Examining instructional practices in Core-Plus lessons: implications for professional development     

Fran Arbaugh  John Lannin  Dustin L. Jones  Meredith Park-Rogers 《Journal of Mathematics Teacher Education》2006,9(6):517-550

In the research reported in this article, we sought to understand the instructional practices of 26 secondary teachers from one district who use a problems-based mathematics textbook series (Core-Plus). Further, we wanted to examine beliefs that may be associated with their instructional practices. After analyzing data from classroom observations, our findings indicated that the teachers’ instructional practices fell along a wide continuum of lesson implementation. Analysis of interview data suggested that teachers’ beliefs with regard to students’ ability to do mathematics were associated with their level of lesson implementation. Teachers also differed, by level of instructional practices, in their beliefs about appropriateness of the textbook series for all students. Results strongly support the need for professional development for teachers implementing a problems-based, reform mathematics curriculum. Further, findings indicate that the professional development be designed to meet the diverse nature of teacher needs.  相似文献   

Search behavior of dogs (Canis familiaris) in invisible displacement problems     

Sylvain Gagnon  François Y. Doré 《Learning & behavior》1993,21(3):246-254

Gagnon and Doré (1992) showed that domestic dogs are able to solve a Piagetian object permanence task called the invisible displacement problem. A toy is hidden in a container which is moved behind a screen where the toy is removed and left. Dogs make more errors in these problems than they do in visible displacement tests, in which the object is hidden directly behind the target screen. In Experiment 1, we examined components of the standard procedure of invisible displacements that may make encoding or retention of the hiding location more difficult than it is in visible displacements. In Experiment 2, we compared dogs’ performances in visible and invisible displacement problems when delays of 0, 10, and 20 sec were introduced between the object’s final disappearance and the subject’s release. The results revealed that dogs’ poorer performance in invisible displacement tests is related to the complex sequence of events that have to be encoded or remembered as well as to a difficulty in representing the position change that is signaled, but not directly perceived.  相似文献   

Dyadic activities and attention in the infant: A developmental study     

François Findji  Marie-Germaine Pêcheux  Josette Ruel 《European Journal of Psychology of Education - EJPE》1993,8(1):23-33

Infants’ abilities to focus attention on objects are known to be related to mothers’ mobilizing behaviors. As delayed effects of maternal behaviors at 5 months may be observed in 8-month-olds, mothers may be considered as scaffolding their infant’s attention. However, all dyadic activities are probably not equally propitious to attention mobilizing. In a sample of 30 dyads, studied at 5 and 8 months of age, whole observations were split in four broad categories: care, dyadic play with objects, dyadic play without objects and infant alone. The duration of maternal mobilizing and infant attention focussing were studied within categories. Inter-dyads variability is high, while dyads are stable across ages. Even within the dyadic play with objects, mothers differ widely in the duration and way they mobilize attention. Five-month-olds still need their mother’s support, as they explore less when they are alone, while 8-month-olds are more autonomous. The impact and importance of the various types of dyadic activities on cognitive development are discussed.  相似文献   

Demarches de resolution et de simulation face au probleme de la ruine d'un joueur     

Moncef Zaki  François Pluvinage 《Educational Studies in Mathematics》1991,22(2):149-181

Prior to large experimentations on the teaching of probability theory, it appeared useful to observe some students working for a fairly long time. This observation should make more precise the difficulties of an important aspect when solving probability problems: the modelling aspect. Does systematic use of simulation produce miracles as it is sometimes said? Are the students naturally sensitive to a frequentist approach of probability theory? This paper contains some results on these questions, for example we pointed out for some students an obstacle to the frequentist approach. The results permit to conceive how using simulation for teaching could contribute to an improvement of students' approach to probability.  相似文献   

Just in time and future-proofing? Policy,challenges and opportunities in the professional development of part-time teachers     

Fran Beaton 《International Journal for Academic Development》2017,22(1):19-30

Abstract

Part-time teachers form a growing proportion of the global Higher Education (HE) workforce. Their backgrounds can vary from Graduate Teaching Assistants (GTAs) teaching for the first time, to practitioners bringing workplace experience into HE and sessional teachers, all with differing professional development needs. This paper builds on previous research to consider structures and practices promoting sustainable, effective professional development for part-timers, to propose proactive holistic professional development, and raise institutional awareness of the challenges of reaching part-timers. A case study exploring the lived experiences of part-time staff illustrates key features of part-timers’ preparation for their current work and future aspirations.  相似文献   

Study Groups as a Form of Professional Development for Secondary Mathematics Teachers     

Fran Arbaugh 《Journal of Mathematics Teacher Education》2003,6(2):139-163

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Foreign aid to education in sub-Saharan Africa: How useful is it?     

François Orivel  Fabrice Sergent 《Prospects》1988,18(4):459-469

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What Does Prone Skateboarding in the Newborn Tell Us About the Ontogeny of Human Locomotion?     

Vincent Forma  David. I. Anderson  Joëlle Provasi  Evelyne Soyez  Mélina Martial  Viviane Huet  Lionel Granjon  François Goffinet  Marianne Barbu-Roth 《Child development》2019,90(4):1286-1302

The crawling behavior of sixty 2-day-old newborns was studied while they were supported prone on a mini skateboard and on a pediatric mattress without additional support. Analyses of the number and types of limb movements and their characteristics, the coactivation of limb pairs, and the displacement across the surface, revealed that newborns can crawl with locomotor patterns similar to those documented during quadrupedal locomotion in animals and human adults. This was particularly apparent on the skateboard. This discovery suggests that locomotor circuitry underlying quadrupedal locomotion develops during fetal life. Drawing upon other evidence for a quadrupedal organization underlying bipedal gait, we argue that early quadrupedal training may enhance interventions designed to hasten the onset of independent walking.  相似文献   

Transformation impossible: policy,evidence and change in South African higher education     

Van Schalkwyk  François B.  van Lill  Milandré H.  Cloete  Nico  Bailey  Tracy G. 《Higher Education》2022,83(3):613-630

Higher Education - A quarter of a century after South Africa’s transition to democracy, the rhetoric of ‘transformation’ remains firmly ingrained in its higher education policy...  相似文献   

Balancing Emotion and Reason to Develop Critical Thinking About Popularized Neurosciences     

Lombard  François  Schneider  Daniel K.  Merminod  Marie  Weiss  Laura 《Science & Education》2020,29(5):1139-1176

Science & Education - Bioscientific advances raise numerous new ethical dilemmas. Neuroscience research opens possibilities of tracing and even modifying human brain processes, such as...  相似文献