The three papers that follow were delivered on 22 April 2006 at a conference of the California Association of Scholars at the Annenberg School on the campus of the University of Southern California in Los Angeles. The aim of the panelists was to diagnose the political and cultural imbalance in higher education, to analyze its causes and consequences, and to look for remedies. Other essays from that conference may appear later in AQ. 相似文献
Minerva - How climate models came to gain and exercise epistemic authority has been a key concern of recent climate change historiography. Using newly released archival materials and recently... 相似文献
In this paper, we share details of a South African early grades’ number intervention informed by aspects of Davydov’s writing on early number teaching and learning. A key part of Davydov’s approach to early number teaching involves starting with attention to relationships between quantities rather than with counting. The Structuring Number Starters (SNS) intervention focused—over a nine-year period—on supporting early grades’ students to move beyond the calculating-by-counting approaches that are prevalent in South Africa. In attending to this focus, the intervention shifted increasingly towards an emphasis on relationships between quantities, though not in the same format or task sequence as advocated by Davydov. The contextual and cultural features that led to our adaptations—or shape-shifting—are highlighted in this paper. We interrogate key aspects of Davydov’s approaches to early number teaching in relation to key features typical of South African classroom mathematics teaching in order to understand the evolution of the SNS initiative. Quasi-longitudinal interview-based assessment data available from a cross-attainment sample of students in 2011, 2014 and 2018 indicate shifts over time from calculating-by-counting to calculating-by-structuring. These outcomes point to successes with moves into increasingly structured ways of working with early number, but suggest also that these successes may be contingent on some fluency with forward and backward number word sequences. The outcomes suggest that it is feasible to explore interventions directing attention to early number structure from the outset in larger scale studies.
Higher Education - As an increasing number of international students are studying in English-speaking universities, there has been growing interest in exploring the factors and complexities that... 相似文献
Representational competence is a target of novel learning environments given the assumption that improved representational competence improves learning in science. There exists little evidence, however, that improving representational competence is positively correlated with learning outcomes across science disciplines. In this report, we argue that the previously reported weak relationships between representational competence and science learning outcomes have resulted from designs that do not explicitly analyze the discipline‐specific skills related to the representational competence construct. Here, we demonstrate through a detailed analysis of students' representation use that at least two demonstrated skills comprising representational competence (e.g., construction and selection) are not strongly related to improved conceptual understanding in the domain. We discuss the implications of these results for the design of future learning environments that aim to improve learning through improved representational competence. 相似文献
At a time when interventions in widening access to, and participation in, higher education aim to maximise impact by engaging with schools located in the most deprived communities, school pupils in rural communities, and who experience deprivation, are, in practice, less likely to benefit. Using statistics available from the Scottish government, we show that state secondary schools located in Scottish remote or rural areas are not well served by the indicators capturing socio-economic, educational, or geographical deprivation widely used in the selection of schools for these outreach interventions. We construct a marker that identifies schools facing higher levels of deprivation than the Scottish average. We argue that (1) this marker is a step in the direction towards levelling the playing field between remote or rural schools and urban schools; and (2) it selects a wider range of schools for outreach interventions. 相似文献
