Signs and symbols--Who uses what?     

C Kiernan  B Reid  L Jones 《Special education: forward trends》1979,6(4):32-34

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Student teachers' learning about subject matter and pedagogy in education for sustainable development   总被引：1，自引：3，他引：1  

Graham Corney  Alan Reid 《Environmental Education Research》2007,13(1):33-54

This article reports on an investigation of student teachers’ learning about education for sustainable development (ESD). Phenomenographic data were collected using open proformas and interviews from student geography teachers taking the University of Oxford Post‐Graduate Certificate in Education (PGCE) in 2003–2004. The data analysis focuses on what the cohort of student teachers perceived as their learning about ESD and the sources that contribute to it. Extracts from the data illustrate their conceptions of subject matter, regarding the relevance of sustainable development for school students, its complex and contested meanings, and the challenges it presents for learning and learners. Data on conceptions of pedagogy illustrate their depth of learning about the relationship between ESD subject matter and approaches and strategies in teaching and learning, and features of pedagogy that illustrate interactive teaching strategies. Various school and university‐based sources were identified by the student teachers as leading to specific aspects of learning about ESD, although many of the accounts illustrate a combination of sources. Implications of the findings for teacher education and research in ESD are also discussed.  相似文献   

Making Connections     

Mulvey  Bridget K.  Parrish  Jennifer C.  Reid  Joshua W.  Papa  Jeffrey  Peters-Burton  Erin E. 《Science & Education》2021,30(3):527-555

Science & Education - In-depth understanding of nature of science (NOS) moves beyond knowledge of discrete NOS aspects to consider connections among NOS aspects. This study presents three...  相似文献   

Embodied Cognition: Somatic Markers, Purposes and Emotional Orientations     

Laurinda Brown  David A. Reid 《Educational Studies in Mathematics》2006,63(2):179-192

We describe the “somatic marker hypothesis” proposed by Damasio (1996) to account for the ability of most people to make decisions quickly and continually in the course of their lives. We relate this hypothesis to two other theoretical constructs, emotional orientations and purposes, which we have used in our research on students' reasoning and teachers' decision making. Given that somatic markers are a part of unconscious mental activity, they cannot be observed by introspective reflection. How then can we research something we cannot see? Beginning with the hypothesis that somatic markers influence actions, we observe, particularly, the actions of student teachers, teachers and children in mathematics classrooms at points where they make decisions. This process is illustrated through examples both of teaching and learning in mathematics, and through the account (see Op't Eynde and Hannula, this issue) of ‘Frank’ reflecting on his decision-making in mathematical activity. We use the case of Frank to illustrate some differences between viewing mathematical activity from our perspective and from those of some other contributors to this special issue. The connections between emotional orientations, somatic markers and purposes are further illustrated by two examples drawn from our research into teacher development and students' reasoning processes.  相似文献   

Early Intervention for Behaviour Problems in Young Children with Developmental Disabilities     

Clare Roberts  Trevor Mazzucchelli  Kelly Taylor  Rosine Reid 《International Journal of Disability, Development & Education》2003,50(3):275-292

This article reviews research on intervention for young children with dual developmental and behavioural problems. It makes a case for intervention to include family variables and to occur in the preschool years. Behaviour problems are common in young children with developmental disabilities. If untreated these problems are likely to persist and become more challenging and severe in adulthood. Behaviour problems interfere with cognitive, social and emotional development, create additional family stress, often lead to exclusion from community services, and result in additional financial costs to the community. Intervention research provides some support for the effectiveness of parent management training and interventions based upon applied behaviour analysis. However, randomised controlled trials with adequate follow-up periods are required, along with the measurement of outcomes for the family as a whole.  相似文献   

The experience of becoming a legal professional   总被引：1，自引：0，他引：1  

Anna Reid  Vijaya Nagarajan  Emma Dortins 《高等教育研究与发展》2006,25(1):85-99

Students intent on a career as a legal professional prepare for this through university study. The research reported in this paper looks at the clear relationships described by law students between the focus of their university study and their perceptions of the nature of work as a legal professional. We suggest that the current approach to teaching students of law requires some change to enable students to develop holistic approaches to learning in conjunction with a broadened perception of their future work.  相似文献   

Writing film: making inferences when viewing and reading     

Mark Reid 《Literacy》2003,37(3):111-115

This article discusses the ways in which short films on video might be integrated into the English curriculum. I argue that shorts can be used to scaffold writing, and further than this, that students can learn a great deal about narrative form by shuttling between the two media of print and film. The article focuses on a ‘worked example’, being an account of an INSET session using a short film called Father and Daughter.  相似文献   

Success in everyday physics: The role of personality and academic variables*     

Jill M. Norvilitis  Howard M. Reid  Bret M. Norvilitis 《科学教学研究杂志》2002,39(5):394-409

Two studies examined students' intuitive physics ability and characteristics associated with physics competence. In Study 1, although many students did well on a physics quiz, more than 25% of students performed below levels predicted by chance. Better performance on the physics quiz was related to physics grades, highest level of math taken, and students' perceived scholastic competence, but was not related to a number of other hypothesized personality variables. Study 2 further explored personality and academic variables and also examined students' awareness of their own physics ability. Results indicate that the personality variables were again unrelated to ability, but narcissism may be related to subjects' estimates of knowledge. Also, academic variables and how important students think it is to understand the physical world are related to both measured and estimated physics proficiency. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 394–409, 2002  相似文献   

Book reviews     

Mortimer  Kenneth P.  Hall  John  Rust  Chris  Reid  W. A.  Thomas  David  de Silva  Rufus  Durkin  Kevin M.  Hook  Sidney 《Higher Education》1989,18(6):743-760

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Knowledge, Aesthetic Insight and Education     

Louis Arnaud Reid 《Journal of Philosophy of Education》1973,7(1):66-84

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