How can we use ICT to enhance the quality of pupil learning? The case study below deliberately embedded ICT within the context of an existing scheme of work to develop 11–12 year olds’ understanding of the skills and processes of historical investigation. It also mapped onto the existing teaching styles of the teachers involved, and reflected their orientation—beliefs and values. The role for the ICT was to present the pupils with a problem that would intrigue, excite and motivate them. Accordingly, we asked them to act in role as assistants to Harry and Hermione in investigating the strange death of Sam Woodhouse in 1822. The pupils carried out the investigation using a hyperlinked set of clues. They had undertaken two identical kinds of investigation earlier in the year. One was a murder mystery, the other the disappearance of the Princes in the Tower in 1483. For both these mysteries the clues were on cards. Comparisons of the results of the ICT mystery with those of the earlier two investigations suggest that the hyperlink version was equally effective in terms of developing understanding, with some clear advantages in developing pupils’ overall understanding of the problem and ability to make links between disparate clues and pieces of information. 相似文献
ABSTRACTDespite UNESCO’s Learning Cities agenda, which argues for the mobilisation of resources to promote education across all sectors and environments, there is little evaluative research on Learning City engagement which is both naturalistic and empirically rigorous. The research on informal adult learning in urban contexts is particularly sparse. This paper provides a case study of informal learning and lifewide literacies amongst Glaswegian adults using three distinct approaches to data collection: a household survey capturing rich data on learning attitudes, behaviours, and literacies; GPS trails that track mobility around the city; and the capture of naturally occurring social media. The work operationalises Learning City indicators, and explores domains beyond education, some of which have not previously been considered in surveys of adult learning, for example, physical mobilities and transportation patterns. We use theoretical concepts of social identity and capital to situate inclusion within explanatory frameworks of marginalisation in less tangible domains of informal learning using multi-stranded data. A triangulated analysis of city-wide participation in lifewide learning reveals a demographic picture of groups marginalised from learning opportunities and practices. We conclude with a call for new approaches to exploring learning participation which offer novel methods to evidence informal learning and lifewide literacies. 相似文献
OBJECTIVE: The primary aim of the study was to identify a classification scheme, for determining the predominant type of maltreatment in a child's history that best predicts differences in developmental outcomes. METHOD: Three different predominant type classification schemes were examined in a sample of 519 children with a history of alleged maltreatment. Cases were classified into predominant maltreatment types according to three different schemes: Hierarchical regression analyses examined whether the HT, SFT, and EHT type classifications contributed to prediction of child behavior problems, trauma symptoms and adaptive functioning. RESULTS: After controlling for demographic factors, the HT definitions predicted four outcomes, while the SFT definitions predicted three, and the EHT classifications contributed to the prediction of five child outcomes. The co-occurrence of multiple types of maltreatment was robustly related to outcomes. However, the HT and SFT classifications predicted outcomes even after accounting for the co-occurrence of multiple maltreatment subtypes. CONCLUSION: A classification scheme that differentiates between type combinations and single maltreatment types may have the greatest predictive validity. Over and above knowing about co-occurrence of maltreatment sub-types, it is important to understand what type, or constellation of types, of maltreatment have been alleged in a child's history. 相似文献
This forum constitutes a cogenerative inquiry using postcolonial theory drawn from the review paper by Zembylas and Avraamidou.
Three teacher educators from African, Asian and Caribbean countries reflect on problems confronting their professional practices
and consider the prospects of creating culturally inclusive science education. We learn that in Mozambique, Nepal and the
Caribbean scientism patrols the borders of science education serving to exclude local epistemological beliefs and discourses
and negating culturally contextualized teaching and learning. Despite the diverse cultural hybridities of these countries,
science education is disconnected from the daily lives of the majority of their populations, serving inequitably the academic
Western-oriented aspirations of an elite group who are “living hybridity but talking scientism.” The discussants explore their
autobiographies to reveal core cultural values and beliefs grounded in their non-Western traditions and worldviews but which
are in conflict with the Western Modern Worldview (WMW) and thus have no legitimate role in the standard school/college science
classroom. They reflect on their hybrid cultural identities and reveal the interplay of multiple selves grounded in both the
WMW and non-WMWs and existing in a dialectical tension of managed contradiction in a Third Space. They argue for dialectical
logic to illuminate a Third Space wherein students of science education may be empowered to challenge hegemonies of cultural
reproduction and examine reflexively their own identities, coming to recognize and reconcile their core cultural beliefs with
those of Western modern science, thereby dissipating otherwise strongly delineated cultural borders.
In order to determine how well medical examiners agree on the significance of certain anogenital findings in children, preselected colposcopic photographs of the anogenital area of 16 patients were shown to 170 medical examiners (82% pediatricians) who were blinded as to the history on each patient. Findings rated most frequently as being suggestive or indicative of penetrating injury included immediate anal dilatation with no stool present (85%), hymenal transection (84%), marked narrowing of the hymenal rim with notching (81%), and a posterior fourchette scar (75%). The agreement between the participants and the experts on the abnormal cases (mean 81%) was significantly higher than on the normal cases (mean 71%, p < .001) and on genital findings (78%) than on anal findings (63%, p = .000). Higher experience level (more cases seen per month) was associated with significantly higher agreement between the participants and the experts on five of eight normal cases and two of four abnormal cases. Use of a colposcope was also associated with higher overall agreement with the experts (74% vs. 44%, p < .0001). 相似文献
This paper reports on the second phase of a multi-country study examining cross cultural perspectives of gender and management in Higher Education Institutions (HEIs). It examines the broader labour market context and legislative frameworks for higher education in each country and then analyses the literature on women in university management. The paper presents the findings of research with male and female senior managers about their perceptions of women as HEI managers within changing organisational and management structures. It concludes that although HEI’s are now largely aware of barriers to women getting into and on in senior management, they have not addressed the organisational structures and cultures that perpetuate this inequity.
In this rejoinder, we respond to the major points made by Gallo-Fox (this forum), Beers (this forum), Carambo and Stickney
(this forum), and Murphy, Carlisle and Beggs (this forum). We focus primarily on the benefits and considerations that stem
from employing additional theoretical frameworks for analyzing research in coteaching. We also address some of the future
directions that should be explored in coteaching research.