A Hong Kong case of lesson study—Benefits and concerns     

Jackie F.K. Lee 《Teaching and Teacher Education》2008

In recent years, there has been a feeling that effective teachers can be fostered by grounding professional development in actual classroom practice. This paper reports how a group of teachers adopted a lesson study approach and worked collaboratively so as to improve their class instruction on wh-question formation. Teachers’ reflections indicate that the collaborative environment throughout the study enabled them to gain insights into how to improve their teaching strategies. Also identified are some of the problems faced by teachers, which may undermine the gains of lesson study.  相似文献   

A quantitative analysis of cognitive strategy usage in the marking of two GCSE examinations   总被引：2，自引：1，他引：1  

W.M. Irenka Suto  Jackie Greatorex 《Assessment in Education: Principles, Policy & Practice》2008,15(1):73-89

Diverse strategies for marking GCSE examinations have been identified, ranging from simple automatic judgements to complex cognitive operations requiring considerable expertise. However, little is known about patterns of strategy usage or how such information could be utilised by examiners. We conducted a quantitative analysis of previous verbal protocol data collected from twelve experienced examiners using a concurrent ‘think aloud’ method. Two contrasting examination papers had been marked: mathematics and business studies. Five senior examiners were interviewed about the findings. The analysis revealed differences in strategy usage among individual examiners, but most strikingly, between subjects and among question parts. For most questions, examiners used strategy combinations rather than single strategies. Business studies question parts could be categorised according to whether they entailed simple or complex strategies. However, most mathematics question parts entailed a mixture of diverse strategies. The examiners identified potential implications of the findings for examiner training and modernising marking systems.  相似文献   

Enhancing preservice teachers’ professional competence through experiential learning     

Jackie F. K. Lee 《师资教育杂志》2019,45(3):353-357

This report introduces a way of engaging preservice teachers in experiential learning activities to enrich their pedagogical content knowledge and skills. The framework suggested can be applied to instruction in a wide range of disciplines in different contexts. It calls on teacher educators to work on similar experiential learning initiatives to equip novice teachers with the necessary pedagogies and competence for their future careers.  相似文献   

UK data from 197 undergraduates for the Nelson Denny Reading Test     

Jackie Masterson  Maureen Hayes 《Journal of Research in Reading》2004,27(1):30-35

The Nelson Denny Reading Test (Brown, Fishco & Hanna, 1993) provides measures of comprehension, reading rate and vocabulary. It is widely used in research studies with high school and undergraduate students and for assessment purposes in the USA. No widely used test of this kind exists for adults in the UK. The present paper reports data from 197 undergraduates from the University of Essex on the Nelson Denny test. Analyses were carried out of the data in terms of degree type and year of study. The scores obtained with the present sample were higher than those reported in the manual of the Nelson Denny test for a subset of the standardisation sample. Possible reasons for this difference are discussed. Overall, the results suggest that the Nelson Denny test is suitable for use with UK undergraduate students.  相似文献   

Facilitating the socialization of children with autism     

Mark Brown  Jackie Kalbli 《Early Childhood Education Journal》1997,24(3):185-189

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The Use of Self-Regulated Learning Measure Questionnaires as a Predictor of Academic Success     

Jackie L. Bruso  Jill E. Stefaniak 《TechTrends》2016,60(6):577-584

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Nonword recall and phonemic discrimination in four‐ to six‐year‐old children     

Jackie Masterson  Veronica Laxon  Emma Carnegie  Sheila Wright  Janice Horslen 《Journal of Research in Reading》2005,28(2):183-201

