The next UGC report on student progress     

Nicolas Malleson 《Higher Education Quarterly》1968,23(1):7-11

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Didactising: Continuing the work of Leen Streefland     

Erna Yackel  Michelle Stephan  Chris Rasmussen  Diana Underwood 《Educational Studies in Mathematics》2003,54(1):101-126

In this paper we present three cases of instructional design that illustrates both horizontal didactising, the activity of using already established principles to design instruction, and vertical didactising the activity of developing new tools and principles for instructional design. The first case illustrates horizontal didactising by elaborating how the constructs chains of signification and models were used to design an instructional sequence involving linear growth. The second and third cases illustrate vertical didactising by developing argumentation analyses and generative listening, respectively, as instructional design tools. In the second case, argumentation analyses emerge as a tool that other designers can use to anticipate the quality of conversations that can occur as students engage in tasks prior to implementing the instructional sequence. The third case develops the notion of generative listening as a conceptual tool within the context of designing differential equations instruction to gain insights into what are, for students, experientially-real starting points that are mathematical in nature and to provide inspirations for revisions to instructional sequences. This revised version was published online in August 2006 with corrections to the Cover Date.  相似文献   

The 3 × 2 Achievement Goal Questionnaire for Teachers     

Nicolas Mascret  Andrew J. Elliot  François Cury 《教育心理学》2017,37(3):346-361

Within the past decade, the achievement goal approach has begun to be used to study teacher achievement motivation. In recent research with students, a 3 × 2 model of achievement goals has been proffered that separates mastery-based goals in terms of a task/self distinction. The purpose of the present study was to extend this 3 × 2 model to teachers in order to provide important insights into teachers’ individual differences. We devised items for the questionnaire and showed that data obtained with the 3 × 2 Achievement Goal Questionnaire for Teachers fit the 3 × 2 model (in absolute terms and relative to 10 alternative models) and that each goal of the model exhibited good internal consistency. In addition, we linked the 3 × 2 goals to other key constructs relevant to achievement goals, namely, implicit theories of ability, instructional practices and intrinsic interest.  相似文献   

Interdisciplinary Research: A Promising Approach to Investigate Elite Performance in Sports     

Martinus Buekers  Jorge Ibáñez-Gijón  Antoine H.P. Morice  Guillaume Rao  Nicolas Mascret  Jerome Laurin 《Quest (Human Kinetics)》2017,69(1):65-79

While the call for interdisciplinary studies has been loud and clear over the last decade or so, the number of interdisciplinary publications in sport sciences is rather limited. One of the reasons for this scarcity is the complexity of the research process itself. Still, the combination and integration of information from different scientific disciplines seems to be important to better explain how elite performance comes about. In this article, we focus on this issue and discuss the advantages of interdisciplinary research for understanding how elite athletes are able to achieve such high-proficiency levels. The first section provides an overview of the studies that investigated elite performance in sports. In the second section, we focus on the issue of interdisciplinarity and illustrate how the ecological–dynamical approach and the concept of dimensional reduction can be used to explain how elite performers cope with the complex nature of sport skills. In the last section, we present a research outline and some practical considerations that can be helpful for researchers who aim to study sport skills from an interdisciplinary perspective.  相似文献   

A characterization of a unified notion of mathematical function: the case of high school function and linear transformation     

Michelle?ZandiehEmail authorView author&#;s OrcID profile  Jessica?Ellis  Chris?Rasmussen 《Educational Studies in Mathematics》2017,94(1):21-36

In this paper, we draw on the contemporary perspective of inclusive materialism offered by de Freitas and Sinclair to contribute to current discussions on the role of the body in the learning of mathematics. Using the notions of distributed agency and assemblage, we illustrate the way in which three students engage with a patterning task. We discuss this as an example to show how the mathematics activity involves, besides the students’ bodies, other materialities that populate the classroom, and how all the human and non-human bodies form a moving assemblage that constantly reconfigures and reorients learning. The inclusive materialism helps us talk about learning as a dynamic assemblage rather than in terms of individual achievements and directs attention to the material learning environment.  相似文献   

The logic of success: the relation between complex problem-solving skills and university achievement     

Matthias Stadler  Nicolas Becker  Johannes Schult  Christoph Niepel  Frank M. Spinath  Jörn R. Sparfeldt  Samuel Greiff 《Higher Education》2018,75(1):1-18

