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排序方式: 共有491条查询结果,搜索用时 15 毫秒
391.
This article the learning of girls who were in a co-ed after school engineering club related to the project: Designing Vital Engineering and Literacy Practices for Science, Technology, Engineering, and Math for Elementary Teachers and Children (DeVELOP STEM ETC). While few girls grow up to become engineers in the US, recently more attention has focused on practices that engage girls in order to grow interest in engineering and engineering careers. In this article, we follow three eight and nine-year-old girls (3rd graders). We illustrate how key features of the Engineering Design Process intersect with a multimodal model of Productive Communication to help the girls enact identities as girls and as engineers as they design and build a bridge. We argue that to enact the Next Generation Science Standards, particularly those related to engineering, engineering and STEM educators must attend to the disciplinary literacies and communicative modes of girls and other under-represented minorities. This is also particularly important for learners who are still new to learning English and who may benefit from multimodal interactions and diverse opportunities to learn. 相似文献
392.
This historical and contemporary assessment of 14–19 attainment and post-16 participation suggests that for the first time in a generation, overall levels of attainment in the English upper secondary (14–19) phase are plateauing. Time-series data has been compiled to present four phases of attainment and participation development since the late 1980s, when the education and training system in England transitioned into a full-time post-16 participation model. Closer analysis of the fourth phase (2012/13–present) shows several plateauing trends of learner attainment and participation that originate in Key Stage 4, but which are now spreading throughout the upper secondary phase. The analysis proceeds to explore the main dynamics of the plateauing phase—qualifications reform; accountability measures; and institutional behaviours—that form a new ‘attainment and participation equilibrium’. The article concludes by suggesting that the new trend poses particular threats to middle and lower attainers, who could be disproportionately affected by Conservative-led reform, and to the performance of the English upper secondary system when compared internationally. 相似文献
393.
Ken Reid 《Educational studies》2010,36(3):233-247
The National Behaviour and Attendance Review (NBAR) Report for Wales was produced in 2008. Subsequently, its recommendations were accepted by the Welsh Assembly Government (WAG) which established an Implementation Group to prepare its response in detail. A year later in April 2009 this Group presented its findings and recommendations to WAG in the form of an Action Plan. The Action Plan was entitled Behaving and Attending: Responding to the National Behaviour and Attendance Review. The intention of the Action Plan is to help to shape the direction of future developments on the management of attendance and behaviour in Wales over the foreseeable future. The Action Plan’s recommendations are sub‐divided into three: short, medium and long‐term solutions. The Plan’s strategy is broken down into eight key areas. These are on: attendance, behaviour, children and young people’s rights, early intervention, literacy, multi and inter‐agency working, school effectiveness and finally, on training and development. This paper outlines and considers these ideas, places the work into a UK‐wide research context and the Welsh educational policy strategy. It also indicates areas where future pilot projects and research will be necessary. 相似文献
394.
Hanscombe KB Haworth CM Davis OS Jaffee SR Plomin R 《Learning and individual differences》2010,20(5):549-553
Chaos in the home is a key environment in cognitive and behavioral development. However, we show that children's experience of home chaos is partly genetically mediated. We assessed children's perceptions of household chaos at ages 9 and 12 in 2337 pairs of twins. Using child-specific reports allowed us to use structural equation modeling to explore the genetic and environmental etiology of children's perceptions of chaos. We found that these perceptions are significantly heritable (22%), with the remainder explained by environmental influences. Finding that genes influence children's experience of chaotic environments has far-reaching implications for how we conceptualize the family home and its impact on cognitive and behavioral development. 相似文献
395.
Jeremy Roschelle Ken Rafanan Ruchi Bhanot Gucci Estrella Bill Penuel Miguel Nussbaum Susana Claro 《Educational technology research and development : ETR & D》2010,58(4):399-419
Based on strong research literatures, we conjectured that social processing of feedback by cooperating in a small group setting—with social incentives to ask questions, give explanations and discuss disagreements—would increase learning. We compared group and individual feedback, using two technologies: (1) Technology-mediated, Peer-Assisted Learning (TechPALS), which uses wireless handheld technology to structure feedback in small groups as they solve fractions problems and (2) a popular desktop product, which provides feedback to individual students as they solve fractions problems individually. Three elementary schools participated in a randomized controlled experiment conducted in the 2007–2008 school year. Students in the TechPALS condition learned more than did the control group students, with effect sizes ranging from d = 0.14 to d = 0.44. Analysis of observational data confirmed that students in the TechPALS condition participated socially in questioning, explaining, and discussing disagreements, whereas students in the individual condition did not. We conclude that an integration of technology, cooperative activity designs and broader educational practices can lead to impact on students’ mathematics learning. 相似文献
396.
397.
398.
Samuel Kai Wah ChuAuthor Vitae Shek Kam TseAuthor VitaeElizabeth Ka Yee LohAuthor Vitae Ken ChowAuthor Vitae 《Library & information science research》2011,33(3):236-243
The academic performance of students has been shown to be associated with reading ability. Inquiry learning can potentially enhance the reading abilities and interests of students. This study verified this proposition by examining the effects of an inquiry approach to group projects on the reading abilities of primary school students. Using a case study design, an inquiry project-based learning (PBL) approach, with the collaboration between three types of teachers and the school librarian was implemented to support the development of reading abilities and interests of students in a primary school in Hong Kong. The participants included Primary 4 students, teachers, and parents. Progress in International Reading Literacy Study (PIRLS) tests were used to evaluate the students' reading abilities; survey questionnaire and interviews were used to examine the participants' perceptions of the inquiry PBL; and the PIRLS survey was used to measure the students' attitudes and self-perceptions. Quantitative and qualitative data analyses showed positive effects on the reading abilities and attitudes of the participating students. Students' attitudes and self-perceived abilities appeared to influence the improvements in reading abilities. Finally, improvements in the students' reading comprehension, reading speed, and vocabulary were perceived. These findings provide evidence and insights to support further implementation of inquiry PBL in primary schools. 相似文献
399.
Arnold K Söderqvist T 《Isis; an international review devoted to the history of science and its cultural influences》2011,102(4):718-729
This essay proposes that our understanding of medical instruments might benefit from adding a more forthright concern with their immediate presence to the current historical focus on simply decoding their meanings and context. This approach is applied to the intriguingly tricky question of what actually is meant by a "medical instrument." It is suggested that a pragmatic part of the answer might lie simply in reconsidering the holdings of medical museums, where the significance of the physical actuality of instruments comes readily to hand. 相似文献
400.