Exploring mathematics identity: an intervention of early childhood preservice teachers     

Kayla A. Heffernan  Kristie J. Newton 《Journal of Early Childhood Teacher Education》2013,34(3):296-324

ABSTRACT

Early childhood and elementary preservice teachers often fear mathematics, find it irrelevant, have mathematics anxiety, hold negative self-perceptions, and have low mathematics achievement. This study investigates the influence of an identity exploration intervention on preservice teachers’ mathematics identities during a college Algebra course specifically designed for education majors. Results provide insight into the patterns of change in identity and motivation. Data was analyzed following a theoretical framework on role identity that highlights the interaction between self-perceptions, beliefs, goals, and action possibilities. Analysis identified patterns of change in student identities. Themes across cases highlight the differences in change amongst participants, the influence of initial identity, and the impact of perceived relevance on identity exploration.  相似文献   

Student teachers’ attitudes to inclusion: implications for Initial Teacher Education in Northern Ireland     

Jackie Lambe  Robert Bones 《International Journal of Inclusive Education》2013,17(6):511-527

With the imminent passing of the Special Educational Needs and Disabilities Act (SENDA) into law in Northern Ireland, along with changes to the curriculum and the planned move away from academic selection for post‐primary pupils in 2008, the education system in Northern Ireland is about to embrace radical change. Inclusion has now become one of the most pressing educational issues both nationally and internationally. As we move to address such change, there is a recognition that Initial Teacher Education (ITE) must review how new teachers are trained so they are equipped to teach effectively in classrooms that may be very different from their own learning experience. This paper focuses on a research project undertaken at the University of Ulster that considers student teachers’ attitudes to inclusion before their first teaching practice experience. While the findings reveal evidence of support for the philosophy of inclusion and for inclusive practices generally, they also show that many young teachers still show a strong attachment to, and belief in, traditional academic selection as a preferred education model  相似文献   

Inclusive/exclusive? Contradictory perspectives on autism and inclusion: the case for an integrative position     

Jackie Ravet 《International Journal of Inclusive Education》2013,17(6):667-682

This paper explores some of the tensions that frequently arise in debates about inclusion and the education of children and young people on the autism spectrum. This debate is often characterised by bipolar thinking and moral posturing, and is obscured by misunderstandings and omissions. This can create confusion for practitioners trying their best to support learners on the spectrum in inclusive classrooms, and does much harm to the inclusion project. This paper identifies some of the recurring entanglements that obfuscate the debate. The main thesis of the paper is that the effective inclusion of children and young people on the autism spectrum requires practitioners to question two dominant and contradictory perspectives within the inclusion literature – the rights‐based perspective and the needs‐based perspective – which, arguably, polarise thinking at the theoretical level and inclusive practice at classroom level. The specific aim of the paper is to identify oppositional views on labelling and special pedagogies within these two perspectives and critically explore their implications for teachers supporting learners on the autism spectrum. The possibility of an integrative inclusionist position is tentatively explored.  相似文献   

Assessing the impact of football-based health improvement programmes: stay onside,avoid own goals and score with the evaluation!     

Andy Pringle  Jackie Hargreaves  Lorena Lozano  Jim McKenna  Stephen Zwolinsky 《Soccer & Society》2014,15(6):970-987

Health improvement is an important strand of the Premier League’s ‘Creating Chances’ strategy. Through community programmes, professional football clubs offer health-enhancing interventions for a number of different priority groups at risk from a range of lifestyle-related health conditions. However, while national guidance recommends evaluating health improvement interventions, concerns remain about how to do this most effectively. This study aims to investigate the popularity of football-based health improvement schemes and assess the challenges associated with their evaluation. Adapted from existing methodologies, a semi-structured questionnaire was administered to an ‘expert’ sample (n?=?3) of football-led health evaluators. The sample was selected because of their experience and knowledge of performing evaluations of football-led health improvement programmes. Our ‘experts’ offered reasons for the popularity of football settings as channels for health improvement (including the reach of the club badge and the popularity of football), the justification for evaluating such schemes (including confirming effectiveness and efficiency) and the challenges of implementing evaluations (capacity, commitment and capability). Finally, a selection of key considerations for the evaluation of the impact of football-led health improvement programmes (obtaining expert guidance, building capacity and planning for evaluations) are discussed.  相似文献   

Initial teacher education online: factors influencing the nature of interaction in computer conferencing     

