A Conceptual Framework for Learning to Teach Secondary Mathematics: A Situative Perspective   总被引：1，自引：1，他引：1  

Dominic Peressini  Hilda Borko  Lew Romagnano  Eric Knuth  Christine Willis 《Educational Studies in Mathematics》2004,56(1):67-96

This paper offers for discussion and critique a conceptual framework that applies a situative perspective on learning to the study of learning to teach mathematics. From this perspective, such learning occurs in many different situations -- mathematics and teacher preparation courses, pre-service field experiences, and schools of employment. By participating over time in these varied contexts, mathematics teachers refine their conceptions about their craft -- the big ideas of mathematics, mathematics-specific pedagogy, and sense of self as a mathematics teacher. This framework guides a research project that traces the learning trajectories of teachers from two reform-based teacher preparation programs into their early teaching careers. We provide two examples from this research to illustrate how this framework has helped us understand the process of learning to teach. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

Discriminated avoidance learning and reversal by goldfish in a shuttlebox using a linear presentation procedure     

Dominic J. Zerbolio 《Learning & behavior》1981,9(3):346-356

Goldfish, trained in a shuttlebox with cues and shock controlled by a linear presentation procedure, learned to control prevailing cue states and shock, and thus to discriminatively avoid shock presentation. The linear presentation procedure, adapted for the shuttlebox from the sequence of cue presentation occurring in the Y-maze, utilized three cues on each trial, a trial-start (TS) cue, a shock-paired (S?) cue, and an unpaired (S+) cue. At trial onset (TS cue), the goldfish had 10 sec to respond. The first response produced, via response-contingent programming, either the shock-paired (S?) or unpaired (S+) cue, and subsequent responses produced alternation of S+ and S?. The shock was omitted only if the S+ cue state prevailed 10 sec after trial onset. AU other cue states (TS and S?) were paired with shock. Goldfish learned to respond and control the prevailing cue state so that the S+ cue prevailed at 10 sec posttrial onset for a variety of different color-cue combinations and also learned to reverse their originally learned cue preference when the color cues were reversed. The linear presentation procedure represents an alternative discrimination learning procedure that appears to be free of the interpretational problems encountered in training goldfish in the shuttlebox apparatus with other one- and two-stimulus procedures.  相似文献   

Media Exposure on Student Work: Spotlight on Undergraduate Research     

Dominic Klyve 《PRIMUS》2017,27(4-5):548-557

Abstract

This paper describes efforts by the author to engage and motivate students in undergraduate research by giving them a large audience and engaging the media in disseminating their work. I provide an introduction to public relations from the point of view of a mathematics professor, and describe some lessons I have learned in my own attempts to engage newsprint, radio, and television sources in stories about undergraduate research in mathematics. After describing some partially successful early attempts, the paper discusses a recent event in which undergraduate research in mathematics became, briefly, a “hot news item” in Central Washington. The paper concludes with some thoughts about the benefits of this type of work to our students and our profession.  相似文献   

Pupils' word choices and the teaching of grammar     

Dominic Wyse 《Cambridge Journal of Education》2006,36(1):31-47

The idea that formal grammar teaching leads to improvements in school pupils' writing has been a popular one. However, the robust and extensive evidence base shows that this is not the case. Despite this, policy initiatives have continued to suggest that grammar teaching does improve pupils' writing: the Grammar for Writing resource is the most recent example in England. Educational analysis on the subject of grammar has moved from a focus on whether grammar teaching improves pupils' writing to reflection on the rational for teaching knowledge about language, and subsequently a focus on a wide range of language topics. The study reported in this paper analysed the way that eight children made word choices during the writing process. Theory is presented to support the idea that contextualized learning of grammar is significant. Five significant influences on word choices are reported. Strong links between text‐level influences on word‐choices and the use of unconventional language at sentence and word level were found. It is concluded that writing pedagogy should be re‐evaluated in order to consider the balance between individualized support and support for groups during the writing process.  相似文献   

Adolescents' mobility histories and present social adjustment     

Bradley C. Norford  Frederic J. Medway 《Psychology in the schools》2002,39(1):51-62

