The role of the computer in school mathematics     

Bryan Thwaites 《Educational Studies in Mathematics》1969,2(2-3):346-359

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The field as a ‘pedagogical resource’? A critical analysis of students’ affective engagement with the field environment     

Victoria Cook 《Environmental Education Research》2008,14(5):507-517

This paper presents findings from research into students’ perceptions and experiences of geography fieldwork. The study focused on Year 9 students (13–14 years) from three state secondary schools in urban northern England. Geography fieldwork, depending on its conceptualisation and implementation, has the potential to provide students with a wide range of environmental learning experiences. This paper analyses the implicit values and ideologies underlying the three schools’ approaches to fieldwork using Fien’s (1993 Fien, J. 1993. Education for the environment: Critical curriculum theorising and environmental education, Melbourne, Australia: Deakin University Press.  [Google Scholar]) conceptual distinction between education about, through and for the environment. The significance of these underlying values and ideologies to the students’ affective engagement with the field environment is discussed. The paper concludes that, while some students engaged with the field environment in terms of their personal values and environmental ideologies, broader influences on the fieldwork agenda were also discernable. These findings deepen our understanding of the implicit values underlying environmental education and highlight a potentially important conflict between the cognitive and affective objectives of such work.  相似文献   

The predictive validity of the Phelps Kindergarten Readiness Scale     

Kristine M. Augustyniak  Catherine P. Cook‐Cottone  Nancy Calabrese 《Psychology in the schools》2004,41(5):509-516

This study assesses the predictive validity of the Phelps Kindergarten Readiness Scale (PKRS) for later academic achievement and explores the utility of a domain‐specific measure of kindergarten readiness. Kindergarten readiness scores were significantly correlated with both math and language arts achievement as measured by New York State fourth‐grade assessments for 148 students in a suburban, northeastern public school. In addition, each of the PKRS domains (Verbal, Perceptual, and Auditory) was correlated with later academic achievement. Two simultaneously calculated regression analyses showed that language arts skills were best predicted by the Verbal and Auditory domains of the PKRS and that math achievement was more complexly determined by all three readiness domains. Structural equation modeling using AMOS‐4 showed that the latent construct readiness, as measured by the PKRS domain scores, was positively and significantly related to the latent construct academic achievement. Finally, this relationship held when age, gender, and behavioral indices at the time of kindergarten screening were used as moderator variables. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 509–516, 2004.  相似文献   

Three cases of hybridity in learning spaces: Towards a design for a Zone of Possibility     

John Cook  Yishay Mor  Patricia Santos 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):1155-1167

The paper contributes to design discourse by drawing on Educational Design Research (EDR) that has been conducted into what we call a Zone of Possibility (ZoP) over the past seven years. We define a ZoP as a place where individuals can overcome the constraints of expectations and power structures to effect desired change. Specifically, this paper presents details of how our initial research question (RQ1) has evolved to the one presented in the conclusions (RQ2); both RQs are summarised below in the section “Research Questions.” To describe this evolution, the paper is presented as 3 cases (Confer, ZoP Stokes Croft and Google Lens in HE) that have provided insights to explore the concept of the ZoP and its implications for EDR. Specifically, one of the main conclusions is the importance of bridging positioning practices as “successful communication” and an understanding of social context in hybrid contexts (ie, the ZoP).  相似文献   

Business and Higher Education Partner to Develop a High‐Skilled Workforce: A Case Study     

Catherine M. Sleezer  Mary Anne Gularte  Louann Waldner  Juli Cook 《Performance Improvement Quarterly》2004,17(2):65-81

The workforce development literature contains little scholarly work on how organizations in a community work together to develop a high‐skilled workforce. This exploratory case study examined business and higher education partnerships that were instrumental in creating such an educational infrastructure for information technology in Tulsa, Oklahoma. The findings from this case study provide insight into the chronology of key events and the leaders' characteristics and their interactions. Tulsa's IT workforce‐development infrastructure was negotiated one partnership at a time, bridging diverse interests, until a workforce‐development system emerged. The infrastructure grew as the result of accident, purposeful activity, serendipity, and negotiated processes and structures. The leaders' differing motivations and energy, their history of collaboration and mutual trust, and their different perspectives influenced the information technology workforce development infrastructure that developed. The insights into inter‐organization processes that resulted from the study can contribute to theory building in human performance technology and to our understanding of how to address gaps between desired and actual workforce performance at a community level.  相似文献   

