Pre-service teachers’ future-oriented mathematical identity work     

Sonja Lutovac  Raimo Kaasila 《Educational Studies in Mathematics》2014,85(1):129-142

Research on identity has been a growing domain in the contexts of teacher education and mathematics education; however, identity work has been explored to a much lesser extent, with a future orientation overlooked. In addition, earlier studies have not provided sufficient knowledge on how different elementary teacher education programs might facilitate pre-service teachers’ identity work. In this study, we compare future-oriented mathematical identity work through a narrative framework considering six pre-service teachers undergoing two different teacher education programs. All pre-service teachers reported having had negative experiences with mathematics during their school years. Based on the results we conclude that despite the striking similarities in pre-service teachers’ mathematical backgrounds, the ways in which these cases are conducting their identity work differ substantially. It seems that the main reasons for these differences are different emphases and pedagogical practices in mathematics education courses. Additionally, we further elaborate on our earlier conceptualisation of identity work.  相似文献   

Witness recall across repeated interviews in a case of repeated abuse     

Sonja P. Brubacher  David La Rooy 《Child abuse & neglect》2014

In this illustrative case study we examine the three forensic interviews of a girl who experienced repeated sexual abuse from ages 7 to 11. She disclosed the abuse after watching a serialized television show that contained a storyline similar to her own experience. This triggered an investigation that ended in successful prosecution of the offender. Because this case involved abuse that was repeated on a weekly basis for 4 years we thus investigated the degree to which the child's narrative reflected specific episodes or generic accounts, and both the interviewer's and child's attempts to elicit and provide, respectively, specific details across the 3 interviews collected in a 1 month period. Across the 3 interviews, the child's account was largely generic, yet on a number of occasions she provided details specific to individual incidents (episodic leads) that could have been probed further. As predicted: earlier interviews were characterized more by episodic than generic prompts and the reverse was true for the third interview; the child often responded using the same style of language (episodic or generic) as the interviewer; and open questions yielded narrative information. We discuss the importance of adopting children's words to specify occurrences, and the potential benefits of permitting generic recall in investigative interviews on children's ability to provide episodic leads. Despite the fact that the testimony was characterized by generic information about what usually happened, rather than specific episodic details about individual occurrences, this case resulted in successful prosecution.  相似文献   

A comparison of non-verbal and verbal indicators of young children’s metacognition     

Roebers  Claudia M.  Kälin  Sonja  Aeschlimann  Eva A. 《Metacognition and Learning》2020,15(1):31-49

Metacognition and Learning - In the past decade, research increasingly uncovers emerging metacognitive skills in young children by using child-friendly, creative, and non-verbal measures of...  相似文献   

The Development of Implicit Memory From Infancy to Childhood: On Average Performance Levels and Interindividual Differences          下载免费PDF全文

Isabel A. Vöhringer  Thorsten Kolling  Frauke Graf  Sonja Poloczek  Ina Fassbender  Claudia Freitag  Bettina Lamm  Janina Suhrke  Johanna Teiser  Manuel Teubert  Heidi Keller  Arnold Lohaus  Gudrun Schwarzer  Monika Knopf 《Child development》2018,89(2):370-382

The present multimethod longitudinal study aimed at investigating development and stability of implicit memory during infancy and early childhood. A total of 134 children were followed longitudinally from 3 months to 3 years of life assessing different age‐appropriate measures of implicit memory. Results from structural equation modeling give further evidence that implicit memory is stable from 9 months of life on, with earlier performance predicting later performance. Second, it was found that implicit memory is present from early on, and no age‐related improvements are found from 3 months on. Results are discussed with respect to the basic brain structures implicit memory builds on, as well as methodological issues.  相似文献   

An interactive learning environment designed to increase the possibilities for learning and communicating about radioactivity     

Sonja M. Mork 《Interactive Learning Environments》2013,21(2):163-177

Information and communication technology (ICT) is a natural part of most people's everyday life, and has also been introduced in schools. Previous studies have tended to focus on issues related to competency of teachers and lack of computer technology in schools. Focus now seems to be moving towards studies that help us understand how ICT may be used to enhance students learning. This article explores the learning environment Radioactivity from the Norwegian Viten project in order to provide insights into how features of the environment may influence student learning. A characteristic of the features of Radioactivity is provided and discussed in light of a set of quality principles for digital learning resources developed by the British Educational Communications and Technology Agency.  相似文献   

The Principal's Apprentice: Mentoring aspiring school administrators through relevant preparation     

Carol A. Mullen  S. Sonja Cairns 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):125-152