Previous research has established that the degree of ‘wordlikeness’ of nonwords affects young children's nonword repetition performance. Experiment 1 examined the possibility that output processes are responsible for the wordlikeness effect by using a probed recall procedure. Wordlikeness was defined in terms of phonological neighbourhood density, although this measure was found to be related to the traditional measure of wordlikeness involving adult ratings. A significant effect of number of phonological neighbours/wordlikeness was observed in favour of nonwords with many neighbours. In Experiments 2 and 3 the wordlikeness effect was qualified by a significant interaction with nonword repetition ability. Children with poorer repetition ability were affected by number of neighbours/wordlikeness, while children with better repetition ability were not. Children with poorer repetition ability were significantly poorer than the better repeaters with nonwords with few neighbours. The results were interpreted in terms of theories of phonological development that suggest progressive segmentation of lexical representations. In Experiment 4 the relationship of children's nonword repetition ability to phonemic discrimination ability was investigated. The results demonstrated that children with better nonword repetition ability had superior phonemic discrimination performance than children with poorer nonword repetition ability.  相似文献   

What we know now: education,neuroscience and transdisciplinary autism research     

Jackie Ravet  Justin H. G. Williams 《Educational research; a review for teachers and all concerned with progress in education》2017,59(1):1-16

Background: Knowledge about the brain has been growing rapidly since the 1990s as a result of developments in neuroscientific research linked to improvements in functional neuroimaging and other brain imaging technologies. As the brain is the ‘principal organ involved in learning’ (1), it would seem reasonable to assume that education should be one of the chief beneficiaries of this research, leading to advances in our understanding of how people learn, the development of new curricula and innovative teaching and learning approaches. However, the linkage between neuroscience and education has, historically, always been weak, and, we suggest, continues to be so, notwithstanding important research initiatives since the year 2000.

Purpose: The purpose of this paper is to critically explore current theoretical understanding of joint neuroscientific and educational research, herein referred to as ‘neuroeducational’ research. There is a particular focus on a critique of the transdisciplinary model as applied in a study of imitation in learners with autism.

Main argument and sources of evidence: The review of the literature in the first half of the paper identifies the key barriers to neuroeducational research, including neuromyths, lack of shared understanding, the problem of the translation of neuroscientific findings to schools and clashing research assumptions, methodologies and traditions. However, a model of transdisciplinarity is presented as a possible way forward. This model is tested in the second half of the paper against the experiences of the authors in conducting transdisciplinary research in autism and imitation in the secondary classroom. Here, we develop the concepts of ‘transfer affordances’, ‘transfer challenges’ and ‘transfer opportunities’ to structure our analysis of the various dimensions of the transdisciplinary research process. These new concepts are defined, and their relevance and utility explained.

Conclusions: The main conclusion of the paper is that the transdisciplinary research process within neuroeducation is complex, far from fully understood and requires further mapping. It is proposed that the concepts of ‘transfer affordances’, ‘transfer challenges’ and ‘transfer opportunities’ are useful theoretical ideas in pursuit of this aim.  相似文献   

A process for curriculum change in engineering education     

Jackie Walkington 《European Journal of Engineering Education》2002,27(2):133-148

This paper identifies a process, developed in recent research, to provide curriculum leaders and policy-makers with a practical and flexible approach for designing and implementing curriculum. It is a changed way for bringing about change. Founded on sound principles of curriculum theorizing, it refines existing curriculum theory in higher education contexts and contributes to the ever-growing body of understanding on curriculum decision-making. A thorough investigation of the engineering education context, including the analysis of an engineering case study, was carried out to identify issues that impinge on curriculum decision-making, including the consideration of professional engineering needs, the social and economic pressures, institutional parameters and student factors. As no such systematic process currently existed for this context, the investigation also considered the curriculum and pedagogical theories that underpin the strategic and operational nature of bringing about curriculum change. The process represents a significant breakthrough in higher education faculties. It directs policy-makers to consider parameters in addition to those traditionally addressed. It recommends a holistic view of curriculum and suggests that there are explicit ramifications for the policies in faculties that govern how curriculum change takes place.  相似文献   

French research into the didactics and technology of physical activities and sportes: An expanding new field     

David  Bernard  Bouthier  Daniel  Marsenach  Jackie  Durey  Alain 《Instructional Science》1999,27(1-2):147-163

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