Using videotapes to study the construction of mathematical knowledge by individual children working in groups     

Robert B. Davis  Carolyn A. Maher  Amy M. Martino 《Journal of Science Education and Technology》1992,1(3):177-189

Videotaping small groups of students in a regular classroom environment makes it possible to study individual student cognitive growth in a social setting. The present report deals with student development of some new mathematical ideas over an extended period of time.  相似文献   

Multilevel Analysis for Applied Research: It's Just Regression     

Carolyn F. Furlow  Phill Gagné 《Structural equation modeling》2013,20(2):370-375

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Risk,identity and change: Becoming a mature student     

Arthur Baxter  Carolyn Britton 《International Studies in Sociology of Education》2013,23(1):87-104

This article looks at the stories mature students tell about the risks of higher education, in terms of its effects on identity and the implications for relationships with their families and former friends. Two sources of risk are highlighted in their stories; firstly, risks stemming from challenges to established gender roles in the family, which are mediated by the effects of social class; and secondly, risks that accompany the movement away from working class habitus which is an inevitable consequence of being in higher education. To be 'educated' is to stake a claim to a new identity which can be threatening both to one's own sense of self or to others. This may be experienced either as being seen by others as superior, or as feeling superior to others, but in both cases, there is an implicit challenge to former relationships. In their accounts, students describe how they try to manage relationships with families and former friends in order to minimise the disruption to their lives. Whatever strategy they adopt has consequences for their self-identity, which is experienced as fragmented and compartmentalised. In this process of becoming a different person, gender and class interact to produce specifically gendered and classed experiences of this painful transition.  相似文献   

THE STEALTH GERONTOLOGYTM PROGRAM: TRAINING TEACHERS TO INFUSE AGING AND AGE-RELATED CONTENT INTO PUBLIC SCHOOL CLASSROOMS     

Linda A. Pruski  Rosemarie Plaetke  Cheryl L. Blalock  Carolyn E. Marshall  Michael J. Lichtenstein 《Educational gerontology》2013,39(8):691-710

Preparing youngsters for an aging society requires teachers who keep pace with health science research. The Stealth Gerontology^TM program educates teachers regarding aging-related issues. The design and assessment of the program are reported in this paper. Teachers attended sessions including direct instruction and hands-on participation (e.g., laboratories). Sound educational methods were modeled through interactions with university researchers and lessons from the Positively Aging^® curriculum, while highlighting aging topics matched to educational standards. Participants showed significant improvement (p ≤ 0.05) in eight of nine topics in multiple-choice pre- and posttests. Evaluations indicate a high degree of success.  相似文献   

NEW DYNAMICS IN OLD AGE: INDIVIDUAL,ENVIRONMENTAL, AND SOCIETAL PERSPECTIVES By Hans-Werner Wahl,Clemens Tesch-Romer,and Andreas Hoff     

Reviewed by Carolyn A. Peck 《Educational gerontology》2013,39(12):1099-1100

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Comparing Vignette Instruction and Assessment Tasks to Classroom Observations and Reflections     

Carolyn Jeffries  Dale W. Maeder 《The Teacher Educator》2013,48(2):161-175

The growing body of research on the use of vignettes in teacher education courses suggests that vignette-based instruction and assessment tasks may represent a viable alternative to traditional forms of scaffolded instruction and reflective essays following classroom observations, thereby creating a bridge between college and K–12 classrooms for teacher candidates. In this study, the authors compare the effectiveness of vignette instruction and assessment tasks with teacher observation-reflections on subject matter mastery in two sections of an online graduate educational psychology course. One section completed vignette assessment tasks while a second section wrote reflective essays following K–12 classroom observations. Both sections also completed a cumulative posttest (ten forced-choice items, a vignette task, and a video reflection task). Results confirmed the null hypothesis that there would be no significant differences in mastery of subject matter across the two groups, extending the effective application of the vignette as an alternative to reflective essays following classroom observations.  相似文献   

State standardized testing programs: Friend or foe of gifted education?     

Tonya R. Moon  Catherine M. Brighton  Carolyn M. Callahan 《Roeper Review》2013,35(2):49-60

This study investigates the effects of state testing programs on the instructional practices of elementary teachers and the effects of such practices on their gifted students’ attitudes toward school and motivation. Results obtained from a national survey of elementary teachers, representing a variety of metropolitan areas and school poverty levels, as well as qualitative case studies from teachers in three states suggest that the perceptions teachers have of standards, tests, and students shape their classroom actions. These findings indicate that teachers are not likely to engage in effective classroom practices but instead engage in one‐size‐fits‐all practices. Implications of these perceptions on professional development and talent development are discussed.  相似文献   

Making Migration Work     

Marcelo M. Suárez-Orozco  Carola Suárez-Orozco  Carolyn Sattin-Bajaj 《Peabody Journal of Education》2013,88(4):535-551

Schools the world over are being transformed by growing numbers of immigrant-origin children. As schools face the challenge of educating linguistically, culturally, and racially diverse students, globalization imposes yet another set of demands on education. In this article we examine the varied pathways taken by immigrant-origin children. We outline some of the most critical contributors shaping their transition to new countries with a specific focus on education and schooling and explore some promising practices in a variety of national contexts and domains of immigrant life.  相似文献   

IPv6将迎来应用的雪崩浪潮     

Carolyn Duffy Marsan 《中国教育网络》2008,(5):21-22

在日本，所有的人都认为IPv4已经面临困境。日本的许多互联网服务供应商都在担心，如果他们还是紧抓住IPv4不放的话，其未来将何去何从。再过一年，他们就会把日本所有IPv4的地址分派完了。所以对他们来讲，时机真的已经到来了。 ——Kazuhiro Gomi  相似文献   

Developing professional learning for staff working with children with speech,language and communication needs combined with moderate‐to‐severe learning difficulties     

Carolyn Anderson 《British Journal of Special Education》2011,38(1):9-18

This article presents research undertaken as part of a PhD by Carolyn Anderson who is a senior lecturer on the BSc (Hons) in Speech and Language Pathology at the University of Strathclyde. The study explores the professional learning experiences of 49 teachers working in eight schools and units for children with additional support needs in Scotland. In particular, she examines the professional learning experiences of teachers working with children with speech, language and communication needs (SLCN) combined with moderate‐to‐severe learning difficulties. While the teachers under study predominantly engaged with informal professional learning, she observes that they often expressed a lack of confidence in this form of professional development, tending to value formal learning regardless of impact. In response she raises a number of important questions about the role of Initial Teacher and Postgraduate Education and the ways in which schools understand reflective practice.  相似文献