Contradictions in mathematical modeling with digital technologies     

Molina-Toro  Juan Fernando  Rendón-Mesa  Paula Andrea  Villa-Ochoa  Jhony Alexander 《Education and Information Technologies》2022,27(2):1655-1673

Education and Information Technologies - This article presents an analysis of contradictions expressed by pre-service mathematics teachers when performing two modeling tasks using their own...  相似文献   

Mathematics in Secondary Psychiatric Schools: Curricular and Assessment Policies and Practices     

Joseph Calvin Gagnon  Paula Maccini  Candace Mulcahy 《Exceptionality》2014,22(1):51-67

The current study focuses on results from a national survey of special education mathematics teachers in secondary psychiatric schools. A total of 115 (33.04%) respondents completed a mail or online survey concerning school-level mathematics curriculum and assessment policies and practices. No statistically significant differences existed between respondent and nonrespondent schools on demographic variables. Results indicate a disconnect between the mathematics curriculum and state assessments. Approximately half teachers responded that their school relies on standard district or state curriculum, and the curriculum and instructional materials are aligned with assessments to a great extent. Only about 40% and 30%, respectively, reported that schools are supervised and teachers are provided professional development to facilitate the alignment of curriculum with state assessments to a great extent. Additional results and implications are discussed.  相似文献   

An instrument for analyzing arguments produced in modeling‐based chemistry lessons     

Paula Cristina Cardoso Mendonça  Rosária Justi 《科学教学研究杂志》2014,51(2):192-218

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Leading change as a professional: working across boundaries     

Pauline Joyce  Paula Kinnarney 《Action Learning: Research and Practice》2014,11(2):167-178

This paper outlines an initiative, namely a leadership symposium, which developed from a chance meeting of like-minded academics, who were trying to achieve similar outcomes with their student groups; namely, to include the scholarly activity of disseminating graduates’ action-oriented projects. One group of graduates comprised a mix of healthcare professionals, the other group comprised teachers. Both were leading change projects across their professions. One group was guided by action research and the other by action learning. This paper outlines the graduates' experiences of their challenges, opportunities and learning from leading these change initiatives. Arising from the symposium exchanges, the authors focus on the unique opportunity of the event as a distinctive space for exchange of learning across professions. Findings from qualitative data collected for the symposium are supported by situated learning and existing literature.  相似文献   

A chapter from lamaze history: birth narratives and authoritative knowledge in france, 1952-1957     

Michaels PA 《The Journal of perinatal education》2010,19(2):35-43

THIS ARTICLE ANALYZES BIRTH NARRATIVES GATHERED DURING WHAT CAN BE CONSIDERED A FORMATIVE PERIOD OF THE LAMAZE MOVEMENT IN THE WEST: from 1952 through Fernand Lamaze's death in early 1957. The use of women's birth narratives as an assessment tool is one of Dr. Lamaze's most enduring contributions to obstetric pain management. The early work of Lamaze and his collaborator Pierre Vellay provided a template for studies conducted elsewhere for decades to come. By examining expectations in another time and place, our own standards, so often normalized to the point of invisibility, are thrown into sharp relief. This article addresses the conflicting and contested nature of authoritative knowledge surrounding parturition.  相似文献   

Impact of the Friendly Schools whole-school intervention on transition to secondary school and adolescent bullying behaviour     

Donna Cross  Therese Shaw  Melanie Epstein  Natasha Pearce  Amy Barnes  Sharyn Burns  Stacey Waters  Leanne Lester  Kevin Runions 《European Journal of Education》2018,53(4):495-513

Peer bullying increases in times of school transition, influenced by changing peer and friendship groups, new schooling environments and greater stress. Covert forms of bullying, including cyberbullying, become more common in secondary school and cause considerable distress and long-term harm. The period of transition to secondary school is therefore a critical window for intervening to manage and prevent bullying. A three-year cluster randomised control trial was conducted to develop, implement and evaluate the Friendly Schools Project intervention which aimed to reduce bullying and aggression among more than 3,000 students who had recently transitioned to secondary school. Intervention schools were provided with individualised training and resources to support students’ transition and reduce bullying using a multi-level comprehensive intervention addressing classroom curriculum, school policies and procedures, the social and physical environment, pastoral care approaches and school-home-community links. Although the observed effect sizes were small, the intervention had a consistently significant positive effect across a range of outcomes, including bullying perpetration, victimisation, depression, anxiety, stress, feelings of loneliness and perceptions of school safety at the end of the students’ first year in secondary school. However, none of these differences were sustained into the students’ second year of secondary school. These findings demonstrate the immediate value of whole-school interventions to reduce bullying behaviour and associated harms among students who have recently transitioned to secondary school, as well as the need to provide strategies that continue to support students as they progress through school, to sustain these effects.  相似文献   

