Meaning Making with Multiple Representations: a Case Study of a Preservice Teacher Creating a Digital Explanation     

Nielsen  Wendy  Turney  Annette  Georgiou  Helen  Jones  Pauline 《Research in Science Education》2022,52(3):871-890

Research in Science Education - The construction of dynamic multimedia products requires the selection and integration of a range of semiotic resources. As an assessment task for preservice...  相似文献   

Effects of targeted interventions and of specific instructional time on reading ability in French children in grade 1     

Ecalle  Jean  Magnan  Annie  Auphan  Pauline  Gomes  Christophe  Cros  Laurent  Suchaut  Bruno 《European Journal of Psychology of Education - EJPE》2022,37(3):605-625

European Journal of Psychology of Education - The aim is to examine the impact of interventions on fluency and reading comprehension and how the effects of these interventions depend on the time...  相似文献   

Assessment criteria for competency-based education: a study in nursing education     

Greet M. J. Fastré  Marcel R. van der Klink  Pauline Amsing-Smit  Jeroen J. G. van Merriënboer 《Instructional Science》2014,42(6):971-994

This study examined the effects of type of assessment criteria (performance-based vs. competency-based), the relevance of assessment criteria (relevant criteria vs. all criteria), and their interaction on secondary vocational education students’ performance and assessment skills. Students on three programmes in the domain of nursing and care (N = 93) participated in the study. Results show that students who were given the relevant criteria made more accurate assessments of an expert model, performed better on a test and achieved higher instructional efficiency (defined as the relationship between performance and mental effort) compared to students who were given all criteria. Students who were given performance-based assessment criteria made more accurate assessments of an expert model and scored higher on task performance during practice compared to students who were given competency-based assessment criteria. They invested less mental effort in the assessments, resulting in higher instructional efficiency. An interaction effect for the concreteness of answers shows that the combination of performance-based and relevant criteria leads to superior analysis of worked examples compared to the other combinations of criteria.  相似文献   

Evidencing the impact of teaching-related CPD: beyond the ‘Happy Sheets’     

Lucy Spowart  Jennie Winter  Rebecca Turner  Reema Muneer  Colleen McKenna  Pauline Kneale 《International Journal for Academic Development》2017,22(4):360-372

Abstract

In this paper we report the outcomes of a national survey of academic development staff in a range of UK HE Institutions to consider the approaches adopted to evaluate teaching-related continual professional development (CPD). Despite the increasing drive towards accountability, the majority of respondents undertook no benchmarking to establish existing knowledge, there was minimal use of existing data sets, and few evaluated provision longitudinally. We argue that in order to arrive at an evidence-informed approach, evaluation and teaching-related CPD must be clearly conceptualised, and aligned with institutional priorities. The involvement of students with staff CPD could also be usefully explored.  相似文献   

Baby business     

Pauline Davey Zeece 《Early Childhood Education Journal》1997,24(4):249-252

  相似文献   

Metropolitan regions—new geographies of inequality in education: the Chicago metroregion case     

Pauline Lipman 《Globalisation, Societies & Education》2005,3(2):141-163

This paper examines the changing nature of metroregions and their schools. It discusses the influence of global neo‐liberalism and resistance on processes of social differentiation through case studies of Chicago metroregion communities and schools. Using spatial theory, the paper argues that while the restructuring of metroregions creates inequality and marginality, it also bears seeds of a more multicultural, transnational perspective and resistance.  相似文献   

The missing voice of culturally relevant teachers in school restructuring     

Dr. Pauline Lipman 《The Urban Review》1996,28(1):41-62

This article addresses the role of exemplary teachers of students of color in educational reform. Using an ethnographic study of two urban junior high schools in the beginning stages of restructuring, I describe threeculturally relevant teachers who create empowering educational experiences for low-achieving African American students. Despite their exemplary practice and their enthusiasm for educational change, thewisdom of practice of these teachers was largely discounted in the restructuring process. They were marginalized by ideological and political contexts which suppressed racial issues and advocacy for African American students and which supported a deficit model of low-achieving African American students. Restructuring fostered little examination of policies, practices, and beliefs which tended to marginalize African American students. This research suggests that professional dialogue and collaboration are mediated by teachers' ideologies and by relations of power in schools and communities. If exemplary teachers of children of color are to influence educational change, reformers need to legitimize their knowledge and sponsor their leadership. Also, reforms that benefit marginalized children of color may require the mobilization and participation of parents and communities of color as well as their teacher-advocates. Even though I'm not doing the Mentoring and Counseling Program any more, I can't reject them. They know I care about them. They know when you're not pretending. You don't turn off realness. Paulette I find them where they are. I say, “You've told stories. When you say, ‘The way I see it,’ that's point of view.” I just do it like that. When kids believe you think they can learn, they will. Samuel We have to challenge these students. When we don't give them an opportunity, we're taking something away from them. Helen  相似文献   

You are never alone: understanding the educational potential of an ‘urban solo’ in promoting place-responsiveness     

Robbie Nicol  Pauline Sangster 《Environmental Education Research》2019,25(9):1368-1385

Abstract

Solos have a long history in outdoor learning (education) for their use in ‘wilderness’ settings. They have been theorised in experiential education literature and through phenomenological concepts where dwelling and solitude provide unstructured time for individual reflection. Place-Based Education provides opportunities for educators to develop place-responsive practices in areas local to where people live, work and study. This paper reports on an exploratory investigation into a Masters-level course. Students were required to undertake an ‘urban solo’ in a familiar place and consider how ontological disruption might be nurtured in city-based locations. Six students participated in semi-structured interviews which were then analysed thematically using a constructivist grounded theory approach. Findings revealed that their solo experiences had had a profound and unexpected effect on all students. These changes seemed to occur as the result of an ontological shift in the students from being passive receptors of stimuli to engaging more actively with their surroundings. We concluded that, because of its simplicity and close proximity to school grounds, the urban solo is one way for teachers to overcome the barriers they consistently report to outdoor learning. We recommend that future studies draw further on urban theorists to develop more city-based, place-responsive practices.  相似文献   

Free Reading and Reading Freely     

Pauline Davey Zeece 《Early Childhood Education Journal》2002,29(3):185-190

  相似文献   

Bullying by definition: an examination of definitional components of bullying     

Susan Goldsmid  Pauline Howie 《Emotional and Behavioural Difficulties》2013,18(2):210-225

Lack of definitional consensus remains an important unresolved issue within bullying research. This study examined the ability of definitional variables to predict overall level of victimisation (distress, power inequity, and provocation as predictors) and bullying (intention to harm, power inequity, and provocation as predictors) in 246 Australian university students. All variables were measured using the Victimisation and Bullying Inventory (VBI), with behaviour assessed separately for tertiary institution, workplace and home contexts. Regression analysis revealed that, as expected, higher levels of distress predicted higher levels of victimisation (in all contexts) and higher levels of intention to harm predicted higher levels of engagement in bullying (in work and home contexts). Challenging definitional theory, bullying was reported as most commonly occurring between two equals, from both the victim and bully perspective, and individuals who bullied others blamed the victim for provoking the behaviour twice as often as victims felt that they had provoked it.  相似文献