From data source to co-researchers? Tracing the shift from ‘student voice’ to student–teacher partnerships in Educational Action Research     

Susan Groundwater-Smith 《Educational Action Research》2016,24(2):159-176

This article provides a review of the concept of student voice as it has been represented in Educational Action Research from the 1990s to the present day. Contextualised within an exploration of the challenges posed by educational action research that incorporates student voice in the current age of accountability as reflected and understood in academia, we explore issues of power and authority, issues of process and issues of ownership as they emerge in the literature. We note ways in which these challenges are manifest in primary and secondary schooling and in tertiary education. Finally, we survey some recent representations of student voice in Educational Action Research, observing something of a shift from earlier conceptualisations of students as a ‘data source’ to a more active involvement as co-researchers and joint constructors of knowledge, progressing toward more active student–teacher partnerships.  相似文献   

Rats remember not wisely but too well     

Sarah Adams-pepper  Sylvain Gagnon  Susan Fore  H. L. Roitblat 《Learning & behavior》1992,20(4):363-372

Rats were trained in a three-alternative spatial delayed matching-to-sample task in a starburst maze. Samples consisted of rewarded forced choices of one arm, and retention was indicated by rats’ returning to that arm after a 90-sec delay. If a rat made an error on its first choice, it was returned to the start compartment and allowed a second choice. Unlike in previous experiments with this task, all three arms were available during the animals’ second choices. The rats tended to perseverate in their second choices by returning to the arm that they had erroneously visited on their first choice. In Experiment 1, the accuracy of second choices following first-choice errors was below chance during the first block of sessions, when a 90-sec delay intervened between the first choice and the second choice, and at chance during the second block of sessions, when a short (5–6 see) delay intervened between first and second choices. In Experiment 2, long-delay and short-delay sessions were randomly presented to naive subjects. Similar results were obtained. In both experiments, the tendency to repeat the erroneous first choice was greater when long delays separated the two choices than when short delays were used. The results suggest that rats make their first-choice errors because they erroneously encode or remember the location of the sample and that they base their second choices on the same erroneous-memory. The increase in perseveration at long delays implies some kind of rehearsal-like mechanism that slows forgetting of the memory controlling the first choice.  相似文献   

Escalating Terror: Communicative Strategies in a Preschool Classroom Dispute     

Susan Danby  Carolyn D. Baker 《Early education and development》2001,12(3):343-358

  相似文献   

The Comparability of Scores from Different Digital Devices: A Literature Review and Synthesis with Recommendations for Practice     

Nathan Dadey  Susan Lyons  Charles DePascale 《教育实用测度》2018,31(1):30-50

Evidence of comparability is generally needed whenever there are variations in the conditions of an assessment administration, including variations introduced by the administration of an assessment on multiple digital devices (e.g., tablet, laptop, desktop). This article is meant to provide a comprehensive examination of issues relevant to the comparability of scores across devices, and as such provide a starting point in designing and implementing a research agenda to support the comparability of any assessment program. This work starts with a conceptual framework rooted in the idea of a comparability claim—a conceptual statement about how each student is expected to perform on each of the devices in question. Then a review of the available literature is provided, focusing on how aspects of the devices (touch screens, keyboards, screen size, and displayed content) and aspects of the assessments (content area and item type) relate to student performance and preference. Building on this literature, recommendations to minimize threats to comparability are then provided. The article concludes with ways to gather evidence to support claims of comparability.  相似文献   

Lecturers on teaching within the ‘supercomplexity’ of Higher Education     

Susan J. Lea  Lynne Callaghan 《Higher Education》2008,55(2):171-187

While a vast literature exists on students and their learning, work on lecturers and their teaching continues to lag some way behind. This paper explores the notion that the complexity of Higher Education (HE) today significantly impacts upon what goes on in the classroom through a two-tiered study. Semi-structured interviews were conducted to explore lecturers’ perceptions and experiences of teaching a specific module. Interviewees raised issues pertaining to the wider departmental, institutional and socio-political context. Consequently, focus groups were run with key people in the University to explore their perceptions of teaching and learning within the current HE climate. The findings suggest that lecturers perceive numerous external factors to impinge upon their teaching and attempt to militate against these in various ways in order to achieve ongoing enhancement of learning for students.

