Many Ways of Knowing: Creating classroom cultures in London's East End     

Eve Gregory 《Changing English: An International Journal of English Teaching》2002,9(1):23-33

Throughout the twentieth and into the twenty-first century we have been led to believe that there is an inevitable link between poverty and early literacy and learning difficulties, and since the end of World War II, poverty has been translated into notions of cognitive or linguistic deficit. Teachers have turned to 'experts', often academics or those responsible for official education reports, for solutions. Each decade has brought a different group of experts, often vigorously denouncing the last. This paper argues that teachers and the public have been hoodwinked into believing that answers for success lie with any particular methods, materials or even parental involvement programmes. Rather than turning to 'experts', readers are invited to listen to the voices of successful learners across the last century in London's East End, as they reflect upon what really mattered for them during those early years in school.  相似文献   

Back to beginnings: Credentialism,productivity, and Adam Smith's division of labour     

Denis J. Davis 《Higher Education》1981,10(6):649-661

The aim of this article is to examine critically—through a review of human capital and screening theories—the foundation of factional pressures for upgrading educational credentials in the labour market. The article refers back to the writings of Adam Smith to show that not only do the claims of the beneficial and productive social effects of educational upgrading need questioning but that these have been so questioned for more than 200 years.While accepting full responsibility for the views expressed in this article, I would like to acknowledge the advice given to me in the final preparation of the draft by Professors M. Blaug and P. J. Foster.  相似文献   

Student teachers’ knowledge about children with ADHD and depression and its relations to emotions     

Eve Kikas  Inge Timoštšuk 《Emotional and Behavioural Difficulties》2016,21(2):190-204

Student teachers’ knowledge about children with attention deficit hyperactivity disorder (ADHD) and depression and its relations to reporting experiencing emotions during teaching practice were studied. The participants were 186 teacher education students in Estonia. Student teachers’ general knowledge and confidence in knowledge varied a lot. Knowledge about children with ADHD was generally limited. Knowledge and confidence in knowledge were negatively related to reporting negative emotions (anxiety, anger, shame) experienced during teaching practice. Findings are discussed, taking into account recent changes in scientific knowledge about ADHD and depression and democratic changes in schools. As knowledge of special educational needs has become important due to applying inclusive education, the findings also refer to the need for modifications in teacher education curricula.  相似文献   

Students' understanding of cloud and rainbow formation and teachers' awareness of students' performance     

Elina Malleus  Eve Kikas  Sigrid Kruus 《International Journal of Science Education》2016,38(6):993-1011

This study describes primary school students’ knowledge about rainfall, clouds and rainbow formation together with teachers’ predictions about students’ performance. In our study, primary school students’ (N?=?177) knowledge about rainfall and rainbow formation was examined using structured interviews with open-ended questions. Primary school teachers’ (N?=?110) awareness of students’ understanding was measured with questionnaires and the results will be discussed in relation to teaching experience and the use of different teaching practices. Our results show that students in every grade hold a wide-ranging set of misconceptions that reflect different combinations of their own understanding and learnt scientific knowledge. Teachers tended to overestimate students’ performance and described second-grade students’ knowledge more accurately than fourth- and sixth-grade students’ knowledge. Teachers with less teaching experience were found to less overestimate and more underestimate sixth-grade students’ knowledge than teachers with more teaching experience.  相似文献   

Conceptualizing and Measuring the Optimal Experience of the eLearning Environment*     

Robert Davis  Don Wong 《Decision Sciences Journal of Innovative Education》2007,5(1):97-126

Online learning (eLearning) has become a global phenomenon as many organizations and educational institutions worldwide have entered the field in an attempt to enhance the students' experience of learning. While numerous studies have focused on the effectiveness and benefits of eLearning, few have focused on understanding and measuring the user experience and relating this to the actual student usage of the eLearning system. This study addresses this gap by conceptualizing and measuring the eLearners' experience from two integrated perspectives: (1) the learners' affective perceptions using the flow model and (2) the learners' technology acceptance using the Technology Acceptance Model. The integrated perspective proposes that the users' acceptance and the affective responses toward a particular system are two important factors in determining the users' intentional and actual behaviors, which in turn, influence user participation and engagement with the system. The data was collected in 2004 directly from 964 students using a Web‐based eLearning system called CECIL ( http://www.cecil.edu ) at the University of Auckland. The conclusions drawn from the results of the study using a structural equation model support the use of the integrated model for investigating eLearner behavior. The research implications of our findings are discussed.  相似文献   

