Evaluating the usability and instructional design quality of Interactive Virtual Training for Teachers (IVT-T)     

Shernoff  Elisa S.  Von Schalscha  Katherine  Gabbard  Joseph L.  Delmarre  Alban  Frazier  Stacy L.  Buche  Cédric  Lisetti  Christine 《Educational technology research and development : ETR & D》2020,68(6):3235-3262

Educational technology research and development - Simulation offers unique affordances over traditional training (e.g., remote access, mastery learning experiences, immediate feedback) relevant to...  相似文献   

Black male teachers,white education spaces: Troubling school practices of othering and surveillance     

Christine Callender 《British Educational Research Journal》2020,46(5):1081-1098

The absence of male teachers in primary schools has been an ongoing concern for policymakers and schools in the UK, USA, Canada and Australia, and as schools have become more ethnically diverse so have concerns that the teacher workforce should reflect the communities it serves. Pre-service teacher training plays a critical role in this aim, by identifying, recruiting, retaining and training those who demonstrate potential to become teachers in English primary schools. As one of a few studies to explore the racialised and gendered experiences of black male teachers in England, I adopt the use of critical race theory (CRT) to examine how black male teachers are characterised and constructed in white education spaces. Drawing on a larger study, this paper utilises counternarrative, a key precept of CRT, to draw attention to processes of exclusion, othering and surveillance through the experience of David (the main character). Interview and documentary data illuminate institutional processes of overt and covert racism, as well as racialised and gendered stereotyping. David’s story reveals how his voice is muted as it is woven into processes of othering, hyper-surveillance and disciplinary power.  相似文献   

Degrees of change—resistance or resilience     

Christine Marsh 《Performance Improvement》2001,40(3):29-33

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The influence of theoretical mathematical foundations on teaching and learning: a case study of whole numbers in elementary school     

Christine Chambris 《Educational Studies in Mathematics》2018,97(2):185-207

This paper examines the existence and impact of theoretical mathematical foundations on the teaching and learning of whole numbers in elementary school in France. It shows that the study of the New Math reform –which was eventually itself replaced in the longer term – provides some keys to understanding the influence of mathematical theories on teaching and learning. The paper studies changes related to place value, a notion that was deeply impacted by the introduction of numeration bases other than ten in 1970, and their subsequent removal in the 1980s. What the author terms ‘numeration units’ (ones, tens, hundreds, thousands, etc.) and ‘powers-of-ten written in figures’ (1, 10, 100, 1000, etc.) are key tools for describing and understanding changes. The author identifies two theories that have formed the basis for place value teaching in the twentieth century, and examines some aspects of their influence. The paper also addresses epistemological issues in the relation between academic mathematics and school mathematics, and highlights the role of units in the teaching of basic arithmetic.  相似文献   

Using past as prologue: contemporary perspectives on African American educational history,edited by Dionne Danns,Michelle A. Purdy and Christopher M. Span     

Christine Woyshner 《History of education》2018,47(1):132-134

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Cultural History’s Absent Audience     

Christine Grandy 《Cultural and Social History》2019,16(5):643-663

ABSTRACT

This article reconsiders Peter Mandler’s essay ‘The Problem with Cultural History,’ and the complexities of locating evidence of culture’s impact upon ordinary people, or ‘throw.’ A brief examination of the history of market research and public opinion surveys in the 20th century offers important lessons for the cultural historian faced with locating and interpreting evidence of audience response that is either rarely there, or more disturbingly, rarely meaningful by our current standards of interpretation. Ultimately this paper asks of my fellow cultural historians: Does culture matter as much as we cultural historians want it to?  相似文献   

Boys who don’t like sports: family lifestyle and transmission of dispositions     

Christine Mennesson  Julien Bertrand  Martine Court 《Sport, Education and Society》2019,24(3):269-282

