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41.
Brian R. Belland 《Educational Psychology Review》2011,23(4):577-600
Problem solving is an important skill in the knowledge economy. Research indicates that the development of problem solving
skills works better in the context of instructional approaches centered on real-world problems. But students need scaffolding
to be successful in such instruction. In this paper I present a conceptual framework for understanding the effects of scaffolding.
First, I discuss the ultimate goal of scaffolding—the transfer of responsibility—and one way that scholars have conceptualized
promoting this outcome (fading). Next, I describe an alternative way to conceptualize transfer of responsibility through the
lens of distributed cognition and discuss how this lens informs how to promote transfer of responsibility. Then I propose
guidelines for the creation of problem solving scaffolds to support transfer of responsibility and discuss them in light of
the literature. 相似文献
42.
AnnaMarie Conner Kelly W. Edenfield Brian W. Gleason Filyet Asli Ersoz 《Journal of Mathematics Teacher Education》2011,14(6):483-504
In this article, we report on a study of beliefs about mathematics, teaching, and proof conducted with six prospective secondary
mathematics teachers as they completed a two-semester sequence of a content course and a methods course. The initial beliefs
of the participants were identified using interview and survey data, and potential shifts in beliefs were examined through
further interview and survey data combined with classroom observations and written work. While their beliefs about mathematics
and proof appeared to be relatively stable, their beliefs about teaching shifted from a more teacher-centered view to beliefs
that foreground the activities and understandings of the students. These shifts are analyzed using the construct of belief
structures, and activities and events from the courses that may have facilitated the shifts are identified. The results are
consistent with the literature in some respects, such as the stability of the participants’ beliefs about mathematics. On
the other hand, our results present new information about how prospective secondary mathematics teachers’ beliefs about teaching
may be impacted. 相似文献
43.
Natalie C. Simpson Philip G. Hancock 《Decision Sciences Journal of Innovative Education》2011,9(2):235-253
This article chronicles the coordination and better integration of existing institutional resources to support cocurricular themes embedded in the provision of a large enrollment, video‐mediated undergraduate operations management (OM) course. The name Project Cheddarfield refers to a 2008 initiative in which two professors team‐taught an OM course to over 600 undergraduates on two different continents through the repeated rapid exchange of digital video between the United States and Singapore. Simultaneously infused in this core curricular delivery were themes of global awareness and study‐abroad, including the promotion of one particular opportunity that bridged the two campuses. This action research narrative spans over 5 years of related activity leading up to the initiative, as this project is best understood as a trajectory, or the evolving result of design adapting to unfolding realities. 相似文献
44.
Recai Akkus Brian Hand 《International Journal of Science and Mathematics Education》2011,9(4):975-998
This study examines the changes in teaching practices during the implementation of a pedagogical model called the mathematics
reasoning approach (MRA), which was founded on 2 critical areas in mathematics, problem solving, and writing to learn. Three
algebra teachers implemented the approach with their classes, which were divided into control (traditional) and treatment
(student-centered approach) groups, with their levels of implementation measured by the Reformed Teaching Observation Protocol
(RTOP) instrument. The implementation of the model resulted in positive changes in teachers’ pedagogical practices and yet
showed the struggles they faced. In the control classes (traditional classes), the level of teaching remained the same throughout
the study, whereas in the treatment classes (MRA classes), a significant improvement in the level of teaching was observed.
Even though the teachers’ implementation levels differed from each other, the patterns of the change for all 3 teachers showed
similarities; that is, their MRA teaching level was initially equivalent to their control teaching, but as the semester progress,
there was a separation between the 2 approaches. This separation between the 2 approaches appeared to be dependent upon the
pedagogical area on which the teacher put emphasis. The skill of questioning seemed to be 1 which each teacher first changed. 相似文献
45.
46.
This study investigates the dialogic processes involved in how teachers talk about their students and what consequences their ways of talking (i.e., “narratives”) may have for their guidance. We take a sociocultural perspective on learning as transformation of students’ subjectivity. Teaching, as a process of guiding and facilitating learning, cannot be effective if the teacher does not actively seek how the student perceives and understands reality. We borrow and adapt from Bakhtin (1999) four narrative ways of talking about others: objectivizing, subjectivizing, problematizing and finalizing. The presence of these narratives in web discussion postings of our pre-service teachers about the Latino children they worked with in a community center are analyzed. We then compare their ways of talking about children with print- and web-based discussions about children made by in-service teachers, model teachers and our pre-service teachers in a school-based practicum. Using mixed quantitative and qualitative methodologies, we found an overwhelming predominance of objectivizing and finalizing in our pre-service teachers’ narratives about the children with whom they work that seems to define a certain pedagogical regime that we call here “teaching imaginary children/students.” This “way of talking” about children seems to be characterized by unchecked speculations guiding instruction that are not tested by finding out from the children themselves how they understand the instruction and the world. These speculations, in turn, can lead to a dogmatic approach towards children. 相似文献
47.
Brian Merrick 《Children‘s Literature in Education》1991,22(1):25-34
Brian Merrick bas made a major contribution to the development of poetry teaching for younger children in the United Kingdom during the 1980s. CLE invited bim to look back over the decade and to select a personal list of favorite collections.ForCLE he has written on Poetry in Performance (issue 35) and Charles Causley (issue 70). The latter article was expanded intoTalking with Charles Causley for the National Association for the Teaching of English (1989). NATE has also published his influentialExploring Poetry: 5–8 (1987) andExploring Poetry: 8–13 (1990). 相似文献
48.
The genetic and environmental etiologies of diverse aspects of language ability and disability, including articulation, phonology, grammar, vocabulary, and verbal memory, were investigated in a U.K. sample of 787 pairs of 4.5-year-old same-sex and opposite-sex twins. Moderate genetic influence was found for all aspects of language in the normal range. A similar pattern was found at the low end of the distribution with the exception of two receptive measures. Environmental influence was mainly due to nonshared factors, unique to the individual, with little influence from shared environment for most measures. Genetic and environmental influences on language ability and disability are quantitatively and qualitatively similar for males and females. 相似文献
49.
50.
学术殖民主义在行动:美国认证他国大学 总被引:5,自引:3,他引:5
美国认证是针对美国高等教育的现实而设计的,它反映了美国学术系统的历史、规范以及价值观。作为一个学术超级大国,美国有义务不在全球滥用其学术强势。不存在任何形式的世界认证警察。 相似文献