Developing a ‘leading identity’: the relationship between students’ mathematical identities and their career and higher education aspirations     

Laura Black  Julian Williams  Paul Hernandez-Martinez  Pauline Davis  Maria Pampaka  Geoff Wake 《Educational Studies in Mathematics》2010,73(1):55-72

The construct of identity has been used widely in mathematics education in order to understand how students (and teachers) relate to and engage with the subject (Kaasila, 2007; Sfard & Prusak, 2005; Boaler, 2002). Drawing on cultural historical activity theory (CHAT), this paper adopts Leont’ev’s notion of leading activity in order to explore the key ‘significant’ activities that are implicated in the development of students’ reflexive understanding of self and how this may offer differing relations with mathematics. According to Leont’ev (1981), leading activities are those which are significant to the development of the individual’s psyche through the emergence of new motives for engagement. We suggest that alongside new motives for engagement comes a new understanding of self—a leading identity—which reflects a hierarchy of our motives. Narrative analysis of interviews with two students (aged 16–17 years old) in post-compulsory education, Mary and Lee, are presented. Mary holds a stable ‘vocational’ leading identity throughout her narrative and, thus, her motive for studying mathematics is defined by its ‘use value’ in terms of pursuing this vocation. In contrast, Lee develops a leading identity which is focused on the activity of studying and becoming a university student. As such, his motive for study is framed in terms of the exchange value of the qualifications he hopes to obtain. We argue that this empirical grounding of leading activity and leading identity offers new insights into students’ identity development.  相似文献   

Music education in England, 1950–2010: the child-centred progressive tradition,by John Finney,Farnham, Ashgate, 2011, x + 188 pp., £55.00 (hardback), ISBN 978-1-4094-1076-8     

Pauline Adams 《Cambridge Journal of Education》2012,42(2):269-270

  相似文献   

Literature Choices and Language Cuing Systems: A Logical and Effective Match     

Pauline Davey Zeece 《Early Childhood Education Journal》1999,27(2):105-108

  相似文献   

Building Concepts with Quality Children's Literature     

Pauline Davey Zeece 《Early Childhood Education Journal》1999,27(1):35-39

  相似文献   

A changing assessment landscape in Ireland: the place of oral language     

Rachel Lenihan  Carmel Hinchion  Pauline Laurenson 《English in Education》2016,50(3):280-296

Although not a new discussion in the Irish context, the value of oral language development has recently gained prominence again in Irish Post‐Primary English classrooms. In this article we present how the recent introduction of Junior Cycle English, which now includes an Oral Communication Classroom Based Assessment (CBA) is renewing efforts to promote speaking and listening and has the potential to change teachers’ understanding of assessment in English. The rationale for this change is presented here from the perspectives of the different stakeholders in Irish Education; educational researchers, policymakers, the Inspectorate, teachers and students. To cite the Junior Cycle Framework: ‘until the examination changes, nothing else will’ (NCCA 2011: 6). However, past efforts to implement an oral assessment element illustrate how change is complex and fostering an awareness of the centrality of ‘classroom talk’ involves a cultural shift for the teachers implementing the Junior Cycle English Specification.  相似文献   

Comprehensive treatment of the older disabled reader     

Pauline Cowin  Virginia Graff 《Annals of dyslexia》1969,19(1):100-112

  相似文献   

Part III the treatment of reading disabilities at the New York infirmary reading clinic     

Fannie S. Mendelsohn  Pauline Cowin 《Annals of dyslexia》1964,14(1):69-78

  相似文献   

Frequent testing and personalized systems of instruction     

Robert D. Abbott  Pauline Falstrom 《Contemporary educational psychology》1977,2(3):251-257

This research compared course achievement in elementary statistics under Keller-plan Personalized Systems of Instruction and under other lecture methods of instruction incorporating only some of the basic components of Keller-plan teaching methods. The addition of content unitization and learning objectives to a lecture/midterm method resulted in course achievement below that found with Keller-plan methods. However, the addition of frequent testing (12 tests in a 14-week semester), content unitization, and learning objectives to a lecture method resulted in achievement at the same high level as achievement of students in a Keller-plan course. Both findings were replicated in two independent semesters. These results suggested that the achievement found in Keller-plan courses may be due to the frequent testing aspects of the mastery learning component of such methods and not to the personalization with proctors or allowance for individual rates present in Keller-plan methods.  相似文献   

Supporting Children's Social Cognitive Development: Literature Choices That Make a Difference     

Pauline Davey Zeece 《Early Childhood Education Journal》2000,27(4):239-242

  相似文献   

Socio-emotional connections: identity,belonging and learning in online interactions. A literature review     

Janine Delahunty  Irina Verenikina  Pauline Jones 《Technology, Pedagogy and Education》2014,23(2):243-265

This review focuses on three interconnected socio-emotional aspects of online learning: interaction, sense of community and identity formation. In the intangible social space of the virtual classroom, students come together to learn through dialogic, often asynchronous, exchanges. This creates distinctive learning environments where learning goals, interpersonal relationships and emotions are no less important because of their ‘virtualness’, and for which traditional face-to-face pedagogies are not neatly transferrable. The literature reveals consistent connections between interaction and sense of community. Yet identity, which plausibly and naturally emerges from any social interaction, is much less explored in online learning. While it is widely acknowledged that interaction increases the potential for knowledge-building, the literature indicates that this will be enhanced when opportunities encouraging students’ emergent identities are embedded into the curriculum. To encourage informed teaching strategies this review seeks to raise awareness and stimulate further exploration into a currently under-researched facet of online learning.  相似文献