Catalyzing student–teacher interactions and teacher learning in science practical formative assessment with digital video technology     

Aik Ling Tan  Phillip A. Towndrow 《Teaching and Teacher Education》2009

This paper reports how a teacher–researcher partnership examined a biology teacher's existing pedagogical practices and attempted, through a task design innovation, to create the circumstances under which more interactive and emergent assessment for learning practices could flourish in her classroom. This work involved the use of digital video playback technology as the trigger or catalyst for reflection on concrete experiences by the teacher and her students to occur. Results suggest that the digital video innovation brought about changes in student–teacher interactions in science practical work and assisted the teacher in reflecting on her professional learning. The educative effects produced by the catalyst were dependent on the teacher noticing changes in her students and moving in tandem with them along a parallel path of experiential and practitioner-based learning. Overall, the value of the study undertaken is located in sharing an authentic, lived science assessment experience with the intention of assisting colleagues notice aspects of their own pedagogic practices that may be hidden at present.  相似文献   

Reviews     

Andrea Bunting  Libby Robin  Suzanne Uniacke  Nicolas Rasmussen  Graham Holland  Marilys Guillemin  Phillip Catton  Sverre Myhra  Rachel A. Ankeny  David Oldroyd  Ivan Crozier  Peter Anstey  Cathy Legg  Jan Edward Garrett  David Philip Miller  John Worrall  Andy Pickering  Hugh Lacey  S. S. Schweber 《Metascience》1999,8(1):125-195

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Establishing a multi-craft maintenance operation: A needs assessment approach     

Gary D. Geroy  Phillip C. Wright  Patrick L. Caffrey 《Performance Improvement》1989,28(7):6-12

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Recovery of Vertebrate Microfossils with Tetrabromoethane     

Phillip A. Murry  Jennifer Lezak 《Curator: The Museum Journal》1977,20(1):15-22

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The utility of the key math diagnostic arithmetic test for adolescent learning disabled students     

Jane Greenstein  Phillip S. Strain 《Psychology in the schools》1977,14(3):275-282

The Key Math Diagnostic Arithmetic Test was administered to 82 learning disabled adolescents. An analysis of the performance of these children revealed that: (a) mean LD performance peaked at approximately the fourth grade level of difficulty; (b) there was marginal variation in performance across the 14 subtests; (c) a strong negative correlation existed between years behind grade level and seven Key Math subtests; (d) the subtests factored into two ability categories, as opposed to the three suggested by the test developers; and (e) LD performance was quite distinct from that of normal children in terms of the types of computational errors made on the test.  相似文献   

Elementary Statistics with Minitab     

Phillip E. Johnson 《Teaching Statistics》1991,13(2):40-42

Computer packages are available which can take much of the tedium out of the computational aspects of statistics and, we hope, thereby improve comprehension of the concepts. This article describes how the software package Minitab was incorporated into two elementary statistics courses, one at Kingston Polytechnic in England, the other at the University of North Carolina at Charlotte in the United States.  相似文献   

Storyreading and Literacy Learning: A Study of Two Early Childhood Classrooms     

Phillip Kirby 《Literacy》1993,27(3):33-40

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Assessing the effect on high school teachers of direct and unrestricted access to the internet: A case study of an east central florida high school   总被引：1，自引：0，他引：1  

Michael A. Gallo Ph.D.  Phillip B. Horton Ph.D. 《Educational technology research and development : ETR & D》1994,42(4):17-39

The purpose of this study was to investigate the effect direct and unrestricted access to the Internet had on a group of high school teachers. Based on the naturalistic inquiry paradigm, this study explored the barriers these teachers encountered when using the Internet, how and when they elected to use the Internet, the factors that influenced their continued use of the Internet, and the transitions they experienced from using the Internet. Data collection was based on Patton's (1990) three approaches to interviewing; data analysis was based in part on Miles and Huberman's (1984) model of data reduction and display and on Spradley's (1979) task of domain analysis. Findings suggested: that teachers require ongoing Internet training, technical support, home Internet access, and time in which to learn and incorporate the Internet into their classes; that Internet use can increase teachers' self-esteem and improve their attitudes toward computers and education; and that use of the Internet by teachers encourages them to restructure their classes and schedules to accommodate Internet resources within their classrooms.  相似文献   

Molecular and Cellular Biology Animations: Development and Impact on Student Learning   总被引：1，自引：3，他引：1       下载免费PDF全文

Phillip McClean  Christina Johnson  Roxanne Rogers  Lisa Daniels  John Reber  Brian M. Slator  Jeff Terpstra    Alan White 《CBE life sciences education》2005,4(2):169-179

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The ‘Third Wave’: education and the ideology of parentocracy     

Phillip Brown 《British Journal of Sociology of Education》1990,11(1):65-86

In this paper it will be argued that we are entering a ‘third wave’ in the socio‐historical development of British education and that similar trends are also evident in the USA, Australia and New Zealand. The ‘first wave’ can be characterised by the rise of mass schooling for the working classes in the late nineteenth century. The ‘second wave’ involved a shift from the provision of education based upon what Dewey called the “feudal dogma of social predestination” to one organised on the basis of individual merit and achievement. What is distinct about the ‘third wave’ is the move towards a system whereby the education a child receives must conform to the wealth and wishes of parents rather than the abilities and efforts of pupils. In other words, we have witnessed a shift away from the ‘ideology of meritocracy’ to what I will call the ‘ideology of parentocracy’. This paper will consider the evidence to support this conclusion and examine its sociological significance.

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