Ideology and School Mathamatics: Reply to C. P. Ormell     

W. G. M. Elliott 《Journal of Philosophy of Education》1969,3(1):55-64

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Environmental Education Action Research and the Role of the School     

John Elliott 《Environmental Education Research》1996,2(3)

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Developing pedagogical practices in Myanmar primary schools: possibilities and constraints     

Frank Hardman  Christian Stoff  Wan Aung  Louise Elliott 《Asia Pacific Journal of Education》2016,36(1):98-118

This paper presents the findings of a baseline study of pedagogic practices used by Myanmar primary teachers in the teaching of mathematics and Myanmar language at Grades 3 and 5. The main purpose of the baseline study was to inform the design of teacher education programmes and allow for subsequent evaluations of interventions designed to improve the quality of primary education. It found that the majority of observed lessons (n = 728) used a transmission model of teaching in which the teacher often used a chalkboard and/or textbook to transmit recipe knowledge for recall and there was little variation across the teaching of mathematics and Myanmar language at Grades 3 and 5. Drawing on evidence from the baseline, the paper explores the training needs of primary teachers in Myanmar in the light of proposed reforms to teacher education at the pre- and in-service stages.  相似文献   

Children’s solving of ‘Tower of Hanoi’ tasks: dynamic testing with the help of a robot     

Wilma C. M. Resing  Bart Vogelaar  Julian G. Elliott 《教育心理学》2020,40(9):1136-1163

Abstract

The present study investigated the usefulness of a pre-programmed, teleoperated, socially assistive peer robot in dynamic testing of complex problem solving utilising the Tower of Hanoi. The robot, in a ‘Wizard of Oz’ setting, provided instructions and prompts during dynamic testing to children when they had to solve 3?D Tower of Hanoi puzzles. Participants were 37?second grade 8-year-old children, of whom half received graduated prompts training between pre-test and post-test, delivered by the robot, and half did not. It was found that children’s progression in task accuracy varied considerably, depending on whether or not children were trained in solving Tower puzzles. Trained children showed greater progression in the number of Tower problems that they could solve accurately, made considerably fewer steps, although the Tower puzzles increased quickly in difficulty level. The mean completion time of trained children decreased at a slower rate than that of the untrained children, but both groups of children took considerably more time to think and plan ahead before they started the solving process. Only moderate relations with planning behaviour were found. In general, the study revealed that computerised dynamic testing with a robot as assistant has much potential in unveiling children’s potential for learning and their ways of tackling complex problems. The advantages and challenges of using a robot in educational assessment were discussed.  相似文献   

What did PISA and TIMSS ever do for us?: the potential of large scale datasets for understanding and improving educational practice     

Julian Elliott  Lazar Stankov  Jihyun Lee  Jens F. Beckmann 《比较教育学》2019,55(1):133-155

ABSTRACT

There appears to be something of an intellectual and philosophical gulf between education researchers who seek insights from statistical analyses of complex data-sets such as those provided by the OECD (PISA), and others who seek to develop rich, contextualised socio-historical understandings that can shed light upon why particular classroom practices operate and are sustained within a given milieu. This paper outlines these different perspectives, with particular reference to non-cognitive factors. Detailed analysis of the roots of high academic achievement, and associated challenges to student wellbeing, in many East Asian countries, is provided. The important influence of broad political and societal factors is highlighted by reference to cross-cultural differences across a large number of countries. The paper concludes by stating that while data from large datasets can assist in gaining greater understanding of cross-cultural differences, to be meaningful, such analyses should be incorporated within complex ecosystemic accounts.  相似文献   

游戏让我们聚在一起     

Michael Elliott  何海交 《英语沙龙》2008,(Z1)

对人类来说,游戏必不可少。当我们还小的时候,我们会四处扔彩球,或是目不转睛地看着灯光在我们眼前晃动,甚至为妈妈裙子上的图案而惊奇不已。我们都曾扔过小石子、棍子,或是球;我们迟早会喜欢上和兄弟姐妹们或小伙伴们一起玩耍——在人行道上玩跳房子游戏,或是在泥路上奔跑。我们迟早要有我们自己的团队——当然了,  相似文献   

The Efficacy of Two Training Approaches on Attitudes of Prospective Teachers Toward Mainstreaming     

Yona Leyser  Elliott Lessen 《International Journal of Disability, Development & Education》1985,32(3):175-183

Favourable attitudes of regular teachers are crucial for the successful integration of handicapped learners; the purpose of the present study was to evaluate the effectiveness of two training models on the attitudes of prospective regular education teachers toward mainstreaming. Three groups were compared: a) 14 pre‐service teachers provided with both information about and experience with the handicapped; b) 115 provided with information only; and c) a control group of 124. Two instruments were adminstered as pre‐ and post‐treatment measures. ANCOVA revealed significant differences between groups on total post‐test scores of both scales, and on factor scores. Post hoc t‐tests indicated that scores of the two treatment groups were significantly different from those of the control group but did not differ significantly from each other. Variables related to the improvement of teacher attitudes and the question of their maintenance over time are discussed.  相似文献   

Social skills deficits as a primary learning disability   总被引：1，自引：0，他引：1  

F M Gresham  S N Elliott 《Journal of learning disabilities》1989,22(2):120-124

Advances in the definition of social skills deficits in children and youth with learning disabilities are presented and critiqued. The proposed modified definition of learning disability by the Interagency Committee on Learning Disabilities, which includes social skills deficits as a specific learning disability, is presented and discussed. This definition is analyzed from primary, secondary, and social learning theory causative hypotheses. Development of an adequate assessment technology is viewed as critical to the identification and classification of social skills deficits in children and youth with learning disabilities.  相似文献   

Overcoming institutional barriers to broad-based curricular change     

Donald Elliott  Maurice L. Hirsch Jr.  Marsha Puro 《Innovative Higher Education》1993,18(1):37-46

Most large organizations, including universities, are fraught with institutional barriers to change. Their very structures can be impediments to the horizontal communication and cooperation necessary to effect broad-based innovation. U.S. automobile makers, however, are learning to overcome such structural obstacles to facilitate innovation. Can universities employ similar techniques? The recent experience of one regional university suggests important attributes of a successful model to facilitate curricular change.  相似文献   

Learning Environments and Learning Styles: Non-traditional Student Enrollment and Success in an Internet-based Versus a Lecture-based Computer Science Course     

Buerck  John P.  Malmstrom  Theodore  Peppers  Elliott 《Learning Environments Research》2003,6(2):137-155

Colleges and universities are increasingly using information technologies to enhance the learning environment. Many educational institutions offer Internet-based on-line courses in an effort to meet the educational needs of students. The primary goal of this research was to determine if there is a relationship between students' preferred learning environment (i.e. face-to-face or on-line) and their learning style. The secondary goal was to determine if there were any differences in the academic success of students in the face-to-face versus on-line sections. Participants were adult (ages 22+ years), non-traditional computer science students given the option to take a face-to-face lecture-based or an on-line Internet-based computer science course. Results revealed that computer science students in the face-to-face learning environment were more likely to have the Assimilator learning-style, whereas computer science students in the on-line Internet-based learning environment were more likely to have the Converger learning-style. Student academic success did not reliably differ as a function of learning environment selection. Implications of these results are discussed in terms of learning style characteristics of computer science students, learning styles and gender differences and implications of student academic success in on-line vs face-to-face environments. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献