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101.
102.
Martin Griffiths 《Educational Studies in Mathematics》2013,82(1):75-96
Our aim here was to explore, via a specific instance, the potential for learners to develop mathematically as a consequence of the interplay between intuition and indirect classroom experience rather than through explicit tuition. A significant aspect of this study is the recognition of the possibility for learners to be able to thematize schemata associated with the fundamental theorem of arithmetic without formal knowledge of either the theorem or its consequences. Our findings would suggest that some learners, by way of a series of key intuitive episodes or concrete classroom experiences, do indeed possess the capacity to create meaningful mathematical structures that, though perhaps imperfectly formed, may in some sense mirror schemata. 相似文献
103.
Morwenna Griffiths 《Educational theory》2013,63(3):221-236
In this article Morwenna Griffiths argues that teacher education policies should be predicated on a proper and full understanding of pedagogical relations as contingent, responsive, and adaptive over the course of a career. Griffiths uses the example of the recent report on teacher education in Scotland, by Graham Donaldson, to argue that for all the report's considerable merits, it remains deficient because it does not attend to the complexity and contingency of pedagogical relations. The complexity arises from the existence of (at least) four analytically distinguishable pedagogical relations, each of which interacts with the others. These relations are contingent on the embodiment of teacher and students and on the political and sociocultural context of the class. Therefore they are also contingent on time, as teachers age and as the political and sociocultural context changes. Griffiths concludes the article with suggestions for creating a teaching profession in which teachers are reflectively and critically adaptive during the course of their careers. 相似文献
104.
105.
尼玛扎西 色珠 参木友 奥斯曼 洛桑强白 平措占堆 巴桑珠扎 次仁罗布 韩建成 王莉 顿珠紧参 姬秋梅 曲广鹏 向巴卓玛 鲍宇 红秀花 张强 John Wilkins Colin Griffiths John Pitz Amanda 《西藏科技》2008,(6)
该项目是中澳国际联合的其中一个,根据发展奶业,促进农区畜牧业发展,提高农村生活水平的需要在西藏河谷流域农牧交错带开展调研.三年来在四个不同的区域进行随机抽样设点,了解项目区奶牛发展现状,系统收集分析当前农户饲养奶牛的饲料结构,营养水平、繁殖成活能力以及管理模式.同时引进澳方饲养奶牛的先进技术、管理措施和发展理念,有效利用西藏现有的作物秸秆,研发优良饲草、饲喂技术,进一步研究牛在一个生长周期中的饲料平衡、生长模式及量化营养等生产性能的对应关系,加大引创结合、重点突破,提高项目区奶牛生产性能,增加农户现金收入. 相似文献
106.
A survey of U.S. library managers explored the relationship between their social identities, experiences supervising others, support from others, and their overall satisfaction in their professional role. The literature provides evidence that demographic differences give rise to challenges in the workplace. Though no statistically significant differences were found between minority and nonminority managers related to supervisees' microaggressive behaviors, written commentary provided evidence of these and other supervision challenges. A regression analysis found that supervisees' behaviors, along with a manager's age, were significant predictors of their satisfaction as a supervisor. Recommendations for further research and implications for libraries emerge from these findings. 相似文献
107.
Book clubs offer a unique opportunity to support interprofessional learning on academic campuses. The purpose of this article is to discuss how a health sciences library partnered with the Center for Interprofessional Healthcare Education to develop a book club that fosters interprofessional communication. The article includes a discussion of the opportunities, approach, results, and challenges. 相似文献
108.
Michael J. Duncan Mike Smith Elizabeth Bryant Emma Eyre Kathryn Cook Joanne Hankey 《European Journal of Sport Science》2016,16(1):27-35
The aim of this study was to investigate if the effects of changes in physiological arousal on timing performance can be accurately predicted by the catastrophe model. Eighteen young adults (8 males, 10 females) volunteered to participate in the study following ethical approval. After familiarisation, coincidence anticipation was measured using the Bassin Anticipation Timer under four incremental exercise conditions: Increasing exercise intensity and low cognitive anxiety, increasing exercise intensity and high cognitive anxiety, decreasing exercise intensity and low cognitive anxiety and decreasing exercise intensity and high cognitive anxiety. Incremental exercise was performed on a treadmill at intensities of 30%, 50%, 70% and 90% heart rate reserve (HRR) respectively. Ratings of cognitive anxiety were taken at each intensity using the Mental Readiness Form 3 (MRF3) followed by performance of coincidence anticipation trials at speeds of 3 and 8 mph. Results indicated significant condition × intensity interactions for absolute error (AE; p = .0001) and MRF cognitive anxiety intensity scores (p = .05). Post hoc analysis indicated that there were no statistically significant differences in AE across exercise intensities in low–cognitive anxiety conditions. In high–cognitive anxiety conditions, timing performance AE was significantly poorer and cognitive anxiety higher at 90% HRR, compared to the other exercise intensities. There was no difference in timing responses at 90% HRR during competitive trials, irrespective of whether exercise intensity was increasing or decreasing. This study suggests that anticipation timing performance is negatively affected when physiological arousal and cognitive anxiety are high. 相似文献
109.
Joanne Dwyer 《Asia-Pacific Journal of Teacher Education》2007,35(1):89-103
There have been increasing expectations that all primary school students and teachers actively use information and communications technologies (ICT) in their learning. In order to achieve this it is important that appropriate environments are set up to support the varying needs and potential of the different groups within the school context. However, in case studies of primary schools undertaken as part of the study Enhancing Learning Using New Technologies, also known as the E.ffects Project, our research indicated that the ICT learning environments established within schools often favoured the later primary year levels over the early primary school years. This paper will present illustrative evidence of this inequity using data extracted from the E.ffects Project case studies. It also discusses observed differences in approaches between early primary school years and later primary programs from the perspective of early childhood philosophies that underpin the first years of school. 相似文献
110.
Joanne Elisabeth Edmondston Renato Schibeci 《International Journal of Science Education》2013,35(18):2451-2474
Despite rapid growth of the biotechnology industry worldwide, a number of public concerns about the application of biotechnology and its regulation remain. In response to these concerns, greater emphasis has been placed on promoting biotechnologists’ public engagement. As tertiary science degree programmes form the foundation of the biotechnology sector by providing a pipeline of university graduates entering into the profession, it has been proposed that formal science communication training be introduced at this early stage of career development. The aim of the present study was to examine the views of biotechnology students towards science communication and science communication training. Using an Australian biotechnology degree programme as a case study, 69 undergraduates from all three years of the programme were administered a questionnaire that asked them to rank the importance of 12 components of a biotechnology curriculum, including two science communication items. The results were compared to the responses of 274 students enrolled in other science programmes. Additional questions were provided to the second year biotechnology undergraduates and semi‐structured interviews were undertaken with 13 of these students to further examine their views of this area. The results of this study suggest that the biotechnology students surveyed do not value communication with non‐scientists nor science communication training. The implications of these findings for the reform of undergraduate biotechnology courses yet to integrate science communication training into their science curriculum are discussed. 相似文献