes (i.e., growth and the strenuous mood). We will use running and cycling to demonstrate how the strenuous mood enhances the possibility for this humanizing condition. Specifically, we argue that moving in a committed fashion allows us to deepen our relationship with the respective practice and thus opens the possibilities for ‘recovering our humanity’.  相似文献   

Attentional focus effects on sprint start performance as a function of skill level     

Anne Ille  Ingrid Selin  Manh-Cuong Do  Bernard Thon 《Journal of sports sciences》2013,31(15):1705-1712

Abstract

Several researchers have demonstrated that an external focus of attention (about movement’s effects) during movement execution allowed better performances and learning of various motor tasks than an internal focus of attention (about movement itself). However, attentional focus effects have not been studied in tasks requiring explosive actions preceded by fast reaction time to a signal, such as a sprint start. We hypothesised that the beneficial effect of external focus of attention would be observed in the different stages of the sprint start (i.e. reaction time, block clearance and running) for both expert and novice sprinters. Novice and expert sprinters performed sprint starts followed by a 10 m sprint under three conditions: external focus instructions; internal focus instructions; and neutral instructions. The reaction time and the running time were significantly shorter in the external focus condition than in the internal focus condition, for both expert and novice participants. These results confirm the beneficial effect of an external focus of attention on the speed of movement execution. Moreover, they revealed that attentional focus influences movement preparation. Several hypotheses are proposed to account for these results, with reference to the processes that could be responsible for the observed effects.  相似文献   

Harvard and the unabomber: The education of an American terrorist     

Charles T. Rubin 《Academic Questions》2003,16(4):79-83

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Impressions of ICOTS II     

Bob Croasdale  Jeff Evans  Jerry L. Moreno  Harry O. Posten  Andy Begg  John Bernard  Ethel C. Henderson 《Teaching Statistics》1987,9(1):2-7

The following short contributions are from people who attended the Second International Conference on Teaching Statistics held in Victoria, August 1986  相似文献   

A General Framework for the Validation of Embedded Formative Assessment     

Dorien Hopster‐den Otter  Saskia Wools  Theo J. H. M. Eggen  Bernard P. Veldkamp 《Journal of Educational Measurement》2019,56(4):715-732

In educational practice, test results are used for several purposes. However, validity research is especially focused on the validity of summative assessment. This article aimed to provide a general framework for validating formative assessment. The authors applied the argument‐based approach to validation to the context of formative assessment. This resulted in a proposed interpretation and use argument consisting of a score interpretation and a score use. The former involves inferences linking specific task performance to an interpretation of a student's general performance. The latter involves inferences regarding decisions about actions and educational consequences. The validity argument should focus on critical claims regarding score interpretation and score use, since both are critical to the effectiveness of formative assessment. The proposed framework is illustrated by an operational example including a presentation of evidence that can be collected on the basis of the framework.  相似文献   

Parental Beliefs about Problematic Social Behaviors in Early Childhood   总被引：3，自引：0，他引：3  

Rosemary S. L. Mills  Kenneth H. Rubin 《Child development》1990,61(1):138-151

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