Effects of a positive youth development approach to literacy through young adult literature in the secondary remedial reading class: an action research study     

Paula A. Greathouse 《Educational Action Research》2018,26(2):220-238

The purpose of this action research study was to determine if a bibliotological approach to literacy with at-risk students met the educational expectations of a remedial reading course while simultaneously accelerating literacy practices and promoting positive youth development. Twenty-four tenth grade students enrolled in a remedial reading course in the southwestern USA participated in a nine-week instructional design that utilized young adult literature as a medium through which to practice literacy skills and strategies while exploring positive youth development simultaneously. Measurement protocols included diagnostic assessments of reading, surveys, Likert-scale inventories, and journals as a way of eliciting students’ voices. Data was analyzed through paired t-tests, Bonferroni Correlation, and typological and inductive coding. Through this approach, all students experienced an increase in self-efficacy, which led to positive youth development and growth in literacy proficiency and practices. Suggestions for future research include the study of this approach in multiple remedial contexts, with multiple young adult texts, and for greater lengths of time. Additionally, a follow-up inquiry to determine potential lasting impact is warranted.  相似文献   

Exploring Personality Profiles with Matrices     

Christopher Shaw 《PRIMUS》2018,28(7):641-651

We present a short-term class project used in an introductory linear algebra course, designed to engage students in matrix algebra. In this activity, students responded to a survey of their pop culture tastes. Using the survey responses, they worked to design a series of matching algorithms, using matrices, with the goal of matching the students in the class to the person whose tastes most closely aligned with their own. The class then explored various ways of testing the quality of the match. Topics covered along the way included: symmetric matrices, vector products, and numerical interpretation of qualitative data.  相似文献   

Using preferred interests to model social skills in a peer-mentored environment for students with special educational needs     

Aoife Smith  Paula Prendeville  William Kinsella 《International Journal of Inclusive Education》2018,22(8):921-935

This study explored the benefits of using preferred interests to model social skills in a peer-mentored environment for students with special educational needs (SEN). Research suggests that in order for true inclusion to take place, students must participate socially with their peers, outside the classroom space. However, funding and availability of resources are the main barriers to inclusion being fully implemented in Irish schools. This research sought to assess how a peer-mentored social skills club could facilitate an inexpensive approach of including students with SEN, outside the classroom. The group agreed on a technology-based club. Senior students were encouraged to take a lead role in the organisation and participation of the group and to support junior students via modelling of good social and leadership skills. Results revealed that students with SEN reported that a social group facilitated them to make new friendships while also allowing them to develop their social skills. The findings suggest that the addition of a student without an SEN, who took a lead role in this group, had a positive effect on this club and facilitated the inclusion of students with SEN into the wider school environment.  相似文献   

Construction and validation of a classroom climate scale: a mixed methods approach     

Verónica López  Javier Torres-Vallejos  Paula Ascorra  Boris Villalobos-Parada  Marian Bilbao  René Valdés 《Learning Environments Research》2018,21(3):407-422

Students’ perceptions of their classroom climate have been found to relate significantly to students’ learning outcomes. The purpose of the present study was to construct an instrument for assessing elementary-school students’ perceptions of classroom climate, based on a previous instrument that was being used in Chile by a public national school mental health program as a tool for aiding teachers in improving classroom management, but which showed poor psychometric properties. We used a six-staged mixed-methods approach to construct relevant items and dimensions based on this measure and by adapting previously-existing scales. Item development included participatory construction of items involving program officials, focus groups with students, and a pilot study. The final version was administered to a sample of 6813 elementary-school students. Results showed adequate reliability and construct validity, convergent validity with school climate, and divergent validity with peer victimisation. When consequential validity was explored through semi-structured interviews with program officials and school administrators, we found that the instrument was being used as a tool for helping teachers to improve their school climate and management skills. We discuss the importance of constructing instruments using a mixed-methods approach.  相似文献