The Victoria Mxenge Housing Project: women building communities through social activism and informal learning     

Alan Rogers 《Compare》2016,46(2):338-340

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Promoting federal support for educational research in Canada     

W. Todd Rogers  Leslie D. McLean 《The Australian Educational Researcher》1987,14(3):3-20

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India education report: a profile of basic education: Edited by R Govinda, publ by NIEPA, New Delhi 2002 ISBN 019 565795 0 362 pages     

Alan Rogers 《International Journal of Educational Development》2003,23(6):700-701

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FIRST YEAR IMPLEMENTATION OF A PROJECT-BASED LEARNING APPROACH: THE NEED FOR ADDRESSING TEACHERS�� ORIENTATIONS IN THE ERA OF REFORM     

Meredith A. Park Rogers  Dionne I. Cross  Melissa Sommerfeld Gresalfi  Amy E. Trauth-Nare  Gayle A. Buck 《International Journal of Science and Mathematics Education》2011,9(4):893-917

The purpose of this study was to examine the extent to which three teachers’ professional experience and existing orientations toward teaching and learning mathematics and science influenced their implementation of a project-based curriculum (i.e. project-based learning (PBL)). Data sources included interviews, videotapes of classroom activity, and a teaching philosophy questionnaire. Data analysis was conducted using an iterative coding technique. We found coherency between the teachers’ perceived orientations and their emergent ideas about PBL, their sense of PBL as being compatible with their goals, and the specific challenges with which they struggled. All the teachers wanted their students to be successful; however, different definitions of success led to quite different approaches toward teaching, and for the most part, these differences appeared to have occurred because of existing orientations the teachers held for teaching their discipline. Implications for professional development taking into account teachers’ orientations and thus their professional experience are discussed, as well as disciplinary challenges to using PBL.  相似文献   

Teaching Mathematics through Play to Primary School Children     

P. J. Rogers 《Educational studies》1989,15(1):37-51

The use of ‘play’ as a means of teaching elementary mathematics is discussed. The games used are described and the underlying theory explained. Results obtained from work with over 150 children are presented and the case for ‘Playway’ argued in the light of these.  相似文献   

A critical view of urban literacy: A case study of successful high school english teachers     

Theresa Rogers  Mari M. McLean 《The Urban Review》1994,26(3):173-185

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Asking the ‘Right’ Questions. Identifying Issues in Developing a Technological Solution     

France  Bev  Davies  Janet 《Research in Science Education》2001,31(1):137-153

It is well established that technological education is not just about the development of technical expertise. A socially constructed view of technology aims to recognise the culture of technology. Technology education as expressed in the New Zealand curriculum provides an opportunity for societal issues to have equal space with technological capability and technological knowledge. However, when technological activities focus on solutions it is all too easy for stakeholders' positions to be ignored. There is a need for a teaching approach to engage in a liberating technological literacy discourse where values and beliefs of all participants directly and indirectly involved in the activity, are examined. This research monitored a professional development programme where identification of the values represented in a familiar object provided a model for discussion and the development of a teaching environment that promoted consideration of values during problem-solving. The data have been collected from primary school teachers who developed teaching programmes for Years 1 to 8 (5–12 years).  相似文献   

Post-literacy and Second-Stage Adult Learning in India     

Alan Rogers 《Compare》2002,32(2):149-179

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Gentrification,Charter Schools,and Enrollment Patterns in Washington,DC: Shared Growth or New Forms of Educational Inequality?     

Bryan Mann  Heather Bennett  Annah Rogers 《Peabody Journal of Education》2020,95(3):211-228

ABSTRACT

Cities in the United States and across the world have experienced gentrification at the same time as school choice policies have become more popular. This research examines the relationship between gentrification and charter schooling, seeking to understand how together they affect demographic composition of schools across Washington, DC. This study uses geographic information systems (GIS) mapping and statistical techniques to show that gentrified neighborhoods are more likely to have charter schools. Additionally, the demographic compositions of charter schools and traditional public schools differ depending on the gentrification classification of the census tract in which the schools are located. While a handful of diverse charter schools exist in gentrified neighborhoods and some diverse public schools exist in traditionally affluent neighborhoods, schools in Washington, DC remain racially and economically isolated overall.  相似文献   

Differential Grading Standards Revisited   总被引：2，自引：0，他引：2  

A. Christopher Strenta  Rogers Elliott 《Journal of Educational Measurement》1987,24(4):281-291

The differential grading standards described by Goldman and Widawski (1976) exist in the same magnitude and in roughly the same order a decade later in a different kind of institution. Major fields that attract as majors students who score higher on SATs employ stricter grading standards. These differential grading standards serve to attenuate the correlation between SAT scores and grades, which is, even in highly selective institutions, substantial.  相似文献