Do the Colors of Educational Number Tools Improve Children’s Mathematics and Numerosity?     

Louisa J. Rinaldi  Rebecca Smees  James Alvarez  Julia Simner 《Child development》2020,91(4):e799-e813

This study examined how colored educational tools improve children’s numerosity (“number sense”) and/or mathematics. We tested children 6–10 years (n = 3,236) who had been exposed to colored numbers from the educational tools Numicon (Oxford University Press, 2018) or Numberjacks (Ellis, 2006), which map colors to magnitudes or Arabic numerals, respectively. In a free association task pairing numbers with colors, a subset of children spontaneously provided colors matching one of these schemas. These children, who had internalized Numicon (colored magnitude), showed significantly better numerosity but not mathematics compared to peers. There was no similar benefit from internalizing Numberjacks (colored numerals). These data support a model in which colored number tools provide benefits at different levels of numerical cognition, according to their different levels of cross-modal mappings.  相似文献   

‘Certified to make a difference’: the motivation and perceptions of newly qualified early years teachers in England     

Amanda Henshall  Louise Atkins  Rebecca Bolan  Heather Munn 《Journal of Vocational Education & Training》2018,70(3):417-434

The last 20 years have brought numerous workforce reforms to the early years sector, enacted in the name of professionalisation, including the recent introduction of a new postgraduate qualification, the Early Years Teacher Status. This article features data from interviews with 22 participants who had just completed this award and situates their views in the relevant policy context and alongside a discussion of what it means to professionalise the early years sector and create a graduate led workforce. The data support findings from similar studies of Early Years Professionals, namely that the interviewees are passionate about working with young children. They view the sector as in need of change, and themselves as potential leaders and agents of change. The participants endorse the view that up-skilling the workforce is essential to the professionalisation of the sector and improving the quality of early years education.  相似文献   

Reflections on the value of autistic participation in a tri‐national teacher‐training project through discourses of acceptance,othering and power          下载免费PDF全文

Rebecca Wood  Damian Milton 《British Journal of Special Education》2018,45(2):157-171

The Transform Autism Education (TAE) project is a tri‐national teacher training scheme involving Greece, Italy and the UK, whose purpose is to set up training projects to facilitate the educational inclusion of autistic children. Running over three years from 2014 to 2017, the involvement of autistic participants has been the source of some discussion. Here, TAE team members Wood and Milton reflect on narratives of participation, acceptance and struggle which emerged during a workshop they ran in Greece. Derived from 11 non‐autistic and two autistic participants, and analysed via discourse analysis, these stories suggest a high value placed on autistic participation by non‐autistic TAE team members, but an unwitting tendency to ‘other’ autistic people and a lack of awareness of the power differential. Meanwhile, as the autistic team members describe how educational and social participation can be achieved, the implications for autism education researchers and practitioners are discussed.  相似文献   

A critical materialist entry into the comforts and dangers in defining academics’ of science teaching and learning research communities     

Wooten  Michelle M. 《Cultural Studies of Science Education》2019,14(1):231-247

Cultural Studies of Science Education - Research on science teaching and learning commonly makes use of reductionism to specify conditions of science learning. In my studies of...  相似文献   

Sovereignty, Globalism, and Information Flow in Complex Emergencies     

Rebecca Knuth 《The Information Society》1999,15(1):11-19

Because of rapid developments in information technology, abuses of sovereignty by authoritarian governments have received much publicity in recent years, raising public consciousness of massive human rights violations to new levels. Contributing to the dialogue on the influence of information technology on social systems, this article explores (1) the contested role of information in disaster relief efforts, (2) the clash of political and social values emerging from the use of information within the international community's involvement in high-profile crises, such as those in Somalia, Bosnia, and Rwanda, and (3) the resultant rethinking of government's power within national borders, sovereignty. With life-anddeath stakes, international affirmation of a free flow of information during disasters is emerging as a global human rights mandate.  相似文献   

Early intervention for handicapped children: Efficacy issues and data for school psychologists     

Rebecca K. Edmiaston  Barbara A. Mowder 《Psychology in the schools》1985,22(2):171-178

Providing early intervention services for handicapped children is a relatively new endeavor for school psychologists. Because of the recency of this activity, most school psychologists have not received formal training—yet are providing evaluation and intervention services to preschool children. It is necessary that school psychologists fully understand the efficacy issues and data pertinent to this service to benefit preschoolers and provide accountability data for this service. This article presents the major efficacy issues and the subsequent research data on early intervention for young handicapped children.  相似文献   

Examining Interprofessional Education Through the Lens of Interdisciplinarity: Power,Knowledge and New Ontological Subjects     

