El papel del análisis gráfico en la resolución de problemas aritméticos     

Elena Botsmanova 《Cultura y Educación》2013,25(3-4):17-21

El planteamiento de los problemas matemáticos adopta tradicionalmente una formulación verbal. Pero dar cuenta con la palabra de los elementos y las relaciones que caracterizan la situación de un problema tiene sus ventajas y sus limitaciones y a veces el niño no alcanza a representarse correctamente los hechos: no alcanza a encontrar los referentes concretos que soportan esas expresiones verbales con cierto grado de abstracción. Se ha sugerido que la ayuda de representación y esquemas gráficos facilita una mejor comprensión del problema que la formulación verbal. En este articulo se presenta una investigación que lo demuestra.  相似文献   

Latina/o College Student Leadership: Emerging Theory,Promising Practice.     

Elena Foulis 《Journal of Latinos & Education》2017,16(2):167-168

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Rossiiskaia gosudarstvennaia biblioteka [The Russian State Library]     

Edward Kasinec Head  Slavic & Baltic Division  Elena Kogan Professor Emerita of Library Science 《Slavic & East European Information Resources》2013,14(1):102-106

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Expressions of Liberal Justice? Examining the Aims of the UN’s Sustainable Development Goals for Education     

Elena VanderDussen Toukan 《Interchange》2017,48(3):293-309

This paper analyzes the United Nations’ Sustainable Development Goals (SDGs) for education, which sets benchmarks for member states to “ensure inclusive and equitable quality education and promote lifelong opportunities for all” by the year 2030. I examine ways in which the underlying philosophical rationale for the targets invokes a liberal social justice tradition along the lines of four rationales: equal distribution, just recognition, moralism, and utilitarianism. An analysis of the SDG education targets along each of these views is followed by a discussion of some of the challenges and contradictions inherent in applying a liberal social justice rationale to the achievement of education for all in a global setting. From this analysis, I suggest that while liberalism has provided a compelling rationale to harness public and political will around the claims of equality and democracy in the West, it has not proved adequate to informing the emergence of the kinds of education needed for social and economic justice and transformation on a global scale. Education scholars may well consider an epistemological “shift” that informs a vision of society and human nature reflective of the interconnectedness of a complex world-wide community.  相似文献   

The socially skilled teacher and the development of tacit knowledge   总被引：1，自引：0，他引：1  

Julian G. Elliott  Steven E. Stemler  Robert J. Sternberg  Elena L. Grigorenko  Newman Hoffman 《British Educational Research Journal》2011,37(1):83-103

Skilled interpersonal relations are crucial for effective teaching and learning but much professional knowledge here is tacit and thus not easily communicated. This article presents the results of a study that examined the tacit knowledge of trainee and experienced teachers in relation to various problematic interpersonal aspects of school life. Trainee (n = 501) and experienced (n = 163) teachers in secondary schools were presented with a series of hypothetical vignettes and asked to rate each of 128 potential response options. Trainees completed the survey at the beginning and end of their professional training year. It was found that experience appeared to be related to the capacity to identify ‘bad’ responses, but there was little difference in relation to the identification of ‘good’ responses. Further differences between novice and experienced teachers in relation to preferred strategies are reported. Implications for teacher education and for future research are identified and discussed.  相似文献   

Survivors of Political Violence: Conceptualizations,Empirical Findings,and Ecological Interventions     

Elena Amalia Stanciu  Jennifer L. Rogers 《International journal for the advancement of counseling》2011,33(3):172-183

There is a vast body of literature on survivors of political violence that has emerged over the past several decades. Most studies focus on the psychological effects of political violence on survivors, as understood within the Western framework of mental health. Studies that conceptualize and examine models that account for the complexity of the ecology of political violence are scarce. This paper synthesizes current conceptual and empirical findings about survivors of political violence. Interventions stemming from an ecological framework are also reviewed.  相似文献   

Listening to grandmothers     

Berté P  de Reyes EC  Podgurski MJ 《The Journal of perinatal education》2007,16(4):4-6

In this column, three proud grandmothers share their unique stories and eloquently describe the transforming experience of becoming a grandmother and the joy associated with witnessing their daughters giving birth.  相似文献   

Using Tasks to Explore Teacher Knowledge in Situation-Specific Contexts     

Irene Biza  Elena Nardi  Theodossios Zachariades 《Journal of Mathematics Teacher Education》2007,10(4-6):301-309

Research often reports an overt discrepancy between theoretically/out-of context expressed teacher beliefs about mathematics and pedagogy and actual practice. In order to explore teacher knowledge in situation-specific contexts we have engaged mathematics teachers with classroom scenarios (Tasks) which: are hypothetical but grounded on learning and teaching issues that previous research and experience have highlighted as seminal; are likely to occur in actual practice; have purpose and utility; and, can be used both in (pre- and in-service) teacher education and research through generating access to teachers’ views and intended practices. The Tasks have the following structure: reflecting upon the learning objectives within a mathematical problem (and solving it); examining a flawed (fictional) student solution; and, describing, in writing, feedback to the student. Here we draw on the written responses to one Task (which involved reflecting on solutions of $ {\left| x \right|} + {\left| {x - 1} \right|} = 0 $ ) of 53 Greek in-service mathematics teachers in order to demonstrate the range of teacher knowledge (mathematical, didactical and pedagogical) that engagement with these tasks allows us to explore.  相似文献   

Intellectual giftedness: Economic,political, cultural,and psychological considerations     

Samuel D. Mandelman  Mei Tan  Abdullah M. Aljughaiman  Elena L. Grigorenko 《Learning and individual differences》2010,20(4):287-297

The concept of intellectual giftedness has had a long history in the literature of psychology and education. However, though the existence of the phenomenon underlying this concept has never actually been disputed, there are multiple ongoing debates regarding its definition, methods for its identification, and subsequent programming. This essay is conceived to contribute to the discussion on intellectual giftedness and to provide a global context for the other articles in this issue. The essay is comprised of three major parts. First, we review the defining terms, contexts and theories historically and currently applied to the understanding of intellectual giftedness. Second, we comment on models used to identify it. Third, we discuss the major influences that directly shape the treatment of giftedness in a number of international settings.  相似文献   

Faculty and student perceptions of outstanding university teachers in the USA and Russia     

William John Lammers  Elena Savina  David Skotko  Maria Churlyaeva 《教育心理学》2010,30(7):803-815

The majority of research that relates teacher characteristics to student learning in the university has come from Western universities. Using various methodologies, research continues to examine the characteristics of outstanding university teachers. Much of that research in the USA assesses faculty and student perspectives. However, there are nearly no cross‐cultural comparisons on this issue. We examined faculty and student perspectives about outstanding university teachers in the USA and in Russia. Faculty members and students at the University of Central Arkansas, Orel State University and Moscow City University rated the qualities of outstanding teachers on the Teacher Behaviors Checklist (TBC). Results showed significant positive correlations for the relative importance of teacher characteristics across the six participant groups. There did not appear to be any substantial differences between the American and Russian counterparts for 21 of the 28 specific teacher characteristics. The comparison of American and Russian faculty and students suggests more universality than cross‐cultural differences in the characteristics of outstanding university teachers.  相似文献