Susan J. LeaEmail:

  相似文献   

Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy     

Susan R. Goldman  M. Anne Britt  Willard Brown  Gayle Cribb  MariAnne George  Cynthia Greenleaf 《教育心理学家》2016,51(2):219-246

This article presents a framework and methodology for designing learning goals targeted at what students need to know and be able to do in order to attain high levels of literacy and achievement in three disciplinary areas—literature, science, and history. For each discipline, a team of researchers, teachers, and specialists in that discipline engaged in conceptual meta-analysis of theory and research on the reading, reasoning, and inquiry practices exhibited by disciplinary experts as contrasted with novices. Each team identified discipline-specific clusters of types of knowledge. Across teams, the clusters for each discipline were grouped into 5 higher order categories of core constructs: (a) epistemology; (b) inquiry practices/strategies of reasoning; (c) overarching concepts, themes, and frameworks; (d) forms of information representation/types of texts; and (e) discourse and language structures. The substance of the clusters gave rise to discipline-specific goals and tasks involved in reading across multiple texts, as well as reading, reasoning, and argumentation practices tailored to discipline-specific criteria for evidence-based knowledge claims. The framework of constructs and processes provides a valuable tool for researchers and classroom teachers' (re)conceptualizations of literacy and argumentation learning goals in their specific disciplines.  相似文献   

Unchaining the slaves: discovery learning is not being told     

Susan M Markle 《British journal of educational technology : journal of the Council for Educational Technology》1992,23(3):222-227

The emotional and intellectual advantages claimed for teaching by discovery have a long history, but actual designs for instructional environments in which discovery learning is facilitated are still all too rare. Contrary to many people's assumptions, the Socratic dialogues show no evidence of discovery-based learning, nor are they even examples of good questioning technique. Those who work with hypertext need to give deep thought to what it means to discover while being told.  相似文献   

Channel One Revisited: Prospective Teachers and the Role of American Higher Education     

A. J. Angulo  Susan K. Green 《Innovative Higher Education》2007,32(2):105-112

This study examined perceptions of college of education students and their experiences with Channel One, a privately-owned news service used in public education. Given that about one-third of middle and high schoolers in the US view the broadcast every school day, the authors surveyed 172 freshmen to discern their views and attitudes toward Channel One programming and commercials and the role colleges and universities might play in relation to this media service. While most studies on Channel One have been conducted from a K-12 point of view, the goal of this study was to reconsider the topic from the perspective of prospective teachers and post-secondary education. A. J. Angulo  is Assistant Professor of Social Foundations, Winthrop University. He received an Ed.D. and Ed.M. from Harvard University. His research interests include history of education, technology and education, and student rights. Susan K. Green  is Associate Professor of Educational Psychology, Winthrop University. She received a Ph.D. in social psychology from Loyola University, Chicago and a Ph.D. in educational psychology and research from the University of South Carolina, Columbia. Her interests include classroom assessment, motivational and instructional strategies to promote learning, and multicultural issues in education.  相似文献   

Preschool children use linguistic form class and pragmatic cues to interpret generics     

Gelman SA  Raman L 《Child development》2003,74(1):308-325

Generic noun phrases (e.g., "Bats live in caves") are important for expressing knowledge about abstract kinds. Past work has found that parents frequently use generic noun phrases in their speech to young children. However, little is known regarding how children understand these expressions, nor which cues signal generic meaning. The present set of 5 studies examined the influence of linguistic form class (e.g., "What color are dogs?" [generic] versus "What color are the dogs?" [nongeneric]) and of pragmatic context (e.g., "What color are they?" in the presence of either a single exemplar [generic] or multiple exemplars [nongeneric]). Participants were 2-year-olds (N = 42), 3-year-olds (N = 40), 4-year-olds (N = 40), and adults (N = 51). The data indicate that by 2 years of age, children use linguistic form class, and by 3 years of age, children use pragmatic context. These findings demonstrate that young children have begun to understand the distinction between generic and nongeneric noun phrases from a very young age, and that identification of generics is signaled not by formal or pragmatic cues alone, but by a combination of information from both language form and pragmatic context. It is suggested that children make use of multiple linguistic and conceptual cues to acquire and interpret generics.  相似文献   

Few take up offer of gene screening     

Miller SK 《New scientist (1971)》1993,139(1891):6

  相似文献