Rebecca E. Olson  Caragh Brosnan 《Minerva》2017,55(3):299-319

Interprofessional education (IPE) – students of different professions learning together, from and about each other – is increasingly common in health professional degrees. Despite its explicit aims of transforming identities, practices and relationships within/across health professions, IPE remains under-theorised sociologically, with most IPE scholarship focussed on evaluating specific interventions. In particular, the significance of a shared knowledge base for shaping professional power and subjectivity in IPE has been overlooked. In this paper we begin to develop a framework for theorising IPE in allied health, by drawing parallels with a cognate area in which there has already been fruitful conceptual development: interdisciplinarity. Specifically, we offer a worked example of how the two areas may be brought into dialogue, by deploying Barry, Born and Weszkalnys’ (2008) conceptualisation of interdisciplinarity as a lens for understanding IPE. Following Barry et al. (2008) we delineate a number of ‘modes’ and ‘logics’ of knowledge-production that emerge both in IPE literature and in our own empirical study of IPE. Our empirical data are drawn from 32 semi-structured interviews with 19 allied health students participating in an IPE curriculum at one Australian university. Findings point to the emergence of interprofessional practitioner identities among students that have the potential to undermine traditional epistemological boundaries and transcend role-based distinctions in future health profession(al)s. We argue that Barry et al.’s ‘logic of ontology’ sheds light on previously unidentified processes of transformation within IPE, and offers a theoretical framework that can explain the importance of a shared pan-professional knowledge base for the reflexive individual construction of new interprofessional ontological subjects.  相似文献   

The Boy-Child in Australian Lesbian Feminist Discourse and Community     

Rebecca Jennings 《Cultural and Social History》2016,13(1):63-79

With the development of second wave feminism and the emergence of an increasingly visible and articulate community of lesbians within feminist circles in the 1970s, an influential strand of radical feminism began to advocate separatism as a political strategy for lesbians. Simultaneously, the Australian women’s movement was opening up a space in which it was possible to acknowledge the dual role of some women as lesbians and as mothers, and a small minority of lesbians were using artificial insemination and other methods to conceive children in the context of lesbian relationships. The co-existence of these two strands of lesbian feminist thought gave rise to a new issue: that of the place of the boy-child in lesbian feminist ideology and communities. Drawing on oral history interviews and archival research, this article explores the debate about boy children in Australian lesbian feminist circles in the 1970s and 1980s. A range of views were expressed, from the suggestion that boy children presented an opportunity to raise a new generation of pro-feminist men, to the view that the boy child threatened women’s autonomy and need for sisterhood. This article traces the development of these arguments and considers the impact of the debate on the mothers of boys, their boy-children and the broader lesbian feminist community.  相似文献   

The early entrance option: Academic and social/emotional outcomes     

Rebecca K. F. Braymen  Wayne C. Piersel 《Psychology in the schools》1987,24(2):179-189

This review examines how early kindergarten entrants fare academically and socially/emotionally in their schooling. In general, the literature is pessimistic about academic achievement and social/emotional adjustment of early entrants. The exception to this seems to be when screening procedures are required to identify children with exceptional ability and to eliminate from early entrance children likely to have adjustment difficulties. Typically, the screening battery includes measurements of academic readiness, social/emotional maturity, and a physical examination, followed by a trial entrance period. Much additional research is needed to identify variables that will add significantly in predicting future school success of early entrants. However, rather than predicting which children will fit the educational system, a more effective use of educational research would be investigation into developing educational programs that are flexible in meeting the needs of each child.  相似文献   

The Impact of Three-Dimensional Printed Anatomical Models on First-Year Student Engagement in a Block Mode Delivery     

Nicholas Tripodi  Kate Kelly  Maja Husaric  Rebecca Wospil  Michael Fleischmann  Susan Johnston  Katherine Harkin 《Anatomical sciences education》2020,13(6):769-777

Student engagement is known to have several positive effects on learning outcomes and can impact a student's university experience. High levels of engagement in content-heavy subjects can be difficult to attain. Due to a major institutional restructure, the anatomy prosection laboratory time per subject was dramatically reduced. In response, the authors set out to redesign their anatomy units with a focus on engaging the learning activities that would increase time-on-task both within and outside of the classroom. One of these curriculum changes was the implementation of a suite of anatomy learning activities centered on sets of three-dimensional printed upper limb skeleton models. A two-part mixed-method sequential exploratory design was used to evaluate these activities. Part one was a questionnaire that evaluated the students' engagement with and perceptions of the models. Part two involved focus groups interviews, which were an extension of the survey questions in part one. The results of the study indicated that the majority of students found the models to be an engaging resource that helped improve their study habits. As a result, students strongly felt that the use of the models inspired greater academic confidence and overall better performance in their assessments. Overall, the models were an effective way of increasing the engagement and deep learning, and reinforced previous findings from the medical education research. Future research should investigate the effects of these models on student's grades within osteopathy and other allied health courses.  相似文献