Exploring Saudi Computer Science Teachers’ Conceptual Mastery Level of Computational Thinking Skills     

Abdulaziz A. Alfayez  Judy Lambert 《学校用计算机》2013,30(3):143-166

The Ministry of Education in Saudi Arabia implemented a new computer science curriculum in 2008. There was speculation that many computer science teachers did not possess sufficient knowledge of computational thinking needed to teach this subject. To investigate this topic, a quantitative research study was conducted with 55 male computer science teachers in Riyadh, Saudi Arabia. Results of the study revealed that most of the computer science teachers had a low conceptual level of computational thinking, and some of the teachers had misconceptions about the exact nature of computational thinking. Findings indicated that computer science teachers did indeed need more training in what computational thinking means and how to teach this subject.  相似文献   

Do Provenance-Based Classification Schemes Have a Role in Libraries and Information Centres? The Case of Classifying Government Publications     

Frank Lambert 《Cataloging & classification quarterly》2013,51(3):208-222

Libraries and information centres use often multiple classification schemes for organizing their collections. In Canadian full depository libraries government publications can be organized in collections using a government publishing office's own notation, knowledge organization notation, or other notational scheme designed especially for government publications. Provenance-based schemes such as CODOC are attractive for their universality and for work-related purposes that may be influenced by financial challenges. However, libraries that use multiple notations for government publications may open the potential for intellectual disruption to information retrieval practices in either physical or virtual browsing.  相似文献   

Citizenship through the Humanities     

David Lambert 《Pastoral Care in Education》2003,21(3):19-23

In this article David Lambert argues in support of the humanities in the secondary school curriculum and underlines the contribution that they can make to citizenship education. He emphasizes but does not restrict his arguments to geography and offers a wide view encompassing the humanities as a whole. He explores the links between the humanities, moral education and citizenship and argues against the citizenship-as-subject approach.  相似文献   

In sickness and in need: the how and why of special consideration for students     

Kelly de Lambert  Tim Williams 《Assessment & Evaluation in Higher Education》2006,31(1):55-69

This article reviews the practice of special consideration for students who have been unable to complete examinations or assignments due to temporary incapacity such as illness or bereavement. A literature review revealed no meaningful academic discussion on the place of such special consideration in higher education. A broad overview of the international situation is presented and the courses of action used in various institutions are identified. While it is a widely accepted practice that some form of special consideration is offered to students, there is no generally argued justification for it. The key argument offered in this article is that special consideration can be offered while still being fair and while maintaining academic rigour. The broad social values that can be used to justify special academic consideration are presented, as are the general conditions which must exist for special consideration to be justified and verified. The paper closes with a brief review of potential further research in this area.  相似文献   

Cardiovascular fitness is associated with bias between self-reported and objectively measured physical activity     

S. A. Tomaz  E. V. Lambert  D. Karpul  T. L. Kolbe-Alexander 《European Journal of Sport Science》2016,16(1):149-157

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Prevalence and determinants of symptoms of common mental disorders in retired professional Rugby Union players     

Vincent Gouttebarge  Gino Kerkhoffs  Mike Lambert 《European Journal of Sport Science》2016,16(5):595-602

The primary aim of this study was to determine the prevalence of symptoms of common mental disorders (CMD) (distress, anxiety/depression, sleeping disturbance, adverse nutrition behaviour, adverse alcohol behaviour and smoking) among retired professional Rugby Union players. The secondary aim was to explore the associations between stressors (life events, Rugby Union career dissatisfaction) and the health conditions under study. Therefore, cross-sectional analyses were conducted on baseline questionnaires from an ongoing prospective cohort study of retired professional Rugby Union players. An electronic questionnaire was established using validated questionnaires to assess symptoms of CMD and stressors. The electronic questionnaire was subsequently distributed to retired players by the national Rugby Union players’ associations in France, Ireland and South Africa. Among 295 retired professional Rugby Union players (mean age of 38 years), prevalence rates were 25% for distress, 28% for anxiety/depression, 29% for sleeping disturbance, 62% for adverse nutrition behaviour, 15% for smoking and 24% for adverse alcohol behaviour. A higher number of life events were associated with distress (OR?=?1.2; 95% CI 1.1–1.4), anxiety/depression (OR?=?1.6; 95% CI 1.2–2.1), sleeping disturbance (OR?=?1.6; 95% CI 1.2–2.1) and adverse nutrition behaviour (OR?=?1.8; 95% CI 1.3–2.5). A higher level of dissatisfaction of the player's Rugby Union career was associated with distress (OR?=?0.9; 95% CI 0.8–1.0), sleeping disturbance (OR?=?0.9; 95% CI 0.9–1.0), smoking (OR?=?0.9; 95% CI 0.9–1.0) and adverse nutrition behaviour (OR?=?0.9; 95% CI 0.8–0.9). In conclusion, our study suggests that prevalence of symptoms of CMD is high among retired professional Rugby Union players, being associated with both a higher number of life events and a higher level of Rugby Union career dissatisfaction.  相似文献   

