Deaf and hard of hearing students' performance on arithmetic word problems     

Hyde M  Zevenbergen R  Power D 《American annals of the deaf》2003,148(1):56-64

There has been limited research into the intersection of language and arithmetic performance of students who are deaf or hard of hearing, although previous research has shown that many of these students are delayed in both language acquisition and arithmetic performance. The researchers examined the performance on arithmetic word problems of deaf and hard of hearing students in the South-East Queensland region of Australia; they also examined these students' problem-solving strategies. It was found that performance on word problems was similar for deaf and hearing students, but that deaf students experienced delays in achieving successful performance on word problems relative to their hearing peers. The results confirm the findings of other studies showing that students who are deaf or hard of hearing experience delayed language acquisition, which affects their capacity to solve arithmetic word problems. The study conclusions stress the need for greater use of direct teaching of analytic and strategic approaches to arithmetic word problems.  相似文献   

A study of emerging teacher practices in internet-based lesson plan development     

Robyn Battle  Isabel Hawkins 《Journal of Science Education and Technology》1996,5(4):321-342

In this paper we describe two aspects of an Internet-based lesson plan development project called Science On-Line-Earth and Space Science for the Classroom. First, we discuss the design of the Science On-Line (SOL) Project, which focuses on building a community of practice, appropriate task and setting, and contact with the scientific workplace. Second, we examine strategies teachers used as they approached the task of creating Internet-based science lesson plans for the World Wide Web. Based on the analysis of data gathered during the various project phases, results show that the teacher-developed strategies have varying degrees of effectiveness in facilitating Internet-based lesson plan design, information-gathering, and organization. We describe how the strategies began to evolve into formulated practices for Internet-based lesson development within the SOL teacher community. The SOL investigation develops a case study of the strategies and emerging practices in the context of the creation and pilot-testing of Internet-based lesson plans. This case study may serve as an exemplar of tested Internet-based lesson development strategies and practices for the educational community.  相似文献   

Teaching and learning with technology     

Dr  Robyn Smyth 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(3):579-579

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Embodied Knowing in Online Environments   总被引：4，自引：0，他引：4  

Gloria  Dall'Alba & Robyn  Barnacle 《Educational Philosophy and Theory》2005,37(5):719-744

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Teaching science in primary schools: What knowledge do teachers need?     

Robyn Baker 《Research in Science Education》1994,24(1):31-40

Several reviews on science education have lamented the lack of content knowledge of primary teachers and implied that improvements in this area would lead to better teaching and learning. Subject knowledge, however is a complex issue. What knowledge is required and how much? There is knowledge of the ‘content’ and the ‘processes’ of science. An elusive but essential third component has been described as syntactic (Grossman, Wilson &; Shulman, 1989), experiential (Burnard, 1986) or personal knowledge. This paper argues that it is unrealistic to consider the implementation of pre-service primary science courses that will provide potential teachers with all the ‘knowledge’ that they will require to be an effective teacher of science. Science educators, can however, provide effective frameworks from which pre-service students can identify and develop their existing knowledge. If teachers of science have their knowledge of science set within a personal view of science the potential exists for their school science programs to be more comprehensive, dynamic, relevant and contemporary. One perspective that could provide this framework is that offered by ‘Science, Technology and Society’ (S-T-S).  相似文献   

Using Lesson Study in teacher professional development for domain-based moral education     

Allegra Joie Midgette  Robyn Ilten-Gee  Deborah Wong Powers  Aki Murata  Larry Nucci 《Journal of moral education》2018,47(4):498-518

This study examined the application of Lesson Study for professional development (PD) for a domain approach to moral education. A comparison was drawn between the effects of Lesson Study with 17 teachers and 144 students representing middle schools in the same district as a prior study employing intensive traditional PD. In Lesson Study, groups of same grade teachers construct lessons taught by one group member and observed by the others. Teachers meet following the lesson to critique and improve the lesson using criteria established by teachers and informed by outside ‘experts.’ Findings from analysis of teacher discourse over nine months and end of year surveys revealed improvements in teacher pedagogy, knowledge of moral development, greater sense of professionalism, and efficacy for engagement in moral education in comparison with controls. Fewer lessons were produced, resulting in fewer gains in student moral and conventional reasoning than observed with intensive individualized PD.  相似文献   

Both ways strong: using digital games to engage Aboriginal learners     

Robyn Jorgensen  Tom Lowrie 《International Journal of Inclusive Education》2013,17(2):130-142

Engaging Aboriginal learners in the school curriculum can be quite a challenge given issues of cultural and linguistic differences. Even more so, these differences can be expanded when the students are in their adolescence. Creating learning environments that engage learners, while providing deep learning opportunities, is one of the biggest challenges for teachers in remote communities. This paper reports on a reform initiative that centred on the use of a digital game, Guitar Heroes, in a remote Aboriginal school. It was found that the digital media provided teachers with opportunities for new learning spaces and resulted in additional unintended learning outcomes.  相似文献   

Power,Conflict, and Cooperation: Toward a Micropolitics of Coaching     

Paul Potrac  Robyn Jones 《Quest (Human Kinetics)》2013,65(2):223-236

According to Jones, Wells, Peters, and Johnson (1993), being political is a necessary part of a coach's repertoire, because a coach's effectiveness and longevity may depend not only on a favorable win–loss record but also on an individual's ability to gain the approval of contextual power brokers (e.g., athletes, other coaches, or owners). Although only limited research has been done examining power and interpersonal relationships in coaching, there remains a paucity of work investigating the micropolitics inherent in such relationships. The aim of this article is to make the case for how the adoption of a micropolitical perspective could serve to further our understanding of the power-ridden, contested nature of sports coaching. After an introductory examination of the concept of micropolitics in the educational literature, a discussion of how such practice is beginning to emerge in recent ethnographic coaching research is presented. The literature addressing the micropolitical nature of teachers' interactions and relationships with other pedagogical stakeholders is then explored in terms of providing future avenues of critical investigation into the social complexity of coaching. Finally, a concluding section summarizes the main points and highlights their implications for future work.  相似文献   

Useful Theory: Making Critical Education Practical – Edited by Rebecca A Goldstein     

Dr  Robyn Smyth 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(4):774-775

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What do coaches orchestrate? Unravelling the ‘quiddity’ of practice     

Robyn L. Jones  Lars Tore Ronglan 《Sport, Education and Society》2018,23(9):905-915

The general purpose of this article is threefold. Firstly, it is to further the notion of coaching as orchestration through developing insight into precisely how and what coaches orchestrate. Secondly, it is to firmly position coaching as a relational practice, whilst thirdly it is to better define coaching’s complex nature and how it can be somewhat ordered. Following an introduction where the purpose and value of the article are outlined, we present the reflective method of critical companionship through which we explored and addressed the aforementioned purposes. The case for the quiddity, or the ‘just whatness’ (i.e. the inherent nature or essence) of coaching as involving complex, relational acts which can be somewhat explained through recourse to the developing theory of orchestration is subsequently made. In doing so, two precise examples of how we as coaches orchestrate sporting practice are presented. The article concludes with both a summary of the principal argument(s) made, and some reflective considerations for future directions.  相似文献