Jackie Lambe  Linda Clarke 《欧洲师范教育杂志》2003,26(3):351-363

SUMMARY This article examines the use of text conferencing by student teachers at the University of Ulster. An asynchronous facility was utilised through the Northern Ireland Network for Education (NINE) website in order to reduce student isolation while on teaching practice, and to provide a real context in which students could enhance their ICT skills. The key factors influencing the nature of conferencing were identified and explored, principally, the extent of student and tutor involvement, and the availability of a link to conferencing systems in schools. Conferencing was most valued by students for reducing the sense of isolation on teaching practice. The results show that conferencing serves purposes that not only include but exceed the initial aims, and that it has become a tangible asset to the Post Graduate Certificate in Education (PGCE).  相似文献   

What if the Library … Engaging Users to Become Partners in Positive Change and Improve Services in an Academic Library     

Cinthya Ippoliti  Juliana Nykolaiszyn  Jackie L. German 《Public Services Quarterly》2017,13(1):1-14

Participatory and anthropological studies have blended with library customer service design and feedback practices as ways to engage users in deeper and more meaningful conversations about their needs. Formal user studies can be cumbersome, expensive, and time consuming however. Sometimes asking a simple question will work just as effectively in uncovering user needs as other types of approaches. Taking this concept and applying it to the Oklahoma State University Library community resulted in a library-wide study in 2015. Researchers started with a simple question, “What if the library?,” and through interviews, online surveys, and a sticky-note wall, they found out the answer.  相似文献   

Words with Pictures: The Role of Visual Literacy in Writing and its Implication for Schooling     

Elaine Millard  Jackie Marsh 《Literacy》2001,35(2):54-61

This paper reports on two studies undertaken independently by the authors, both of which provide indicative evidence that the system of target setting in writing is exerting an influence on children’s perception of what is involved in authoring meaningful texts. In particular, the current emphasis on technical accuracy and neatness in handwriting has worked to limit the role of drawing in children’s construction of text. The authors suggest that this tendency has adverse consequences for the development of pupil confidence as the authors of their own meanings, particularly marked in boys. They argue that teachers and educators need to be more understanding of differences in the modes in which pupils choose to make sense of their social and cultural contexts.  相似文献   

The Royal College of Nursing's information needs survey of nurses and health professionals     

Bertulis R  Cheeseborough J 《Health information and libraries journal》2008,25(3):186-197

Aims: To find out about the nursing community's needs in the following areas: information or knowledge to improve practice in the clinical area; information to support lifelong learning and formal study. Methods: A questionnaire was circulated in summer 2004 containing questions on types of information source used for particular types of problem or question; specific sources used; ease of access to various information sources including computers and the Internet, and local health library; and workplace culture and environment. Results: A total of 1715 usable questionnaires were completed and returned. Significant numbers of the nursing community have currently no or limited access to computers. Nursing staff in the independent sector had less access to computers and the Internet than those working for the National Health Service (NHS). Workplace culture was as important as access to IT equipment. Conclusions: As a result of the survey, the Royal College of Nursing (RCN) is working with the NHS and the independent health sector to improve access and provide complementary services for the whole nursing community.  相似文献   

Inescapable Bodies, Disquieting Perception: Why Adults Seek to Tame and Harness Swift's Excremental Satire in Gulliver's Travels     

Jackie E. Stallcup 《Children‘s Literature in Education》2004,35(2):87-111

Jonathan Swift's Gulliver's Travelsis a complex, uninhibited, savage satire that concludes with the narrator's descent into madness—hardly a likely candidate for children's reading. In the nearly three hundred years since it was first published, however,Gulliver's Travelshas become associated with children's literature, though it is usually abridged, bowdlerized, and/or totally transformed. This essay examines changes commonly made to the text and concludes that these changes reveal how adults wield the tools of revision and abridgement in order to maintain an adult–child dichotomy characterized by power differentials.  相似文献   

The relationship between phonological awareness and the development of orthographic representations     

Dixon  Maureen  Stuart  Morag  Masterson  Jackie 《Reading and writing》2002,15(3-4):295-316

A training study was conducted to investigatethe relationship between phoneme segmentationability and the development of orthographicrepresentations. Five-year-old children withvarying degrees of phoneme segmentationability were taught to read ten new words byrepeated presentation of the words onflashcards. It was found that those childrenwho were most well equipped to perform phonemesegmentation tasks acquired this new readingvocabulary significantly faster than those whowere less phonemically aware. A series ofpost-tests was implemented to discover thenature of the internal orthographicrepresentations which the children had createdfor the words learned. The results of thesepost-tests demonstrated that the children whowere most phonemically aware had alsointernalised the most detailed orthographicrepresentations, despite needing fewerlearning trials. Salient letters fororthographic storage were predictable from thechildren's phoneme segmentation abilities. This paper provides strong support for thethesis that phonemic awareness is related toorthographic storage as well as alphabeticreading techniques.  相似文献