Making sense of double number lines in professional development: exploring teachers’ understandings of proportional relationships     

Chandra Hawley Orrill  Rachael Eriksen Brown 《Journal of Mathematics Teacher Education》2012,15(5):381-403

This study presents a qualitative analysis of the knowledge teachers in one professional development course used to reason about proportional relationships with double number lines. We work from the knowledge-in-pieces perspective to consider the existing knowledge the participants did or did not invoke when learning to reason with this new-to-them representation. We analyzed videotaped sessions of a group of urban middle-grade teachers across five class meetings. Our findings include discussion of the two pieces of knowledge that emerged as important for reasoning about proportions with the representation and three knowledge pieces that deterred meaning making. Implications for professional development are discussed as are the implications for conceptualizing teachers’ understanding through a knowledge-in-pieces lens.  相似文献   

From Words to Concepts: Focusing on Word Knowledge When Teaching for Conceptual Understanding Within an Inquiry-Based Science Setting     

Berit S. Haug  Marianne Ødegaard 《Research in Science Education》2014,44(5):777-800

This qualitative video study explores how two elementary school teachers taught for conceptual understanding throughout different phases of science inquiry. The teachers implemented teaching materials with a focus on learning science key concepts through the development of word knowledge. A framework for word knowledge was applied to examine the students’ level of word knowledge manifested in their talk. In this framework, highly developed knowledge of a word is conceptual knowledge. This includes understanding how the word is situated within a network of other words and ideas. The results suggest that students’ level of word knowledge develops toward conceptual knowledge when the students are required to apply the key concepts in their talk throughout all phases of inquiry. When the students become familiar with the key concepts through the initial inquiry activities, the students use the concepts as tools for furthering their conceptual understanding when they discuss their ideas and findings. However, conceptual understanding is not promoted when teachers do the talking for the students, rephrasing their responses into the correct answer or neglecting to address the students’ everyday perceptions of scientific phenomena.  相似文献   

The power of the word: students’ and school staff’s use of the established bullying definition     

Ingunn Marie Eriksen 《Educational research; a review for teachers and all concerned with progress in education》2018,60(2):157-170

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Immediate and delayed effects of invented writing intervention in preschool     

Hilde Hofslundsengen  Bente Eriksen Hagtvet  Jan-Eric Gustafsson 《Reading and writing》2016,29(7):1473-1495

This study examined the effects of a 10 week invented writing program with five-year-old preschoolers (mean age 5.7 years) on their immediate post intervention literacy skills and also the facilitative effects of the intervention on the subsequent learning to read during the first 6 months of schooling. The study included 105 children (54 girls) from 12 preschools in Norway. The preschools were randomly assigned to the experimental group with the invented writing program, or the control group with the ordinary program offered to preschoolers. The classroom-based programs (40 sessions) were conducted by the children’s regular teachers. The children’s emergent literacy skills were evaluated using a pre-test, a post-test and a follow-up test 6 months later, and the data were analyzed using latent autoregressive models. The results showed that the invented writing group performed significantly better than the control group on the post-test for the measures of phoneme awareness (d = .54), spelling (d = .65) and word reading (d = .36). Additionally, indirect effects were observed on the delayed follow-up tests on phoneme awareness (d = .45), spelling (d = .48) and word reading (d = .26). In conclusion, we argue that invented writing appeared to smooth the progress of emergent literacy skills in preschool, including the subsequent reading development in school. Contextualized in a semi-consistent orthography and a preschool tradition that does not encourage the learning of written language skills, the findings add to our knowledge of how children learn to write and read.  相似文献   

Which students need accommodations the most,and to what extent are their needs met by regular upper secondary school? A cross-sectional study among students with special educational needs     

Moa Yngve  Helene Lidström  Elin Ekbladh  Helena Hemmingsson 《欧洲特需教育杂志》2019,34(3):327-341

The aim of this study was twofold: (1) to identify factors associated with a high level of accommodation needs in school activities among students with special educational needs (SEN) in regular upper secondary education; and (2) to investigate the extent to which schools have met students’ perceived accommodation needs. Accommodation needs and their provision in school activities were assessed with the School Setting Interview for 484 students with SEN. Students’ mean age was 17.3 years and 50% did not have a diagnosis. A logistic regression analysis revealed that a high level of school absence, studying a vocational programme, and a neuropsychiatric disorder were associated with a high level of accommodation needs. In the majority of school activities, about 50% of students had not received any accommodation despite an experienced need for support. About 30% of students perceived a need for support even though they had been provided with accommodations, and around 25% stated they were satisfied with received accommodations. Regular upper secondary school students with SEN are insufficiently provided with accommodations to satisfactorily participate in education. Specific student characteristics, e.g. high level of school absence, should receive special attention when investigating and accommodating students’ needs for support in school activities.  相似文献   

Experience,Intersubjectivity, and Reflection: A Human Science Perspective on Preparation of Future Professionals in Adaptive Physical Activity     

Øyvind F. Standal  Gro Rugseth 《Quest (Human Kinetics)》2016,68(1):29-42

ABSTRACT

The aim of this article is to show that and how philosophy and philosophical thinking can be of relevance for the preparation of future professionals in adaptive physical activity. To this end we utilize philosophical insights from the human science perspective on two central issues, namely experience and intersubjectivity, which are weaved together in an analysis of a reflective journal produced by an adaptive physical activity student. More specifically, by drawing on phenomenological and pragmatist philosophy, we show how the meaning of adaptive physical activity—as adaptive—is created through a complexity of individual and shared meaning making processes between adaptive physical activity educators, students, and the people they meet in their practicum. Through this article, we will show how the human science perspective can provide tools to understand the students, their learning, and their involvement in the educational program.  相似文献   

Engaging education: developing emotional literacy,equity and co‐education     

Elin Thuen 《Teachers and Teaching》2013,19(1):173-175

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Biomechanical differences in soccer kicking with the preferred and the non-preferred leg     

H.C. Dörge  T. Bull Andersen  H. SØrensen  E.B. Simonsen 《Journal of sports sciences》2013,31(4):293-299

The aims of this study were to examine the release speed of the ball in maximal instep kicking with the preferred and the non-preferred leg and to relate ball speed to biomechanical differences observed during the kicking action. Seven skilled soccer players performed maximal speed place kicks with the preferred and the nonpreferred leg; their movements were filmed at 400 Hz. The inter-segmental kinematics and kinetics were derived. A coefficient of restitution between the foot and the ball was calculated and rate of force development in the hip flexors and the knee extensors was measured using a Kin-Com dynamometer. Higher ball speeds were achieved with the preferred leg as a result of the higher foot speed and coefficient of restitution at the time of impact compared with the non-preferred leg. These higher foot speeds were caused by a greater amount of work on the shank originating from the angular velocity of the thigh. No differences were found in muscle moments or rate of force development. We conclude that the difference in maximal ball speed between the preferred and the non-preferred leg is caused by a better inter-segmental motion pattern and a transfer of velocity from the foot to the ball when kicking with the preferred leg.  相似文献   

‘My language tree’: young Finland‐Swedish adults tell us about their linguistic and cultural identities     

ANNA‐LENA ØSTERN 《课程研究杂志》2013,45(6):657-672

The education of teachers in Swedish Finland is a stage for a powerful display of Finland‐Swedish culture. This paper discusses the voices on this cultural stage, exploring the patterns in the stories these young Finland‐Swedish adults tell about their linguistic and cultural identities.  相似文献   

FORSØK MED CMAS     

Av skolepsykolog mag. art. Hans Østby 《Scandinavian Journal of Educational Research》2013,57(1):139-156

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