Co-thought gestures: Supporting students to successfully navigate map tasks     

Tracy Logan  Tom Lowrie  Carmel M. Diezmann 《Educational Studies in Mathematics》2014,87(1):87-102

This study considers the role and nature of co-thought gestures when students process map-based mathematics tasks. These gestures are typically spontaneously produced silent gestures which do not accompany speech and are represented by small movements of the hands or arms often directed toward an artefact. The study analysed 43 students (aged 10–12 years) over a 3-year period as they solved map tasks that required spatial reasoning. The map tasks were representative of those typically found in mathematics classrooms for this age group and required route finding and coordinate knowledge. The results indicated that co-thought gestures were used to navigate the problem space and monitor movements within the spatial challenges of the respective map tasks. Gesturing was most influential when students encountered unfamiliar tasks or when they found the tasks spatially demanding. From a teaching and learning perspective, explicit co-thought gesturing highlights cognitive challenges students are experiencing since students tended to not use gesturing in tasks where the spatial demands were low.  相似文献   

The association between academic self‐beliefs and reading achievement among children at risk of reading failure     

Allyn Fives  Dan Russell  Norean Kearns  Rena Lyons  Patricia Eaton  John Canavan  Carmel Devaney  Aoife O'Brien 《Journal of Research in Reading》2014,37(2):215-232

This paper investigates whether children's academic self‐beliefs are associated with reading achievement and whether the relationship is modified by gender and/or age. Data were collected from children at risk of reading failure, that is, emergent readers (6‐ to 8‐year‐olds) in socioeconomically disadvantaged areas reading at a level below the population mean. The authors' own measure of attitude to reading and perceived competence was used. The study found a significant positive association between attitude to reading in class and vocabulary and phonemic awareness and a significant negative association between perceived competence at reading in class and single‐word reading and spelling. Girls' attitude to reading and perceived competence were more positively associated with reading achievement, and this was most evident in the first grade. Perceived competence was inflated among those with the poorest reading and also among boys, in association with reading‐related skills found most challenging by children in this sample.  相似文献   

School processes and the transition to higher education     

Emer Smyth  Carmel Hannan 《牛津教育评论》2013,39(2):175-194

Previous research has indicated significant variation between schools in the proportion of their students who go on to higher education. However, relatively little attention has been paid to the specific school characteristics influencing application and entry to tertiary education. This paper sets out to analyse the individual and school factors which influence the transition to higher education in the Irish context. The paper draws on a large‐scale study of 4,400 students within 108 secondary schools in the Republic of Ireland. Almost three‐quarters of the students in the sample applied for a higher education course. However, schools varied in the application rates of their students. These differences are found to be related to the background characteristics of students (in terms of gender, social class and prior ability) along with the institutional habitus of the school. It is found that school factors associated with increased college application rates do not necessarily appear to yield higher rates of college entry but rather that successful entry to tertiary education is related to general academic effectiveness in the school.  相似文献   

Solving graphics tasks: Gender differences in middle-school students     

Tom Lowrie  Carmel M. Diezmann 《Learning and Instruction》2011,21(1):109-125

The capacity to solve tasks that contain high concentrations of visual-spatial information, including graphs, maps and diagrams, is becoming increasingly important in educational contexts as well as everyday life. This research examined gender differences in the performance of students solving graphics tasks from the Graphical Languages in Mathematics (GLIM) instrument that included number lines, graphs, maps and diagrams. The participants were 317 Australian students (169 males and 148 females) aged 9-12 years. Boys outperformed girls on graphical languages that required the interpretation of information represented on an axis and graphical languages that required movement between two- and three-dimensional representations (generally Map language).  相似文献   

The ethics of randomized controlled trials in social settings: can social trials be scientifically promising and must there be equipoise?     

