Embedded Mathematics Remediation Using The Math You Need,When You Need It: A 21st‐Century Solution to an Age‐Old Problem     

Helen E. Burn  Eric M. D. Baer  Jennifer M. Wenner 《About Campus》2013,18(5):22-25

Using the need for math skills in geoscience courses as an example, Helen E. Burn and Eric M. D. Baer from Highline Community College and Jennifer M. Wenner from the University of Wisconsin Oshkosh make the case for just‐in‐time embedded remediation to improve student learning while using class time efficiently.  相似文献   

An International Teacher Education Collaborative Project     

Helen L. Carlson  Lena Stenmalm-Sjoblom 《Journal of Early Childhood Teacher Education》2013,34(3):25-35

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Handbook of attachment: theory,research, and clinical applications. Third edition     

Helen Cowie 《Pastoral Care in Education》2018,36(1):71-73

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Perspectives on peer-review: eight years of Aropä     

Helen Purchase  John Hamer 《Assessment & Evaluation in Higher Education》2018,43(3):473-487

Drawing on eight years of observation and correspondence from the Aropä project, we report on the issues important to academics who conduct on-line student peer-review activities, and the features they request to support their own instructional designs. The Aropä project is unusually broad, having so far supported over 100 instructors at 20 institutions across nine countries, almost one thousand activities, and more than 36,000 individual students. As the designers, developers, maintainers and advisors of an evolving and widely used tool, we use our unique position to report on the perspectives and priorities of instructors and students in this important and developing field.  相似文献   

Implementing the 2014 SEND reforms in England: perspectives from SENCOs     

Keith Tysoe  Kerry Vincent  Helen Boulton 《Support for Learning》2021,36(3):486-505

This article is based on research conducted within two years of the 2014 SEND (special educational needs and disability) reforms being in force and reports on the experiences of five SENCOs (special educational needs coordinators) on implementing the reforms in London schools. The research was conducted primarily to inform professional practice and improve delivery of the principles underpinning the reforms. The research deployed an adapted version of SWOT analysis as a tool for seeking the views of SENCOs on the perceived benefits and challenges of the SEND reforms. The findings demonstrate that SENCOs broadly support the principles of the reforms. However, SENCOs find some of the procedures in the 2015 SEND Code of Practice as proving problematic. There still remains a significant focus on managing administrative processes, rather than bringing about a fundamental change to school culture and educational provision. The article concludes by making several recommendations on ways to reduce bureaucracy for SENCOs and increase their focus on classroom practice.  相似文献   

Targeted Tuition Delivered by Personal Videoconferencing for Students with Mathematical Learning Difficulties          下载免费PDF全文

Eugénie Kestel  Helen Forgasz 《Learning disabilities research & practice》2018,33(2):112-122

The effectiveness of an individual, conceptual instruction‐based tuition program delivered by personal videoconferencing (PVC), compared to face‐to‐face (FtF) delivery for 30 upper primary and middle school students with mathematical learning difficulties (MLD), is described in this article. The experimental intervention targeted number sense, conceptual understandings of mathematical operations, and fluency with basic number facts. Results showed that significant improvements were achieved in accuracy on basic number fact tasks and standardized test results for both experimental groups. Implications for students with MLD living regionally and remotely are discussed.  相似文献   

Why Teaching Statistics is so important and challenging          下载免费PDF全文

Helen MacGillivray 《Teaching Statistics》2018,40(1):1-2

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Beyond Framing   总被引：1，自引：0，他引：1  

T. J. Thomson  Keith Greenwood 《Journalism Practice》2017,11(5):625-644

Visual news media's framing has been well studied; however, production factors and cultural conditions involved in photographer–subject interactions have attracted less scholarly attention although they are no less influential in determining the depiction. Guided by social constructionism theory, in-depth interviews with staff photojournalists at a daily community newspaper in the Midwest and an analysis of their work revealed 22 variables that impact how and why images look the way they do. Photojournalists have complete control of only two of these variables, share partial control of 13, but have no control over the remaining seven. The photographers also shared insights into how to improve their journalism's verisimilitude when dealing with reactive subjects. The results support concepts of social constructionism that the subjects of photographs are most comfortable with photographers who share similar characteristics, but that some characteristics can have greater influence. The results also highlight areas where photographers might focus in pursuit of authenticity in journalistic photographs.  相似文献   

Education for all or Just the Smartest Poor?     

Helen?AbadziEmail author 《Prospects》2004,34(3):271-289

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Learning for work and working to learn： Challenges within a changing UK higher education system     

Helen Corkill 《美中教育评论》2008,5(1):1-8

Higher education in the United Kingdom is currently undergoing major changes. In the foreseeable future, it will also undergo farther change. The nature of these changes can be attributed to several key areas-government demand for change, industry demand for change and student demand for change. The UK, like many other major economies and not for the first time in recent history, is having to face the implications of severe skills shortages in its workforce, coupled with the increasing competitiveness of more globalised workforees and workplaces. A recent major government report has set out the country＇s skills agenda until 2020 and UK higher education is starting to wrestle with the implications of these changes, some of which challenge the traditional preserves of university education. This paper will focus on the implications of these skills shortages and the impact that is having on UK higher education. In particular, reference will be made to the impact of the new 2 years vocational Foundation Degrees, to the shift from supply-led to demand-led higher education, the increasing integration and tensions of work-based learning and to the accreditation of Continuous Professional Development （CPD） within an academic framework. This paper presents one story of the growing and changing relationship between higher education and industry.  相似文献