Long-Term Memory for a Single Infancy Experience   总被引：1，自引：0，他引：1  

Eve Emmanuel Perris  Nancy Angrist Myers  Rachel Keen Clifton 《Child development》1990,61(6):1796-1807

Children's memory of a single infant experience was evaluated. Children in the experimental groups (N = 16 for 2.5-year-olds; N = 8 for 1.5-year-olds) had participated at 6.5 months in a study of auditory localization where they reached in the light and dark for a sounding object. They were reintroduced to the laboratory and the dark procedure they had experienced on that one occasion either 1 or 2 years previously. The first 5 trials were uninstructed; for the remaining 5 trials, children were instructed to find the sounding object. For half of the older group, a potential reminder of the infant procedure was introduced. The original infant rattle was sounded for 3 sec out of reach in the dark one-half hour prior to test trials. Equal numbers of age-matched inexperienced control subjects were also tested. The older children with infant experience reached and grasped the sounding object significantly more overall, and on instructed trials, than age-matched control children. Experienced 2.5-year-olds were also more likely to remain in the testing situation than children in the control group. The reminder facilitated uninstructed performance of the experienced children. Instructions to reach were helpful to all subjects. We conclude that children remembered aspects of a single experience that occurred when they were 6.5 months of age.  相似文献   

MODIFYING YOUR VIDEO EDITING SYSTEM     

E.J. Davis 《Learning, Media and Technology》1981,7(3):105-107

A simple modification of a Sony U‐matic edit controller, to provide an Automatic Cut‐out Facility, is described and its method of operation outlined.  相似文献   

Teachers’ perceptions of school climate as an indicator of their beliefs of effective teaching     

Tuuli Oder  Eve Eisenschmidt 《Cambridge Journal of Education》2018,48(1):3-20

The ability to express oneself clearly in both a mother tongue and a foreign language is a foundation principle of the new national curriculum in Estonia. Therefore, research was conducted to determine whether there was a possible relationship between English as a foreign language (EFL) teachers’ perceptions of effective teaching and the contextual evaluation of the school. The aim of this article is to describe the relationship between the perceptions of school climate and effective teaching among EFL teachers. The study revealed that EFL teachers’ perceptions of the school climate correlate to some extent with their perceptions of effective teaching practices, with some differences between teachers of Estonian-language schools compared with those of Russian-language schools. The research also highlighted that senior management should place more emphasis on creating a cooperative school climate for developing a learner-centred teaching approach as one of the foundation principles of the new national curriculum.  相似文献   

Advocating for equitable science‐learning opportunities for girls in an urban city youth club and the roadblocks faced by women science educators*     

Kathleen S. Davis 《科学教学研究杂志》2002,39(2):151-163

This article reports on a study that examined the obstacles women science educators faced as they facilitated Explorers, an after‐school science program for girls aged 6–12. The program aimed to provide girls with opportunities to legitimately participate in science activity. Explorers was one of several programs offered by the Foothills City Youth Club (FCYC) in a racially diverse urban center in the Southwestern United States. The youth club was meant to serve the needs of children and youth in that community. Through analysis of field notes, interviews, and documents, the social structures and forces that impeded the implementation of practices and the acquisition of capital are described. They include: (a) inadequate funding and community support, (b) conflicting beliefs between FCYC leaders and community leaders about the needs of boys and girls, and 3) inequitable decision‐making structures of the community. Underlying beliefs, structures, and practices within the community weakened the FCYC in many ways, interrupted the leadership's attempts to meet their goals as they worked with the community's children, and brought to the surface issues of bias and oppression. © 2002 John Wiley & Sons, Inc. J Res Sci Teach 39: 151‐163, 2002  相似文献   

一名美国地质学家对中国地球科学和教育的思考     

Gregory A Davis 《中国地质教育》2006,15(1):1-5

本文是格瑞高利·艾伦·戴维斯在中国地质大学(北京)为他举办的70华诞生日庆祝会上的讲话,由马文璞教授翻译整理而成。文章在充分肯定中国地质学在政府的支持下取得长足进步的同时,也对中国地学教育、科研状况提出中肯的批评和友好的建议。  相似文献