The role of school community partnerships in building successful transition pathways for young people: one school’s approach     

Robyn Broadbent  Marcelle Cacciattolo 《The Australian Educational Researcher》2013,40(1):109-123

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TEACHING FOR STATISTICAL LITERACY: UTILISING AFFORDANCES IN REAL-WORLD DATA     

Helen L. Chick  Robyn Pierce 《International Journal of Science and Mathematics Education》2012,10(2):339-362

It is widely held that context is important in teaching mathematics and statistics. Consideration of context is central to statistical thinking, and any teaching of statistics must incorporate this aspect. Indeed, it has been advocated that real-world data sets can motivate the learning of statistical principles. It is not, however, a straightforward task to take a real-world example and incorporate it into a lesson that will teach important statistical principles. This paper considers issues involved in using real data to exemplify statistical ideas and examines pre-service teachers’ attempts to design teaching activities using such data. Pre-service teachers were supplied with a topical data set and asked to plan lessons that would teach some key statistical idea to year 6 students. The lessons were analysed using a hierarchy for teaching statistical literacy, and great variation was found in the level of statistical thinking demanded in the planned lessons. Teachers who had completed a preliminary activity helping them to think carefully about what might be taught from real data in general produced lessons with stronger statistical content. A key requirement for having lessons with deep consideration of statistical ideas is to identify the actual affordances for teaching contained within a data set; the planning process then benefits from explicit attention to making that content evident in the teaching activities.  相似文献   

Revealing educationally critical aspects of rate     

Sandra Herbert  Robyn Pierce 《Educational Studies in Mathematics》2012,81(1):85-101

Rate (of change) is an important but complicated mathematical concept describing a ratio comparing two different numeric, measurable quantities. Research referring to students’ difficulties with this concept spans more than 20 years. It suggests that problems experienced by some calculus students are likely a result of pre-existing limited or incorrect conceptions of rate. This study investigated 20 Australian Year 10 students’ understanding of rate as revealed by phenomenographic analysis of interviews. Eight conceptions of rate emerged, leading to the identification of four educationally critical aspects of the concept which address gaps in students’ thinking. In addition, the employment of phenomenography, to reveal conceptions of rate, is described in detail.  相似文献   

Costabile,Angela & Spears,Barbara A ed (2012) The impact of technology on relationships in educational settings David Fulton (Routledge,Abingdon UK & New York) isbn 978‐0‐415‐61008‐7 217 pp £29.99 http://www.routledge.com/books/details/9780415610087/     

Associate Professor Robyn Smyth 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(6):E172-E173

Teachers interested in harnessing the internet for positive purposes will enjoy this book—it lays bare some myths, challenges perceptions, and provides evidence of interventions which hold great promise for ameliorating negative misuse, such as cyber‐bullying. Case studies from European, American and Australian practitioners highlight the work being done to harness the positive power of social networking and connectedness. If the content of this book is likely to be relevant to you, I recommend that you arrange to borrow a copy for a while. Robyn Smyth  相似文献   

Coaching redefined: an everyday pedagogical endeavour     

Robyn Jones 《Sport, Education and Society》2013,18(2):159-173

Following a brief introduction, in which the chosen format is discussed, this article comprises a dialogue between present-day coaching science (CS) and a critic, educational relationship (ER). ER disparages current conceptualisations of coaching as irrelevant and implores CS to redefine itself as an educational relationship between coach and athlete, paying particular attention to the micro-interactions that occur between them. Drawing on recent empirical work, ER makes the case that at the heart of coaching lies the everyday teaching and learning interface, and hence the activity should be considered a complex socio-pedagogical process. It is based on the premise that coaching, as opposed to being a knowable sequence, is problematic, multifaceted and fundamentally intertwined with teaching and learning at the micro-interactive level within given situational constraints. ER further suggests a number of pedagogical and sociological theories which can help CS better interpret its nature. Hence, it is argued that in going beyond the known to new theoretical horizons, more realistic analyses and understandings of what coaches actually do, whilst suggesting ways to do and teach it better, can be achieved.  相似文献   

Local archives and community collecting in the digital age     

Lyndon Ormond-Parker  Robyn Sloggett 《Archival Science》2012,12(2):191-212

Aboriginal communities in Australia have adopted new information technologies in innovative ways. The most well known is the Ara Irititja project software, now increasingly adopted by many local community groups in Australia. These developments demand a policy response from public collecting institutions and governments. There is a raft of opportunities being presented by current archival and record-keeping, and information and record-development programs and activities in Aboriginal communities. These include economic empowerment through the development and distribution of new products; community empowerment through “owning” histories, stories, images and other associated material and being able to manage the context of, and access to this material; and the development of opportunities for young people. Accompanying these opportunities, however, are serious threats to the protection, preservation, collection and use of this material. These threats are both immediate and long-term and include technology changes and format shifting; physical threats to local collections; the lack of IT expertise and archival knowledge; a lack of knowledge or agreement on the archiving system, standards and principles, and many others. This paper proposes that archives held, and being developed in Aboriginal communities, are developed as a nationally distributed collection with community-generated protocols and community-based management, supported within a fully integrated national framework.  相似文献   

