Singapore's learning sciences lab: Seeking transformations in ICT-Enabled Pedagogy     

Abbas Johari  Chee-Kit Looi  David Hung  Jeanette Bopry  Thiam-Seng Koh 《Educational technology research and development : ETR & D》2004,52(4):91-99

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Observing complex systems thinking in the zone of proximal development     

Joshua Danish  Asmalina Saleh  Alejandro Andrade  Branden Bryan 《Instructional Science》2017,45(1):5-24

Our paper builds on the construct of the zone of proximal development (ZPD) (Vygotsky in Mind in society: the development of higher psychological processes, Harvard University Press, Cambridge, 1978) to analyze the relationship between students’ answers and the help they receive as they construct them. We report on a secondary analysis of classroom and interview data that was collected with 1st and 2nd grade students completing a short scaffolded inquiry project designed to help them learn about how honeybees collect nectar. We explore how the progression of questions reveal students’ understanding of complex systems by examining how students’ progression through the questions tended to become more sophisticated as we increased support. We further compare two complex-systems perspectives, Component-Mechanism-Phenomena and agent-based approaches, to see how each would categorize students’ explanations. Findings demonstrate the value of the ZPD as an analytic framework in exploring students’ systems understanding in terms of the nature of questions (e.g., sequencing, type of question) and multiple conceptual models (e.g., component-mechanisms-phenomenon, single agent or aggregate behaviors), and how this might impact students’ groupings according to their ability and subsequent instructional support.  相似文献   

Motivating Young Native American Students to Pursue STEM Learning Through a Culturally Relevant Science Program     

Stevens  Sally  Andrade  Rosi  Page  Melissa 《Journal of Science Education and Technology》2016,25(6):947-960

Journal of Science Education and Technology - Data indicate that females and ethnic/race minority groups are underrepresented in the science and engineering workforce calling for innovative...  相似文献   

Exploring the Co‐Development of Reading Fluency and Reading Comprehension: A Twin Study          下载免费PDF全文

Callie W. Little  Sara A. Hart  Jamie M. Quinn  Elliot M. Tucker‐Drob  Jeanette Taylor  Christopher Schatschneider 《Child development》2017,88(3):934-945

This study explores the co‐development of two related but separate reading skills, reading fluency and reading comprehension, across Grades 1–4. A bivariate biometric dual change score model was applied to longitudinal data collected from 1,784 twin pairs between the ages of 6 and 10 years. Grade 1 skills were influenced by highly overlapping genetic and environmental factors. Growth in both skills was influenced by highly overlapping shared environmental factors. Cross‐lagged parameters indicated bidirectional effects, with stronger effects from fluency to comprehension change than from comprehension to fluency change.  相似文献   

Higher screen time is associated with overweight,poor dietary habits and physical inactivity in Brazilian adolescents,mainly among girls     

Diego Giulliano Destro Christofaro  Selma Maffei De Andrade  Arthur Eumann Mesas  Rômulo Araújo Fernandes  José Cazuza Farias Júnior 《European Journal of Sport Science》2016,16(4):498-506

Objectives: To analyse the associations between high screen time and overweight, poor dietary habits and physical activity in adolescents according to sex. Methods: The study comprised 515 boys and 716 girls aged 14–17 years from Londrina, Brazil. Nutritional status (normal weight or overweight/obese) was assessed by calculating the body mass index. Eating habits and time spent in physical activity were reported using a questionnaire. The measurement of screen time considered the time spent watching television, using a computer and playing video games during a normal week. Associations between high screen time and dependent variables (nutritional status, eating habits and physical activity levels) were assessed by binary logistic regression, adjusted for sociodemographic and lifestyle variables. Results: Most adolescents (93.8% of boys and 87.2% of girls) spent more than 2 hours per day in screen-time activities. After adjustments, an increasing trend in the prevalence of overweight and physical inactivity with increasing time spent on screen activities was observed for both sexes. Screen times of >4 hours/day compared with <2 hours/day were associated with physical inactivity, low consumption of vegetables and high consumption of sweets only in girls and the consumption of soft drinks in both sexes. Conclusions: The frequency of overweight and physical inactivity increased with increasing screen time in a trending manner and independently of the main confounders. The relationship between high screen time and poor eating habits was particularly relevant for adolescent girls.  相似文献   

When will the Internet be connected? Digital worlds and belonging in the lives of globally mobile children          下载免费PDF全文

