The Interplay of Psychology and Mathematics Education: From the Attraction of Psychology to the Discovery of the Social     

Karen François  Kathleen Coessens  Jean Paul Van Bendegem 《Journal of Philosophy of Education》2012,46(3):370-385

It is a rather safe statement to claim that the social dimensions of the scientific process are accepted in a fair share of studies in the philosophy of science. It is a somewhat safe statement to claim that the social dimensions are now seen as an essential element in the understanding of what human cognition is and how it functions. But it would be a rather unsafe statement to claim that the social is fully accepted in the philosophy of mathematics. And we are not quite sure what kind of statement it is to claim that the social dimensions in theories of mathematics education are becoming more prominent, compared to the psychological dimensions. In our contribution we will focus, after a brief presentation of the above claims, on this particular domain to understand the successes and failures of the development of theories of mathematics education that focus on the social and not primarily on the psychological.  相似文献   

Does regional disadvantage affect health-related sport and physical activity level? A multi-level analysis of individual behaviour     

Pamela Wicker  Paul Downward  Fernando Lera-López 《European Journal of Sport Science》2017,17(10):1350-1359

This study examines the role of regional government quality in health-related participation in sport and physical activity among adults (18–64 years) in 28 European countries. The importance of the analysis rests in the relative autonomy that regional and local governments have over policy decisions connected with sport and physical activity. While existing studies have focussed on economic and infrastructural investment and expenditure, this research investigates the quality of regional governments across 208 regions within 28 European countries. The individual-level data stem from the 2013 Eurobarometer 80.2 (n?=?18,675) and were combined with regional-level data from Eurostat. An individual's level of participation in sport and physical activity was measured by three variables reflecting whether an individual's activity level is below, meets, or exceeds the recommendations of the World Health Organization. The results of multi-level analyses reveal that regional government quality has a significant and positive association with individual participation in sport and physical activity at a level meeting or exceeding the guidelines. The impact is much larger than that of regional gross domestic product per capita, indicating that regional disadvantage in terms of political quality is more relevant than being disadvantaged in terms of economic wealth.  相似文献   

A Review of “Statistical Models: Theory and Practice”: D. A. Freedman. New York: Cambridge University Press, 2005, 424 pages, $34.95     

Paul Barrett 《Structural equation modeling》2013,20(2):391-395

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SPREAD: A Distributed Simulation Toolkit     

Paul Chernett  Vic Callaghan  C. Ching  D. Diemmi 《Computer Science Education》2013,23(3):228-250

This article describes “SPREAD”, a simulation toolkit, and its use in building “Virtual Robots”, a simulation of multiple mobile robot vehicles used in the teaching of computer science at university level. A novel aspect of the simulator is the use of PVM (Parallel Virtual Machine) to achieve high performance at low cost by using spare CPU cycles on large numbers of networked workstations.  相似文献   

Analyzing Practice for Improving Schools: The Study of Vignettes     

Panayiotis Angelides  James Leigh  Paul Gibbs 《School Effectiveness & School Improvement》2013,24(3-4):467-485

This article suggests a method for analyzing patterns of school practice for improvement purposes. In particular it describes outcomes of a study that point to some promising possibilities, in terms of encouraging teachers to reflect on their practice, for the purpose of improvement. It argues that by discussing and analyzing vignettes, teachers can improve their practice, not only individually, but also as a team. In addition, this analysis can help schools to develop as organizations. At the end, this suggestion is supported with an example which illustrates the potential of using vignettes for improving schools, whilst, at the same time, demonstrating how the procedure might be used.  相似文献   

Two- and Three-Year Achievement Results From the Memphis Restructuring Initiative     

Steven M. Ross  William L. Sanders  S. Paul Wright  Sam Stringfield  L. Weiping Wang  Marty Alberg 《School Effectiveness & School Improvement》2013,24(3):323-346

