Problem Solving in a Middle School Robotics Design Classroom     

Stephen J. Norton  Campbell J. McRobbie  Ian S. Ginns 《Research in Science Education》2007,37(3):261-277

Little research has been conducted on how students work when they are required to plan, build and evaluate artefacts in technology rich learning environments such as those supported by tools including flow charts, Labview programming and Lego construction. In this study, activity theory was used as an analytic tool to examine the social construction of meaning. There was a focus on the effect of teachers’ goals and the rules they enacted upon student use of the flow chart planning tool, and the tools of the programming language Labview and Lego construction. It was found that the articulation of a teacher’s goals via rules and divisions of labour helped to form distinct communities of learning and influenced the development of different problem solving strategies. The use of the planning tool flow charting was associated with continuity of approach, integration of problem solutions including appreciation of the nexus between construction and programming, and greater educational transformation. Students who flow charted defined problems in a more holistic way and demonstrated more methodical, insightful and integrated approaches to their use of tools. The findings have implications for teaching in design dominated learning environments.  相似文献   

Talking Spirituality with Family Members: Black and Latina/o Children Co-researcher Methodologies     

Nadjwa E. L. Norton 《The Urban Review》2006,38(4):313-334

Children in public schools challenge people’s conceptions of them by talking about their spiritualities and spiritual practices. Based on a one-year multicultural feminist critical narrative inquiry, this article examines how Black and Latina/o first grade children co-researchers interview family members to think about their beliefs, encourage others, and to acquire more spiritual knowledge. I provide three counterstories in which children choose a mother, an older sister, and a younger brother to interview. These counterstories demonstrate children’s diverse literacies and spiritual practices, and families’ involvement in children’s lives. I discuss implications for educational practices in support of Black and Latina/o children and their families. I highlight ways pedagogical practices can be critiqued and transformed in order to better support children.Dr. Nadjwa E. L. Norton is an Assistant Professor in the Literacy Department at City College, CUNY. Her scholarship focuses on multiple literacies practices, spirituality, teacher education, equity-oriented multicultural education, and collaborative qualitative research designs. Address correspondence to Dr. Nadjwa E. L. Norton, Department of Literacy NAC 6/207, The City College of New York, 138th Street & Convent Avenue, New York, NY 10031, USA; e-mail: nnorton@ccny.cuny.edu.  相似文献   

Online or Face-to-Face: Do Mission-Related Student Learning Outcomes Differ?     

Charlotte S. Lang  Gwetheldene Holzmann  Hallett Hullinger  Mary Lou Miller  Timothy D. Norton 《Christian Higher Education》2019,18(3):177-187

This study investigated how an authentic assessment program was used to examine student learning outcomes within the context of a Christian university’s institutional mission, core values, and distinctive qualities. For the purposes of this study, an authentic assessment program is defined as assessing student-produced work within the context of the institutional mission. A sample of 1,814 undergraduate students taking one or more general education courses at the university during the 2007–2009 academic years was examined for any significant differences in student learning outcomes. A univariate analysis of covariance (ANCOVA) indicated the Student Assessment System (SAS) scores for the online students were not significantly different from the SAS scores for the face-to-face (F2F) students after controlling for course grade. These results suggest that online students achieved the same critical mission-related educational outcomes that the university required of its F2F students. An implication of this finding is that the university just as effectively articulated its faith-based mission and vision to the online students as it did to its students taking classes F2F.  相似文献   

Self-assessment in coursework essays     

Nigel Longhurst  Lin S. Norton 《Studies in Educational Evaluation》1997,23(4):319-330

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批判理论视角下的语言教师教育研究     

玛格丽特·霍金斯  邦尼·诺顿  李奕婷 《当代教师教育》2018,(2):5-10

批判性教师教育强调提升教师学习者的批判意识、进行批判性地自我反思和形成与批判性教学法相联系的能力.在语言教学中,充分认识到不同族群在教育机构和社会交往中的权力关系以及它们对学习者自我认知方式的影响.通过教育培养少数族裔学生的批判意识和反抗现存社会中不公平的能力.  相似文献   

The 'new vocationalism' in the United States: Returning to John Dewey     

W. Norton Grubb 《Educational Philosophy and Theory》1996,28(1):1-23

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Comments on Laraudogoitia's 'Classical Particle Dynamics, Indeterminism and a Supertask'   总被引：1，自引：0，他引：1  

Earman  John; Norton  John D. 《The British journal for the philosophy of science》1998,49(1):123-133

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On Decomposing an Exponential Random Variable into its Integer and Decimal Parts     

Mick Norton  Dennis Wackerly 《Teaching Statistics》1998,20(2):51-52

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Promoting Early Literacy and Student Investment in the African Storybook     

Espen Stranger-Johannessen  Bonny Norton 《Journal of Language, Identity & Education》2019,18(6):400-411

ABSTRACT

Research has found that reading achievement is strongly associated with opportunities for children to engage actively with print. This article addresses research on a digital initiative called the African Storybook, which provides a website with over 1,000 openly licensed children’s picture storybooks in more than 150 African languages, as well as the official languages of English, French, and Portuguese (africanstorybook.org). The article draws on a 2014 study conducted in Uganda that sought to examine the extent to which teachers and children were invested in the African Storybook stories. Of central interest in this article is the extent to which teachers sought to encourage young children to engage actively with the African Storybook stories. The findings suggest that use of the stories promoted greater ownership of meaning for the young readers, as well as shifts of identity for both students and teachers.  相似文献   

Library project management in a collaborative web-based working environment     

Tracey Stanley  Frances Norton  Barry Dickson 《New Review of Academic Librarianship》2013,19(1):70-83

This paper discusses the emerging paradigm of project management performed in a web-based working environment. It highlights how project management and its associated features are strongly linked to fulfilling quality and value criteria for customers, and it examines how collaborative working environments can greatly reduce the administrative burden of managing large projects, especially and almost paradoxically, when resources are limited. Specifically, the paper examines the application of a project management methodology (PRINCE2) together with the use of a collaborative web-based working environment over a number of pilot projects at Leeds University Library. It describes the pilot phase of a library management decision to run a series of major Library projects using project management methodology, while continuing to run other projects through the existing locally developed planning mechanisms and describes the pitfalls of these latter alternatives, less sophisticated project management tools, and describes the main issues that this change in practice has brought to light. It draws preliminary conclusions about the effectiveness of this change in practice in one of the UK's largest academic libraries.  相似文献