Jeanette Hannaford  Catherine Beavis 《Literacy》2018,52(1):47-54

Increasing numbers of children are caught up in global flows of moving peoples. This movement may be voluntary or forced and is experienced within a range of settings. Coming from diverse linguistic and cultural backgrounds, and moving around the world due to their parents' employment, the children found in traditional International Schools are a case in point. This paper focuses on the experiences of two sisters in the first year of their family's global relocation. In the midst of change, the digital world Club Penguin? offered these two globally mobile children a familiar and welcome site of continuity and belonging. This exploration of the role of digital worlds and digital literacies in these girls' experience contributes to an understanding of connections between global movement and digital literacy practices. Greater awareness of the significance of digital literacies in globally mobile children's lives provides fresh insights into how children participate in digital spaces and has implications for literacy educators supporting young people in contemporary times.  相似文献   

Figuring “Success” in a Bilingual High School   总被引：1，自引：0，他引：1  

Ali Michael  Norma Andrade  Lesley Bartlett 《The Urban Review》2007,39(2):167-189

Using the concept of figured worlds, this article demonstrates how the faculty, staff, and students of Gregorio Luperón High School in New York City figured “success” by prioritizing the students’ linguistic and cultural resources. “Success” was constructed specifically through granting Spanish high status, developing positive teacher–student relationships, and relying upon the cultural artifact of the opportunity narrative. This qualitative ethnographic study focuses on the school-related social interactions that took place among students, teachers and staff, to explore the socially and locally constructed model of success within this bilingual high school for newly arrived, Spanish-speaking immigrant youth. Ali Michael is a PhD candidate in Teaching Learning, Curriculum and Society at the University of Pennsylvania. Her academic and research interests include whiteness studies, multicultural education and anthropology of education. Norma Andrade is the Language and Latin American Coordinator and Advocate for a non-profit organization, Refugee Women’s Alliance, located in Seattle, Washington. She advocates for the immigrant and refugee communities in Washington State. Lesley Bartlett is an assistant professor at Teachers College, Columbia University. Her research and teaching interests include anthropology of education, comparative and international education, sociocultural studies of literacies, transnationalism, and schooling across the Americas.  相似文献   

Internationalisation and indigenisation in Papua New Guinea’s universities: promoting authentic agency     

Jeanette Baird  Maretta Alup Kula-Semos 《Journal of Higher Education Policy & Management》2018,40(6):550-565

ABSTRACT

In uncertain times for higher education learning communities, the risks of societal and epistemic dependence on a single globally dominant set of academic knowledge practices are evident. Nonetheless, many higher education institutions in developing nations struggle to achieve international presence unless they uncritically adopt these dominant practices, even where they recognise the need to use and promote local knowledge systems. We explore these dynamics in postcolonial Papua New Guinea, through an assessment of the intentions for internationalisation of the six PNG universities and barriers to agency. Our approach recognises the dialectical relationship between ‘internationalisation’ and ‘indigenisation’. We suggest that a pervasive but narrow view of indigenisation, emphasising the localisation of university staff, has hampered other forms of both indigenisation and internationalisation, producing more stasis than synthesis within PNG’s universities. Effective international agency by PNG universities, and their partners, requires more critical and continuous discourse between the international and the indigenous.  相似文献   

Theory-based Correlations and Their Role in Children's Concepts     

Susan E. Barrett  Hervé Abdi  Gregory L. Murphy  Jeanette McCarthy Gallagher 《Child development》1993,64(6):1595-1616

Recent accounts of conceptual development have emphasized the important role intuitive theories play in concept formation; however, it is still not clear exactly how these theories exert their influence. We present evidence that elementary school age children use theories to link together specific features associated with individual concepts. The results of our first experiment indicate that theory-based correlations play a prominent role in typicality judgments and in decisions about category membership. In a second experiment, we demonstrate that children's theories play an important role in determining which attributes will be considered most central to the concept. The results of these studies suggest that feature correlations can serve to link children's concepts with their intuitive theories of the world.  相似文献   

A collaborative governance approach to improving tertiary education in Papua New Guinea     

Kaye Eldridge  Lisa Larry  Jeanette Baird  David Kavanamur 《Asia Pacific Journal of Education》2018,38(1):78-90

Tertiary education in Papua New Guinea (PNG) is in a critical state, as the sector struggles to address increased demand for student places with severely curtailed capacity. Recent thinking about improving public services in PNG has emphasized “whole of sector” or collaborative governance. Such an approach in tertiary education has the potential to improve the sector’s outcomes within its existing resource constraints. This exploratory paper examines the challenges involved in applying a deliberate collaborative governance approach to tertiary education in PNG. In particular, two theoretical models of collaborative governance are employed to gain insight into possible issues through the consideration of four main criteria: power, incentives, history, and leadership. The paper shows that the challenges to introducing collaborative governance to PNG tertiary education are substantive, and that any effective effort will require committed leadership and a carefully measured strategy that acknowledges the country’s particular circumstances.  相似文献