Many studies have stressed the key role played by competitive sports in the socialization of boys, particularly in middle-class families. This article looks at the minority group of boys from this social class who dislike competition and participate in few, if any, sports. We present case studies of six boys and their families, interviewed on several occasions. Based on Bourdieu’s [1979. La Distinction. Une critique sociale du jugement [Distinction. A social critique of the judgement of taste]. Paris: Minuit; 1980. Le sens pratique [Practical reason. On the theory of action]. Paris: Minuit] theoretical framework and the concepts of capital, habitus, and lifestyle, we analyze the socialization modes involved in the construction of an atypical gender habitus. All of the boys we interviewed had developed a liking for activities socially attributed to females, in specific family configurations. Beyond these common points, our data allowed us to identify two groups of families: in the middle-class families well endowed with cultural capital, the parents place priority on a ‘cultivated’ lifestyle and pass on to their sons a taste for mainstream cultural activities, which (from their point of view) do not include sports. In the middle-class families less interested in mainstream cultural forms, the parents wish their sons were more sports-oriented. In these homes, there is evidence of problems related to the transmission of the paternal sports capital.  相似文献   

Lateralized Neural Responses to Letters and Digits in First Graders     

Aliette Lochy  Christine Schiltz 《Child development》2019,90(6):1866-1874

The emergence of visual cortex specialization for culturally acquired characters like letters and digits, both arbitrary shapes related to specific cognitive domains, is yet unclear. Here, 20 young children (6.12 years old) were tested with a frequency-tagging paradigm coupled with electroencephalogram recordings to assess discrimination responses of letters from digits and vice-versa. One category of stimuli (e.g., letters) was periodically inserted (1/5) in streams of the other category (e.g., digits) presented at a fast rate (6 Hz). Results show clear right-lateralized discrimination responses at 6 Hz/5 for digits within letters, and a trend for left-lateralization for letters. These results support an early developmental emergence of ventral occipito-temporal cortex specialization for visual recognition of digits and letters, potentially in relation with relevant coactivated brain networks.  相似文献   

Influence of Adiposity and Maturation on the Motor Performance of Girls Aged 8 to 16 Years     

Christine E. Pacewicz  Karin A. Pfeiffer  Amy K. Nuttall  Crystal F. Branta  John L. Haubenstricker  Vern Seefeldt 《Measurement in physical education and exercise science》2021,25(1):66-77

ABSTRACT

Excess adipose tissue may impact the motor performance of youth. Therefore, the current study examined (a) if adiposityinfluenced performance in the jump and reach and 30-yard dash and (b) if maturation predicted motor performance. Participants (N = 267) included girls aged 8 to 16 years. Latent growth curves were used to assess changes in motor performance. Sum of skinfolds predicted jump and reach performance from age 8.5 to 10.5 years, 11.5–12.0 years, 13.0 years, and from age 14 to 14.5 years (b = ?0.013 to 0.051, p < 0.05). Sum of skinfolds predicted 30-yard dash performance from age 8.5 to 14.0 years and at age 15.5 years (b = 0.003 to 0.005, p < 0.05). Maturation did not predict performance. Future research should examine determinants that explain the link between adiposity and motor performance.  相似文献   

Engaging in science practices in classrooms predicts increases in undergraduates' STEM motivation,identity, and achievement: A short-term longitudinal study     

Christine R. Starr  Lisa Hunter  Robin Dunkin  Susanna Honig  Rafael Palomino  Campbell Leaper 《科学教学研究杂志》2020,57(7):1093-1118

Our short-term longitudinal study explored undergraduate students' experiences with performing authentic science practices in the classroom in relation to their science achievement and course grades. In addition, classroom experiences (felt recognition as a scientist and perceived classroom climate) and changes over a 10-week academic term in STEM (science, technology, engineering, and mathematics) identity and motivation were tested as mediators. The sample comprised 1,079 undergraduate students from introductory biology classrooms (65.4% women, 37.6% Asian, 30.2% White, 25.1% Latinx). Using structural equation modeling (SEM), our hypothesized model was confirmed while controlling for class size and GPA. Performing science practices (e.g., hypothesizing or explaining results) positively predicted students' felt recognition as a scientist; and felt recognition positively predicted perceived classroom climate. In turn, felt recognition and classroom climate predicted increases over time in students' STEM motivation (expectancy-value beliefs), STEM identity, and STEM career aspirations. Finally, these factors predicted students' course grade. Both recognition as a scientist and positive classroom climate were more strongly related to outcomes among underrepresented minority (URM) students. Findings have implications for why large-format courses that emphasize opportunities for students to learn science practices are related to positive STEM outcomes, as well as why they may prove especially helpful for URM students. Practical implications include the importance of recognition as a scientist from professors, teaching assistants, and classmates in addition to curriculum that engages students in the authentic practices of science.  相似文献