Ovens,Peter et al (2012) Developing inquiry for learning Routledge (New York & London) isbn 978‐0‐415‐59877‐4 226 pp £24.99 http://www.routledge.com/books/details/9780415598774/     

Robyn Smyth 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(2):E67-E68

The authors provide some useful ideas and a bridge from face‐to‐face into blended learning contexts which teachers interested in an inquiry pedagogy may find useful. There are various scaffolds and exemplars as well as exploration of appropriate digital tools which can be used for critical inquiry. If the content of this book is likely to be relevant to you, I advise that you will probably find only parts of it of interest or use. Robyn Smyth  相似文献   

Teaching with emotional intelligence: a step by step guide for higher and further educational professionals     

Robyn Henderson 《Studies in Continuing Education》2013,35(1):121-122

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Teaching with new technology: four ‘early majority’ teachers     

Robyn Pierce  Kaye Stacey 《Journal of Mathematics Teacher Education》2013,16(5):323-347

This paper explores how four good teachers, who do not have a special interest in technology, meet the challenge of introducing the rapidly developing mathematics analysis software (e.g. spreadsheets, function graphers, symbolic algebra manipulation and dynamic geometry) into their classrooms. These teachers’ practice is viewed through the lens of Roger’s framework for the diffusion of innovation and Pierce and Stacey’s pedagogical opportunities map. Data on teachers, views and practices were collected over 2 years. ‘Pedagogical Maps’ give a picture of the teachers’ perception and uptake of pedagogical opportunities. New practices have been added slowly to each teacher’s repertoire and their increasing fluency in practical ability to teach with the technology resulted in some changes to the classroom didactic contract. Overall, new technology seemed to have been absorbed into current practice, more than changing practice. At this stage of their development, these teachers do not identify the distinctive new mathematical capabilities as contributing to the major relative advantage of the innovation. Instead, they see the relative advantage mostly in the incremental improvements to capabilities of earlier calculators, and meeting the need for students to be up to date. One of the current challenges is that significant changes in both software and hardware design have been happening so rapidly that these early majority teachers felt almost constantly hampered by the need to learn and teach new technical skills and so continue to make limited progress in taking advantage of opportunities to approach mathematics concepts in new ways.  相似文献   

Impact of a physical education-based behavioural skill training program on cognitive antecedents and exercise and sport behaviour among adolescents: a cluster-randomized controlled trial     

Manuel Coimbra  Robyn Cody  Jan-Niklas Kreppke 《Physical Education & Sport Pedagogy》2021,26(1):16-35

ABSTRACT

Background: School-based physical education has been associated with a multitude of potential learning outcomes. Representatives of a public health perspective suggest that promoting physical activity in and outside the context of school is an important endeavour. While the importance of behavioural skill training to improve (motor) learning is well documented in both general and physical education, the promotion of behavioural skills to foster physically active lifestyles constitutes a rather neglected area in physical education research.

Purpose: To examine whether a standardized physical education-based behavioural skill training program has the potential to positively impact on adolescents’ self-reported exercise and sport participation, as well as cognitive antecedents involved in the regulation of exercise and sport behaviour.

Research design: Cluster-randomized controlled trial.

Methods: A sample of 143 secondary school students (50% girls, aged 14–18 years) attending academic high schools in German-speaking Switzerland were assigned class-wise to the intervention (behavioural skill training) and control condition (conventional physical education lessons). Data were assessed prior and after completion of the 7-week intervention program, which was composed of four 20-min lessons and two reflection phases. Exercise and sport behaviour and cognitive antecedents (exercise/sport intention, motivation, implementation intentions, coping planning, self-efficacy) were assessed via self-reports. A multilevel mixed effects linear regression procedure was used to test the main hypotheses. The regression analyses were adjusted for clustering of school classes, and controlled for baseline levels of the outcome measure and potential confounders.

Results: Compared to a control condition, the intervention program resulted in significant improvements with regard to introjected motivation (p?<?.05), coping planning (p?<?.001) and self-efficacy (p?<?.01). The intervention also had a positive impact on adolescents’ self-reported sport/exercise behaviour (p?<?.001). Improvements in exercise/sport intention (p?<?.05), coping planning (p?<?.01), and self-efficacy (p?<?.01) were associated with increased levels of self-reported exercise/sport participation.

Conclusion: Behavioural skill training as part of compulsory physical education has the potential to improve cognitive antecedents of exercise and sport behaviour and to foster adolescents’ exercise and sport participation. Enhancing behavioural skills might be one way in which school physical education can contribute to the creation of more physically active lifestyles among adolescents.  相似文献