A closer look at bilingual students’ use of multimodality in the context of an area comparison problem from a large-scale assessment     

Anthony Fernandes  Leslie H. Kahn  Marta Civil 《Educational Studies in Mathematics》2017,95(3):263-282

In this article, we use multimodality to examine how bilingual students interact with an area task from the National Assessment of Educational Progress in task-based interviews. Using vignettes, we demonstrate how some of these students manipulate the concrete materials, and use gestures, as a primary form of structuring their explanations and making mathematical meaning. We use our results as a basis to challenge the possible deficit perspective of bilingual students’ mathematical knowledge in current assessment practices. Choosing tasks that afford multiple modes of engagement and recognizing multimodal explanations in assessment practices has the potential to move us towards a better understanding of what bilingual students know and can do mathematically.  相似文献   

Multipoint Desktop Video Conferencing in Teacher Education: Preliminaries,problems and progress     

Lachlan Crawford  Leslie Sharpe  Hu Chun  S. Gopinathan  Moo Swee Ngoh  Angela Wong 《Asia-Pacific Journal of Teacher Education》2002,30(1):67-78

Members of this research team are investigating the use of multipoint desktop video conferencing (MDVC) technology in Singapore to enhance the National Institute of Education's schools practicum partnership model. The project builds on the Singapore ONE ATM island-wide network and the high-speed ADSL line access provided by Singtel Magix. This infrastructure provides state-of-the-art support for the White Pine CU-SeeMe Meeting Point server and client software that enables students on teaching practice to conference with each other and their university-based supervisors. A typical conference involves four of five students at different schools and one staff member at the National Institute of Education in Singapore. These conferences provide opportunities for professional sharing between staff and students without the limits of time and space which are traditional constraints on conventional teaching practice.  相似文献   

Kinds of Keys of student ratings of faculty teaching effectiveness     

John Follman  Manny Lucoff  Leslie Small  Fred Power 《Research in higher education》1974,2(2):173-179

Three substudies of effects of different formats on student ratings of faculty teaching effectiveness were conducted. One substudy, Kinds of Keys, investigated three main kinds of keys: Agreement, Evaluation, and Needs Improvement. The second, NO TUP, investigated numbers of positive rating categories. The third, Item Wording Direction, investigated the same items worded positively, negatively, and neutrally, respectively. Practically important differences in level of ratings obtained in Kinds of Keys and practically and statistically significant differences obtained in NO TUP and Item Wording Direction. It was concluded that additional research is necessary to determine if apparent differences in teaching effectiveness are actually differences in teaching effectiveness or differences due to the methods of measurement.  相似文献   

Uncontrollable Mental Imagery: Graphical Connections Between A Function And Its Derivative   总被引：2，自引：0，他引：2  

Leslie Aspinwall  Kenneth L. Shaw  Norma C. Presmeg 《Educational Studies in Mathematics》1997,33(3):301-317

The view that imagery might be a disadvantage on certain tasks might surprise some mathematics educators who contend that a learner's conceptual understanding is increased whenever visual imagery is used. One of the limitations of imagery found in the literature comes to bear on a unique aspect of mathematics teaching and learning. This is the notion of an uncontrollable image, which may persist, thereby preventing the opening up of more fruitful avenues of thought, a difficulty which is particularly acute if the image is vivid. Although one calculus student's images supported high levels of mathematical functioning, occasionally his vivid images became uncontrollable, and the power of these images did more to obscure than to explain. This type of imagery can be a major hindrance in constructing meaning for mathematical concepts — contrary to the panacea view of imagery which is sometimes expressed.This revised version was published online in September 2005 with corrections to the Cover Date.  相似文献   

Forms of Knowledge in Art Education and the Corollary of Authenticity in the Teaching and Assessment of Such Forms of Knowledge   总被引：1，自引：0，他引：1  

Leslie Cunliffe 《The International Journal of Art & Design Education》2005,24(2):199-208