This study compared three groups of high school students: frequent movers (6 to 13 relocations), moderate movers (3 to 5 relocations), and nonmovers on depression, appraised social support, and participation in extracurricular activities. The sample was examined further according to the primary reason for relocation, the timing (before or after the seventh grade), and whether student shyness, socioeconomic status (SES), and family cohesion influenced any potential effects. Despite methodological improvements over past research including the exclusion of students who recently moved or reported other current stressors, few significant effects were obtained. Findings did reveal that students whose families relocated because of divorce and those who experienced early life relocations had lower levels of participation in extracurricular activities. Students reported less negative effects of relocation than did their mothers. Further, mothers' negative attitudes toward relocation were significantly correlated with student depression. It is concluded that there is little current or prior research evidence that high rates of social mobility are associated with long‐term social adjustment problems for adolescents. © 2002 John Wiley & Sons, Inc.  相似文献   

‘An attempt to tip the scales’: music and embodied capital in an English secondary school     

Dominic Pollard 《British Journal of Sociology of Education》2019,40(3):309-323

This article explores class, capital, and aspiration to social mobility in an ethnographic study of an English secondary school. In particular, the article considers the school’s musical instrument programme as a site for inculcating forms of capital, under the auspices of developing skills for upward social mobility. Bringing together Bourdieu’s conceptions of schooling with theories of materiality and situated learning, we contend that this school succeeds in cultivating new forms of embodied capital among students through the development of communities of musical practice. However, a tension remains between emancipatory aims of the programme and the sanctioning and championing of certain forms of dominant cultural practice. The learning environment of the instrument programme highlights the complex and conflicted impact that schooling can have on the development of cultural capital and on reproducing disadvantage and difference.  相似文献   

Literacy and the idea of English     

Peter Medway Corresponding author 《Changing English: An International Journal of English Teaching》2005,12(1):19-29

The possibility is considered that the intuitive judgments of experienced English teachers about what is and is not appropriate ‘English’ content embody knowledge, and indeed potential theory, that are worth studying and making explicit as a way of moving towards an adequate theory for English. As an example, a text by Isaiah Berlin is examined, which both enacts a quality important to English and makes a relevant statement. Before that, a curricular initiative, deriving not from professional knowledge but from inadequate doctrine that makes ‘literacy’ the overarching business of English, is found wanting.  相似文献   

Knowledge and the curriculum: a recurring issue     

Steve Higgins  Louise Hayward  Kay Livingston  Dominic Wyse 《Curriculum Journal》2016,27(4):427-429

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Assessing giftedness with the WISC‐III and the SB‐IV     

Michael Simpson  Dominic A. Carone  William J. Burns  Traci Seidman  Doil Montgomery  Alfred Sellers 《Psychology in the schools》2002,39(5):515-524

The Wechsler Intelligence Scale for Children–Third Edition (WISC‐III) and the Stanford‐Binet Intelligence Scale–Fourth Edition (SB‐IV), were administered to 20 gifted children and 20 non‐gifted children to examine the extent of the difference in IQ scores obtained on the two tests and whether order effects were present. Results show that the SB‐IV Composite Score was significantly higher than the WISC‐III Full Scale IQ for both groups. However, for the gifted group, unlike the non‐gifted group, this difference achieved significance only when the SB‐IV was administered first. When either IQ test was administered to the gifted students for the first time, without the confound of a learning influence, there was no significant difference in mean scores. However, when both tests were administered, it was found that the SB‐IV influenced the WISC‐III Full Scale IQ in a downward direction whereas the WISC‐III influenced the SB‐IV Composite Score in an upward direction. © 2002 Wiley Periodicals, Inc.  相似文献   

Distributed Learning: Data, Metacognition, and Educational Implications     

Lisa K. Son  Dominic A. Simon 《Educational Psychology Review》2012,24(3):379-399

A major decision that must be made during study pertains to the distribution, or the scheduling, of study. In this paper, we review the literature on the benefits of spacing, or spreading one's study sessions relatively far apart in time, as compared to massing, where study is crammed into one long session without breaks. The results from laboratory research provide strong evidence for this pervasive “spacing effect,” especially for long-term retention. The metacognitive literature on spacing, however, suggests that massing is the preferred strategy, particularly in young children. Reasons for why this is so are discussed as well as a few recommendations regarding how spacing strategies might be encouraged in real-world learning. While further research and applicability questions remain, the two fields—education and cognitive science—have made huge progress in recent years, resulting in promising new learning developments.  相似文献