Cultivating imaginative thinking: teacher strategies used in high-performing arts education classrooms     

Josephine Fleming  Robyn Gibson  Michael Anderson  Andrew J. Martin  David Sudmalis 《Cambridge Journal of Education》2016,46(4):435-453

This article reports on recent case-study research that examined teacher- and student-level processes in nine Australian arts classrooms. The selected classrooms, based on the results of a connected longitudinal study, demonstrated strong positive links between arts participation and academic motivation, engagement and achievement. The focus here is on how teachers supported their students to conceive, shape and present imaginative work. Although different approaches were apparent in the dance, drama, film, music and visual arts classrooms, patterns were detected in the processes used to transform imaginative ideas into a creative work. The research indicated that important skills were being developed as the students encountered the ambiguity of the creative process. Furthermore, insights were gained into how work drawing on the imagination can be initiated and sustained through the highs and lows of development to become both a work of art and a learning experience that will augment future creative work.  相似文献   

Sex preference and body orientation preference in huddling behavior of rat pups     

Richard Deni  Robyn Martin  Jennifer Wheeler Makin  Josephine Longo  Suzanne Andres 《Learning & behavior》1981,9(3):368-370

The social huddling of six litters of rat pups (Rattus norvegicus) was observed on Days 6–9 postpartum without the dam present. Each litter was reduced to three male and three female pups. Thirty-six pups were used as subjects (18 male, 18 female). Tests for the effects of sex of subject, age of subject, sex of littermate huddled against, and body orientation during huddling were carried out. Results indicated that subjects huddled against opposite-sex Uttermates more frequently than against same-sex littermates. Huddling was a curvilinear function of age, with average frequency of huddling reaching a peak on the second day of observation (Day 7 postpartum) and decreasing thereafter. Results also showed that subjects, regardless of sex, huddled using an orientation that allowed their heads to touch more frequently than an orientation in which the head was touching the body of a sibling. These data on early sex preference and body orientation pReferences during huddling suggest that rat pups are competent in aspects of behavior having attachment potential. The findings also help define the age of social competence in this species.  相似文献   

The I files,the truth is out there: science teachers’ constructs of inquiry     

Stuart Bevins  Gareth Price  Josephine Booth 《International Journal of Science Education》2019,41(4):533-545

This article is concerned with the personal constructs of science teachers about inquiry in selected schools in the Yorkshire and the Humber region of England. While there is a large volume of existing literature which advocates the use of inquiry in the science classroom to enhance students' engagement with, and learning of science, relatively few of these studies represent teachers' voice. Therefore, we believe that it is important and distinctive to report teachers' constructs of inquiry and related concerns regarding its use in the science classroom. We identify the key constructs from 10 participating teachers and discuss these amongst a backdrop of policy implications for inquiry approaches in English secondary school science classrooms. Personal Construct Theory was used to underpin the study and frame data collection and analysis. Key findings show that the teachers identify an inquiry approach as being effective in stimulating students' independent learning and interest in science but issues such as time and confidence inhibit their deployment of inquiry approaches.  相似文献   

Parent Choice in the Education of Students with Disabilities     

Josephine C. Jenkinson 《International Journal of Disability, Development & Education》1998,45(2):189-202

This study investigated the factors influencing parents of students with disabilities in choosing either an integrated setting or a special school for the education of their children. A questionnaire mailed to members of a parent support group in Victoria, Australia, sought responses to questions about current school setting, changes of school, parent preferences for school setting, and parent satisfaction with the current setting. Parents also rated 30 factors, including specialist resources, curriculum, socialisation, normalisation aspects, school environment, and professional consultation and advice, for their importance in selecting a school. Responses were received from 193 parents. Some differences were identified between parents of students in different settings, with mainstream parents giving high ratings to normalisation and academic aspects, and special school parents emphasising special programs, teacher‐student ratios, and the child's self‐esteem. All parents rated school climate variables as highly important. The majority of parents expressed satisfaction with the current school setting. However, a trend was noted for students to move from the mainstream to special schools as secondary education approached, with the need for curriculum focusing on independent living skills playing an important part in this decision.  相似文献