This article deals with the demands that plagiarism places on academic communities, and with the resources staff possess in dealing with these demands. It is suggested that plagiarism ought to be placed in the context of network of intertwining communities (scholarly, pedagogical and administrative), to which participants are engaged to a different extent. The relationship to the ethical issue of plagiarism is related to the subject’s engagement in these communities. The article examines the way teachers deal with plagiarism from the point of view of work engagement and work-related wellbeing. In particular, we analyse job demands created by episodes of dealing with plagiarism as well as job resources teachers possess that aid them in coping with these demands. We used thematic analysis of semi-structured interviews of teachers in two universities. Our results show that the demands fall on five thematic categories: 1. rupture in the personal pedagogical relationship, 2. challenge on the supervisory “gatekeeping” responsibility; 3. a breach of the “everyday normality”; 4. ambivalence in explaining plagiarism and 5. the strain of performing the act of accusation. A key job demand in dealing with plagiarism is that teachers must balance both rule-ethical and care-ethical orientations in their reactions and actions. The resources teachers draw upon when dealing with these demands are: 1) dialogue and reflection in collegial dialogue 2) support from superiors and administration 3) shared protocols, procedures and plagiarism detection software. Our analysis shows that there are various demands that make dealing with plagiarism a strenuous task, but university environments also provide teachers with resources to cope with them.  相似文献   

Facilitators and Barriers to the Implementation of EMOTION: An Indicated Intervention for Young Schoolchildren     

Lene-Mari Potulski Rasmussen  Joshua Patras  Simon-Peter Neumer  Frode Adolfsen  Kristin Dagmar Martinsen  Solveig Holen 《Scandinavian Journal of Educational Research》2020,64(5):728-743

ABSTRACT

Research on implementation of school-based transdiagnostic interventions, conducted by personnel from the municipal services is limited. We investigated facilitators and barriers regarding implementation of EMOTION, an intervention targeting symptoms of anxiety and depression in children 8–12 years. Trained health- and childcare professionals completed one questionnaire before (N?=?63) and a separate questionnaire after running an EMOTION group (N?=?66). Twelve of the group leaders were interviewed to provide additional information regarding implementation. Results indicated that factors such as a perceived need for the intervention and positive attitudes from the group leaders facilitated implementation. Hindering factors were related to time constraints, workload, unsupportive leaders, and lack of cooperation from the schools. Allocating resources to implementation specifically could promote future use of the program.  相似文献   

Fathers’ and mothers’ performances in father-mother-baby games     

France Frascarolo  Nicolas Favez  Elisabeth Fivaz-Depeursinge 《European Journal of Psychology of Education - EJPE》2003,18(2):101-111

Until now studies comparing fathers and mothers have mostly been realized in dyadic situations, father-infant versus mother-infant. The aim of the present paper was to bring to the core similarities and differences, between fathers and mothers, in terms of performance (N=42 families) in a triadic context. Father, mother and baby, seated in a triangular formation were invited to play as usual: first, one parent played with the infant and the other was participant-observer, and then they reversed their roles. Globally, no differences were observed between fathers and mothers in terms of being available, keeping their assigned roles, sharing a common focus of interest and co-creating games with their three month old infant. However a difference emerged when the order in which parents began as active parent versus third party parent was taken into account. Mothers who played first were better active partners than fathers, for keeping roles, sharing focus and co-creating games; and fathers who were first third party parent were better than third party mothers for sharing a common focus.  相似文献   

Understanding and Supporting Inhibitory Control: Unique Contributions From Proactive Monitoring and Motoric Stopping to Children’s Improvements With Practice     

Hilary J. Traut  Nicolas Chevalier  Ryan M. Guild  Yuko Munakata 《Child development》2021,92(6):e1290-e1307

Children struggle to stop inappropriate behaviors. What interventions improve inhibitory control, for whom, and why? Prior work suggested that practice proactively monitoring for relevant signals improved children’s inhibitory control more than practice with motoric stopping. However, these processes were not clearly dissociated. This study tested 162 seven- to nine-year-old children (89 female, 72 male, 1 unreported; 82% White) on the stop-signal task, following monitoring or stopping-focused practice. Both methods improved inhibitory control, supported generalization, and interacted ( = .20–.73). Practice approaches differentially impacted variability ( = .01–.09). Only monitoring benefits showed signs of depending upon proactive control ( = .02). These findings highlight unique contributions of attentional and stopping processes to inhibitory control, suggesting possibilities for tailored interventions.  相似文献   

Reviews     

Ivan Dalley Crozier  Susan Hardy  David Rutledge  Niall Shanks  Ian J. Slater  Daryn Lehoux  Alan Chalmers  Shaughan Lavine  Richard McDonough  Paul Redding  Katherine Neal  David J. Stump  Nicolas Rasmussen  Fa-ti Fan  David Oldroyd  Iain Davidson  Hanne Andersen  Vassiliki Betty Smocovitis  Ivan Crozier  Anjan Chakravartty  King’s College  John Laurent  Ian Tyrell  Susan Spath  Roy MacLeod 《Metascience》2001,10(3):412-506

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