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61.
ABSTRACTVisual matrix methodology has been designed for researching cultural imaginaries. It is an image-led, group-based method that creates a “third space” research setting to observe audience groups re-enacting lived experience of an event or process that takes place in the third space of a cultural setting. In this article, the method is described through its use in relation to an art-science exhibition, Human+ Future of the species, where three audience groups with investments in technology worked with exhibition material to achieve a complex ambivalent state of mind regarding technological futures. The visual matrix has been designed to capture the affective and aesthetic quality of audience engagement in third space by showing what audiences do with what is presented to them. We argue that such methodologies are useful for museums as they grapple with their role as sites where citizens not only engage in dialogue with one another but actively re-work their imaginaries of the future. 相似文献
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63.
Elementary standards include multiplication of single-digit numbers and students advance to solve complex problems and demonstrate procedural fluency in algorithms. The ability to illustrate procedural fluency in algorithms is dependent on the development of understanding and reasoning in multiplication. Development of multiplicative reasoning provides the foundation for advanced mathematics and algebraic reasoning. For students who struggle in mathematics, instruction in multiplication algorithms should ensure conceptual understanding so that students have a foundation for success in advanced mathematics. The concrete representational abstract (CRA) sequence addresses conceptual understanding and the strategic instruction model (SIM) supports procedural knowledge. The current pilot study combined these methods to teach elementary students the partial products algorithm. Twelve students in grades four and five participated in the study, receiving instruction from teachers in their school during an intervention period. Within a pre-experimental design, using pre- and postintervention data, students showed a significant change in performance. The article will describe and show how teachers implemented the CRA-SIM interventions and discuss implications for practice. 相似文献
64.
Critical corridor talk: Just gossip or stoic resistance? Unrecognised informal Higher Education leadership 下载免费PDF全文
Jill Jameson 《Higher Education Quarterly》2018,72(4):375-389
This mixed methods paper considers whether or not invisible forms of morally resistant collegial leadership are progressively challenging policy and managerial quasi‐market instrumentalism in a minority of low trust dysfunctional situations in a stratified United Kingdom (UK) Higher Education system. A theoretical model of stoical critical corridor talk (CCT) is proposed, arising from selected empirical data and reflective observations in 2005–2017. The data demonstrated that resistant academic critique is increasingly questioning economically driven command and control authoritarianism. The model builds on the concept of critical being to consider whether or not CCT amongst academics provides informal stoical leadership to alleviate stresses exacerbated by poor management. The highly functioning criticality of negative capability facilitates self‐reflexive resistance against the false necessity of supposedly deterministic imperatives to validate policy‐driven audit‐based managerialism. Yet to foster trust, informal leadership needs to practise correct moral principles itself when resisting performativity in dysfunctional environments in which some overstep the acceptable roles of good management. 相似文献
65.
Play is an important activity in young children’s lives. It is how children explore their world and build knowledge. Although free play, which is play that is totally child directed, contributes to children’s learning, self-regulation and motivation, adults’ participation in children’s play is critical in their development, especially their language development. Guided by children, adults can help scaffold children’s language, and especially their learning. We suggest that adults scaffold children’s language during play by using research based strategies such as asking questions that invite extended responses and new inquiry, provide meaningful feedback and effectively use wait time, which provides children with the opportunity to respond to adults’ comments and questions. The goal is to provide adults with strategies to scaffold children’s language development during play while allowing children to direct their own play activities. 相似文献
66.
This paper analyzes multiple factors from current university students' high school experiences, including demographic, educational, and economic factors, and current standing and grade point average (GPA), to evaluate the students' information literacy skills associated with a 1000 level course on information literacy which is part of the university's general education requirement. The pre-test indicates that students lack sufficient skills needed to do college-level research. Results of regression analyses demonstrate that only current university GPA and standardized test scores have any influence on information literacy test scores. 相似文献
67.
Malogianni Chrysoula Luo Tian Stefaniak Jill Eckhoff Angela 《Educational technology research and development : ETR & D》2021,69(5):2353-2375
Educational technology research and development - Little is known about the role of prompts to help learners solve ill-structured learning problems. Instructors do not devote adequate time to... 相似文献
68.
Stefaniak Jill Luo Tian Xu Meimei 《Educational technology research and development : ETR & D》2021,69(4):2225-2241
Educational technology research and development - Digital learning environments are dynamic systems that require learning designers to leverage environmental conditions and the needs of their... 相似文献
69.
This article explores what teachers and students can learn about contemporary story‐telling from a study of fan fiction – that is, stories created by readers and viewers out of the canonical material of previously published fictions. Drawing on the example of Pirates of the Caribbean, it investigates ways in which fan fiction writers develop codes and conventions to govern themselves. For example, online litmus tests establish when a writer is self‐indulgently writing ‘Mary Sue’ characters into a story; the self‐styled Protectors of the Plot Continuum patrol the fictional limits of an imagined world to make sure that canonical information is not violated by fan fiction writers. This article makes use of such examples to investigate how quality control in fan fiction is codified, and to explore what teachers can learn from such enterprises about contemporary writing, reading and viewing. It compares these possibilities with issues of online literacy outlined by Henry Jenkins under three headings: the participation gap, the transparency problem, and the ethics challenge. 相似文献
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