This article explores why art education after modernism needs to engage with and assess two forms of knowledge. It distinguishes procedural knowledge or ‘knowing how’ from declarative knowledge or ‘knowing that’, and argues that current classroom practice and more general thinking in art education in the UK confuses evidence of procedural knowledge with evidence for declarative knowledge. A corollary is that assessment evidence for ‘knowing how’, which is shown or demonstrated, is confused with assessment evidence for ‘knowing that’, which requires spoken or written forms of reporting. This conceptual confusion is currently embedded in the national, flagship examination known as the General Certificate of Secondary Education, taken by students at the age of 16, resulting in that examination requiring evidence of understanding the meaning of art in its socio‐historical context while at the same time denying the necessity of written or spoken work to reveal such knowledge. The article advocates a Wittgensteinian, socio‐cultural solution to the confusions of current practice.  相似文献   

On reforming practice in mathematics education     

Leslie P. Steffe  Heide G. Wiegel 《Educational Studies in Mathematics》1992,23(5):445-465

Based on principles of constructivism, an analysis is made of how practice in mathematical education might be reformed towards a professional practice. In addition to the widespread recommendations that mathematical teaching be based on interactive communication and that mathematical learning be active, we argue that conventional school mathematics be replaced by a constructivist school mathematics. A constructivist school mathematics is based on children's use of their schemes of action and operation in learning situations, and whatever accommodation the children make in these schemes as they use them. Through examples of our learning of the numerical schemes of five year old children we illustrate what we mean by a constructivist school mathematics. In our examples, we characterize the schemes of action and operation that we attribute to children as our interpretations of the children's activities. For this reason, we define a constructivist school mathematics to be the results of the observer's experiential abstractions in the context of interacting with children mathematically. A professional teacher is cast as one with the intellectual autonomy and power to produce a constructivist school mathematics, including the involved situations of learning and interactive mathematical communication.  相似文献   

Practicing Citizenship: Women’s Rhetoric at the 1893 Chicago World’s Fair     

Leslie J. Harris 《Quarterly Journal of Speech》2020,106(3):355-358

  相似文献   

Conversations with Preschoolers: The Feeling State Content of Children's Narratives     

Norah C. Feeny  Rebecca A. Eder  Leslie Rescorla 《Early education and development》1996,7(1):79-97

This study examined the feeling state content of 3- and 4-year-olds' narratives. Four times throughout the school year, each child was paired with a familiar adult and provided an opportunity to talk with the adult about his/her day. Children's narratives were then coded for their feeling state content. Results revealed that children talk a great deal about affiliation, that sex differences emerge only in the context of interactive talk between adults and children, and that older children talk more about emotions than younger children when speaking spontaneously, but that these differences disappear when adults are able to provide “scaffolding” to the younger, less experienced, children.  相似文献   

The Influence of Age,Sex, Social Class and Religion on Television Viewing Time and Programme Preferences Among 11‐15 Year Olds     

Leslie J. Francis  Harry M. Gibson 《Learning, Media and Technology》1993,19(1):25-35

  相似文献   

Children in foster care: factors influencing outpatient mental health service use     

Leslie LK  Landsverk J  Ezzet-Lofstrom R  Tschann JM  Slymen DJ  Garland AF 《Child abuse & neglect》2000,24(4):465-476

OBJECTIVE: To determine factors influencing outpatient mental health service use by children in foster care. METHOD: Detailed survey and administrative data were collected on 480 children who entered long-term foster care in San Diego County from May 1990 through October 1991. These data were linked with claims data from Medicaid and San Diego County Mental Health Services information systems. A Poisson regression model was used to determine whether the following factors influenced outpatient mental health service use: age, race/ethnicity, gender, maltreatment history, placement pattern, and behavioral problems as measured by the Achenbach Child Behavior Checklist (CBCL). RESULTS: Except for maltreatment history, all independent variables included in the multivariate regression model were statistically significant. The total number of outpatient mental health visits increased with age, male gender, and non-relative foster placements. Relative to Caucasians, visits were lower for Latinos, and Asian/Others, but comparable for African-Americans. Concerning maltreatment history, differences were only found in one category; children experiencing caretaker absence received fewer visits compared to children who did not experience caretaker absence. Children with CBCL Total Problem Scale T-scores of 60 or greater had significantly more visits than those with a score less than 60. CONCLUSIONS: Both clinical and non-clinical factors influence outpatient mental health service use by foster children. Limitations imposed by gender, race/ethnicity, and placement setting need to be addressed by child welfare policies. These finding suggest that guidelines are needed to systematically link children in foster care with behavioral problems to appropriate services.  相似文献