Allyn Fives  Daniel W. Russell  John Canavan  Rena Lyons  Patricia Eaton  Carmel Devaney 《International Journal of Research & Method in Education》2015,38(1):56-71

In a randomized controlled trial (RCT), treatments are assigned randomly and treatments are withheld from participants. Is it ethically permissible to conduct an RCT in a social setting? This paper addresses two conditions for justifying RCTs: that there should be a state of equipoise and that the trial should be scientifically promising. Illustrated with a discussion of the RCT evaluation of the Wizards of Words reading programme, this paper argues that, first, the two conditions can give rise to genuine moral conflicts, and second, efforts can be made to ensure RCTs in social settings are scientifically promising. The argument of this paper therefore is a departure from the current debate on RCTs, where it is assumed these two justifying conditions should not come into conflict, either because research ethics is derived from the professional's duty of care, or because there is a strong distinction between the ethics of research and the duty of care. This paper also addresses critics who argue that in social settings RCTs cannot be scientifically promising and for that reason they are ethically impermissible.  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   

Energy system contribution to 1500- and 3000-metre track running   总被引：1，自引：0，他引：1  

Duffield R  Dawson B  Goodman C 《Journal of sports sciences》2005,23(10):993-1002

The aim of the present study was to quantify the contributions of the aerobic and anaerobic energy systems to 1500- and 3000-m track running events during all-out time-trials performed individually on a synthetic athletic track. Ten 3000-m (8 males, 2 females) and fourteen 1500-m (10 males, 4 females) trained track athletes volunteered to participate in the study. The athletes performed a graded exercise test in the laboratory and two time-trials over 1500 or 3000 m. The contributions of the energy systems were calculated by measures of race oxygen uptake, accumulated oxygen deficit (AOD), race blood lactate concentration, estimated phosphocreatine degradation and some individual muscle metabolite data. The relative aerobic energy system contribution (based on AOD measures) for the 3000 m was 86% (male) and 94% (female), while for the 1500 m it was 77% (male) and 86% (female). Estimates of anaerobic energy expenditure based on blood lactate concentrations, while not significantly different (P > 0.05), were generally lower compared with the AOD measures. In conclusion, the results of the present study conform with some recent laboratory-based measures of energy system contributions to these events.  相似文献   

The Literacy Skills of Language-Impaired Children: Time for 'joined up' thinking?     

James Law  Carmel Durkin 《Educational Psychology in Practice》2000,16(1):75-87

Relatively little research has been completed into the nature of the association between language and literacy in language-impaired children. This study examines a group of children who attended language unit provision between the ages of 3 years 6 months and 7 years in an inner city education authority. At follow-up, the children were between 7 years 10 months and 13 years 3 months. Of the 24 children, five had transferred to mainstream school, 12 went to a Key Stage 2 language unit and seven went to special school. The links between the assessments of language, phonological skills and literacy development are described. The educational outcomes for this group are considered. Proposals are made for closer collaboration between educational psychologists, and speech and language therapists in the initial identification of children with language impairment, and the continued communication with teachers, so that the language and literacy development of such children can be viewed within the whole teaching context.  相似文献   

Supporting academic workloads in online learning     

Carmel E. Haggerty 《Distance Education》2015,36(2):196-209

Academic workloads in online learning are influenced by many variables, the complexity of which makes it difficult to measure academic workloads in isolation. While researching issues associated with academic workloads, professional development stood out as having a substantive impact on academic workloads. Many academics in applied health degrees commence their educational careers as specialists or experts within their profession, rather than as professional educators. New educators may have limited access to professional development when orientating to their new role. The available professional development focuses on technological and presentation aspects, rather than pedagogy in practice, increasing workloads and adding complexity without the understanding. This study argues that academics become empowered to better understand and manage their workloads through the implementation of targeted professional development, as well as the use of clear institutional frameworks for instructional design. A framework for course design (LATARE) is presented as part of this study.  相似文献   

Using classroom videos to stimulate professional conversations among pre-service teachers: windows into a mathematics classroom     

James J. Watters  Carmel M. Diezmann  Loan Dao 《Asia-Pacific Journal of Teacher Education》2018,46(3):239-255

This paper reports on the novel use of classroom videos by 71 pre-service teachers enrolled in a one-year graduate diploma pre-service teacher education program across three Australian universities. The classroom videos were of an experienced teacher delivering a Year-6 mathematics lesson. Students observed, discussed and debated practices that were evident. Data were collected via observation protocols and through recorded focussed discussions. Pre-service teachers, even at the early phase of their course, were able to articulate theoretical explanations for events occurring in the lesson. All students, irrespective of the progression in the course, lamented the absence of prior opportunities to engage in analysis and discussion of classroom lessons. The study reinforces the value of dialectical interactions focussed on authentic teaching scenarios.  相似文献