Longitudinal associations of student–teacher relationships and behavioural and emotional strengths on academic achievement     

Erkko T. Sointu  Hannu Savolainen  Kristiina Lappalainen  Matthew C. Lambert 《教育心理学》2017,37(4):457-467

Positive student–teacher relationships are related to students’ academic achievement and behavioural and emotional adjustment. How a student’s behavioural and emotional strengths are associated with these relationships and how the relationships influence students’ academic performance remains unknown. We examined this framework using a cross-lagged panel model with a group of Finnish students and their parents from Grade 5 to Grade 7. The results revealed that the parents rated behavioural and emotional strengths are stable over a 1-year (r = .78) and 2-year (r = .71) period and that students’ perceptions of student–teacher relationships demonstrated greater change over time (r’s = .54, .35). Behavioural and emotional strengths demonstrated a positive relationship with student–teacher relationships as well as academic achievement (β = .39, p < .01). Strengths were also indirectly associated with academic achievement via student–teacher relationships. Study limitations, implications and future research are discussed.  相似文献   

Collaborative Partnership: Developing Pre-service Teachers as Inclusive Practitioners to Support Students with Disabilities     

Robyn Bentley-Williams  Christine Grima-Farrell  Janette Long  Cath Laws 《International Journal of Disability, Development & Education》2017,64(3):270-282

Since the introduction of anti-discrimination legislation including Australian Disability Discrimination Act, 1992 and the Disability Standards of Education, 2005, there is an increasing demand on all schools to cater effectively for more students with disabilities within an inclusive school community context. This investigation explored a proactive partnership model designed to equip pre-service teachers with deeper role understandings in teaching students with disabilities. This collaborative model involved sustained professional experiences in schools on four mornings each week over 38 weeks, offered in conjunction with their final-year teacher education studies in Diversity and Inclusive Education. A unique emphasis of this qualitative study was a focus on identifying conducive real-life experiences and ideal teacher qualities for undertaking challenging inclusive practitioner roles. Findings highlighted the perspectives of school leaders, special education mentors and pre-service teachers in improving inclusive learning outcomes for all students while developing an effective collaborative partnership model for teacher education.  相似文献   

Embodiment and becoming in secondary drama classrooms: the effects of neoliberal education cultures on performances of self and of drama texts     

Kirsten Lambert  Peter Wright  Jan Currie  Robin Pascoe 《Critical Studies in Education》2019,60(2):149-167

This article explores the effects of neoliberalism and performative educational cultures on secondary school drama classrooms. We consider the ways Deleuze and Guattari’s schizoanalysis and Butler’s concept of gender performance enable us to chart the embodied, relational, spatial and affective energies that inhabit the often neoliberal and heterosexually striated space of the drama classroom. These post-humanist analyses are useful methodological tools for mapping the complexities of student becomings in the space context of the secondary school. We also show how Foucault’s governmentality and Ball’s theory of competitive performativity are particularly salient in the context of immanent capitalism that shapes the desires of its subjects. These frameworks, when combined, can be useful in critiquing neoliberal educational assemblages and in indicating emerging deterritorializations and lines of flight in teachers and students.  相似文献   

Supporting Kindergarten Teachers’ Mathematics Instruction and Student Achievement Through a Curriculum-Based Professional Development Program     

Drew Polly  Chuang Wang  Richard Lambert  Christie Martin  Jennifer Richardson McGee  David Pugalee  Amy Lehew 《Early Childhood Education Journal》2017,45(1):121-131

This study investigates the impacts of a year-long professional development program on Kindergarten teachers’ beliefs and practices and the association of these changes with student achievement in mathematics measured by curriculum-based instruments. Although teacher content knowledge was not statistically significantly different before and after participation in the program, changes in teachers’ beliefs and practices were both noticed: a trend towards discovery/connectionist orientation and student-centered practices. Teachers’ gain scores on a measure of mathematics content knowledge was positively related to the linear growth rate of student achievement.  相似文献