The Cultural Politics of Disability,Education and the Law     

Roger Slee  Sandy Cook 《Discourse: Studies in the Cultural Politics of Education》1999,20(2):267-277

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Priming urban learners' attitudes toward the relevancy of science: A mixed-methods study testing the importance of context     

Phillip A. Boda  Bryan Brown 《科学教学研究杂志》2020,57(4):567-596

The development of three-dimensional learning among all K-12 student demographics remains a prominent goal for the field of science education. However, substantial research in science teacher education for urban populations showcases hurdles to overcome in order to achieve this goal, particularly for elementary teachers. Research shows that urban elementary teachers are often ill-prepared to develop a type of science pedagogy responsive to students' learning needs. The fidelity of such pedagogies that these teachers adhere to when trying to implement such a requested content–relationality between these populations and how their local contexts can be used as sites to learn science in relevant ways are often not fully realized, as well. Given that science achievement gaps exhibit racial disparities starting in primary grades and attitudes toward science have been shown to affect academic achievement and motivation, we argue that one way to ameliorate, in at least an incremental way, this disparity is to design novel learning experiences to prime students to see the relevancy of science in their local contexts before such three-dimensional designed learning is set to occur. In this research, we leveraged the immersive nature of Virtual Reality 360 videos and present a design-based research iteration testing how this novel technologically enhanced learning experience may have influenced close to 400 urban elementary students' attitudes toward science around those attitudes labeled as “behavioral beliefs” by the field. Using a concurrent, convergent mixed-methods design with a two-way multivariate analysis of covariance quantitative data set triangulated with students' qualitative self-reports that were transformed into quantitative preponderances in graphic form, the data support that our design iteration emphasizing the importance of context as a design focus can prime students who struggle to see science as relevant to change their attitudes. Implications are discussed around relationality, novel technological affordances, and the use of local contexts as learning resources.  相似文献   

Pod save you: assisting the transition to audio-based asynchronous learning     

Brandon Patterson  Bryan Elias Hull 《Journal of the Medical Library Association》2021,109(4):677

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Using National Education Longitudinal Data Sets in School Counseling Research     

Julia A. Bryan  Norma L. Day‐Vines  Cheryl Holcomb‐McCoy  Cheryl Moore‐Thomas 《Counselor Education & Supervision》2010,49(4):266-279

National longitudinal databases hold much promise for school counseling researchers. Several of the more frequently used data sets, possible professional implications, and strategies for acquiring training in the use of large‐scale national data sets are described. A 6‐step process for conducting research with the data sets is explicated: determining research questions, accessing the data set, understanding the study's sample design, determining an analytic sample, considering pertinent data analysis issues, and understanding the limitations of using the data sets. Suggestions for preparing school counseling researchers and potential themes for future research are outlined.  相似文献   

Beliefs of experienced and student teachers about the nature and purpose of social studies education in New Zealand elementary schools     

Eleanor M. Hawe  Isabel Browne  Alexis Siteine  Bryan Tuck 《Asia Pacific Journal of Education》2010,30(3):289-304

This paper reports on an investigation carried out in New Zealand into experienced elementary and student teachers’ beliefs about the nature and purpose of social studies education. Since its inclusion in New Zealand's curriculum, social studies has been organized around the notion of citizenship education with curricula and programmes of work influenced by four overarching “traditions” – social studies as: citizenship transmission; social science; reflective inquiry; and personal, social and ethical empowerment. A 20-item scale based on these traditions was administered to 228 student teachers and 64 experienced teachers. A factor analysis indicated that participants' perceptions of the dimensions of social studies education were, with one exception, reasonably close to the four traditions. Despite the contested nature of social studies, the student and experienced teachers held similar positions on the relative importance of the traditions and dimensions. It is argued that this agreement arises, wholly or in part, from their common “apprenticeship of experience” in classrooms, the broader socio-historical context in which their beliefs were developed, the widespread influence of a prevalent educational discourse, and a shared lack of experience in formal knowledge associated with specific social science disciplines. It was concluded that the uncomfortable generational encounters often reported in the literature between novice and experienced teachers are unlikely to occur in relation to the teaching of elementary social studies in New Zealand.  相似文献