The purpose of this study was to analyze student achievement data from the first 3 years of the Memphis Restructuring Initiative (MRI). The MRI represents one of the first efforts by an urban school district to move past traditional top-down versus bottom-up reform debates by providing systemic support for outside-in/inside-out implementation and local co-construction of externally-developed reform designs in schools. Analyses of academic achievement focus on a state-of-the-art measure of value added assessments. At the end of 3 years the reforming schools had produced generally positive gains relative to locally matched control schools. Those results varied somewhat by reform type and by level of poverty in the communities being served. Based on the research methods used and the results, implications for future research and practice in educational reform are discussed.  相似文献   

Making Critical Connections Between Social Studies Teaching and Student Achievement Using NAEP Data Explorer     

Paul G. Fitchett  Tina L. Heafner 《The Teacher Educator》2013,48(4):296-310

In this analysis of promising practice, we demonstrate how social studies methods instructors can incorporate data analysis of the 2010 United States History National Assessment of Educational Progress (NAEP–USH) to facilitate pedagogical aims, engage teacher candidates in critical discourse, and investigate the contexts of teaching and learning. The NAEP data explorer application is a valuable tool for examining social studies theory and practice in relation to student learning outcomes. Our assessment of teacher candidates' responses to the activity leads to the recommendation that NAEP data analysis and results encourage self-evaluation of instructional practices while simultaneously supporting critical interpretations of the NAEP exam.  相似文献   

Public purpose and the preparation of teachers for rural schools     

Paul Theobald  Craig Howley 《The Teacher Educator》2013,48(3):150-164

Abstract

Rural communities need rural teachers who can “ground” traditional school subjects in local realities and dilemmas and at the same time fashion instructional approaches consonant with larger intellectual, ethical, and social purposes. Such teachers are assets rather than burdens to their communities. Only such teachers can cultivate an ethic of responsibility for the health and vitality of the communities of which they and their students are critical components.

This essay examines the role of the university in professionalizing rural teachers. It contends that narrowly utilitarian ends prevail in teacher education programs, and that, in the absence of a substantive definition of educations public purpose, this instrumentalism creates teachers who are ill‐prepared to contribute in meaningful ways to the intellectual life of the communities in which they work. Teacher preparation programs should abandon the instrumental focus. Programs that prepare rural teachers, in fact, confront unique challenges and opportunities to include three themes at their centers: Sustainability, Social Justice, and Democracy.  相似文献   

Distance education copyright,intellectual property,and antitrust concerns     

Kenneth D. Smith  John Paul Eddy  Thomas C. Richards  Paul N. Dixon 《The American journal of distance education》2013,27(2):5-13

Abstract

An empirical examination of accredited American higher education institutions was conducted to obtain baseline data regarding distance education copyright, intellectual property, and antitrust concerns. Additionally, a multiple‐case study involving ten of the top thirty accredited distance education institutions in America was conducted. Policy approaches were examined for all institutions, and differences were discussed between public and private institutions as well as between the following Carnegie Classification institutions: Research I and II, Doctorate I and II, and Master's I and II. Data indicated that, out of the schools surveyed, 22% of the institutions in these Carnegie Classification categories published copyright and intellectual property policies on their institution's Web site. In the case study, it was found that 90% of the institutions centrally controlled their distance education program administration as well as the copyright and intellectual property policies related to it.  相似文献   

Television: The performance of nonresident students in the “economics U$A” telecourse     

Paul W. Grimes  Joyce E. Nielsen  James F. Niss 《The American journal of distance education》2013,27(2):36-43

Abstract

Correspondence study represents the first and most persistent distance education format in American universities. Later called independent study, it enabled universities to disseminate instruction far beyond their campuses. Yet, national‐level leadership provided by the National University Continuing Education Association (NUEA) and its divisions has been relatively restrained. In contrast, leadership in the private correspondence school sector has been assertive, and sometimes even aggressive. The NUEA and its members shunned this approach, choosing instead to lead by persuasion and example. The NUEA developed standards of practice concerned primarily with replicating on‐campus teaching styles and values, rather than the promotion of distance education. With the abolition of its division structure, the NUEA's successor, the University Continuing Education Association (UCEA), has opted out of a leadership role in independent study. This paper concludes that the NUEA's initial attempt at leadership in distance education— while reasoned and principled—contained flaws that made failure inevitable.  相似文献