This emergent case study explores a special case of mentoring about the value and relevance of graduate administration programmes for professionals aiming to lead schools. It describes a questionnaire that was piloted with a graduate education group and then completed by beginning school administrators who were also interviewed. A graduate professor and student in a leadership programme collaborated on this study in order to more fully represent crucial perspectives. Their analysis of the questionnaire data suggests that some administrative tasks and duties (e.g., mediating school conflicts) are considered of the utmost importance for new school leaders to know. Topics covered by this emergent analysis of administrator preparation and related reform issues include a veteran teacher's story, major climate issues, literature on school administrator preparation that elucidates mentoring themes, insights from new school administrators, and examples of graduate programmes that include relevant education internships. Discussion focuses on concepts and examples of educational internship solutions and initiatives. The authors conclude with a call for programmatic improvement from the perspective of challenges that will need to be addressed to ensure change.  相似文献   

Libraries and Financial Literacy: Perspectives From Emerging Markets     

Sonja Špiranec  Mihaela Banek Zorica  Gordana Stokić Simončić 《Journal of Business & Finance Librarianship》2013,18(3):262-278

The article uses conceptual correlations between information literacy and financial literacy as a basis for arguing that financial literacy services have a place in library settings. The article discusses the general requirements, profile of services, and various challenges related to the introduction of financial literacy programmes in public libraries. An intensified interest in financial literacy matters may be assigned to the global financial crisis of 2007 to 2009. The interdependencies between financial crisis, financial literacy, and the potential of public libraries is illustrated by the example of one South-Eastern European country whose economic transformations and developments reflect the importance of financial literacy.  相似文献   

Young Children’s Education and Identity: A response to the European refugee crisis     

Sonja Arndt 《Educational Philosophy and Theory》2013,45(13-14):1377-1378

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Conditions for collaborative learning and constructive competition in school     

Pia Williams  Sonja Sheridan 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):335-350

Background:?Teacher-organised group work, in which pupils work together in groups or pairs, is one of many learning situations pupils may encounter at school. Research (Williams, P. and Sheridan, S., Collaboration as one aspect of quality: a perspective of collaboration and pedagogical quality in educational settings. Scandinavian Journal of Educational Research 50, no. 1: 89–93, 2006) shows that even though pupils are aware of the benefits that working in groups can generate, they tend to avoid structured group work at school.

Purpose:?The aim of this study is to gain knowledge about necessary conditions for collaborative learning and constructive competition to develop among pupils at school. What conditions are necessary for collaboration and constructive competition to develop in learning situations among pupils at school?

Sample:?The study was carried out in Sweden and involved a total of 66 children, 6–18 years of age, and 25 teachers. Both sexes were equally represented among the pupils. The participating schools and teachers were selected by means of a stratified sample involving different geographical and socioeconomic areas and different educational programmes. Twelve children were selected from each of school grades 1, 5 and 9, whilst a total of 30 students were selected from five different upper secondary school programmes.

Design and methods:?To study the conditions under which constructive competition could develop in school, the methodology used involved individual interviews. The analysis was qualitative and focused on the phenomenon of constructive competition and situations in which pupils and teachers compete. The process of analysis was interplay between empirical data and interactionistic theory, an analytical process of abduction, which consists of interpreting data and devising a theory to explain them. The intentions were to highlight perspectives of constructive competition in a variety of ways. The analyses converge, as well as generating information and knowledge about how pupils and teachers understand constructive competition.

Conclusions:?Several factors emerged as important for collaboration and constructive competition to develop among pupils in school. These were categorised into three conditions: attitudes, organisation and the meaning of learning. Competition between pupils and teachers does occur in school but it is not often explicitly articulated. The ways in which competition develops, either in destructive or constructive directions, becomes more a question of chance or coincidence than as evolving out of a conscious choice. To compete constructively in a conscious manner requires knowledge of how to be able to control the situation in a positive manner, about the characteristics of this kind of competition and of how – that is to say under what kind of conditions – it will develop constructively between people in school contexts. Content and conditions are thus seen as inseparable in the development of constructive competition.  相似文献   

Gender justice/gender through the eyes of children: a Photovoice project with elementary school gender expansive and LGBTQ-parented children and their allies     

Sonja Mackenzie  Ashleigh Talbott 《Sex education》2018,18(6):655-671

How do children experience gender? What are the roles of schools, adults and allies in supporting gender inclusion in a world of gendered categories? Despite a growing public discourse on gender and shifts toward fluid understandings of gender in US popular culture and educational institutions, the voices of transgender and gender expansive children remain on the margins. In Spring 2017, fourteen elementary school children in a school in Northern California, USA, who are gender expansive, transgender and in LGBTQ parented families and their allies documented their understandings and experiences of gender in their lives and in the school using Photovoice methodology. Visual and narrative findings traced three related themes of gendered meanings, gendered spaces and gendered allies. This paper asks how we can build more inclusive school environments in which children can come into their fully gendered selves. By documenting meanings and experiences of gender, children illustrate the infinite possibilities of gender and create pathways to institutional and social change for inclusive educational environments. The paper addresses the role of gender justice in light of persistent injustices rendered in and through gendered states to support movements for educational and social change.  相似文献