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1.
Rachel Ivy Clarke 《Library & information science research》2018,40(3-4):255-261
“How we done it good” publications—a genre concerning project-based approaches that describe how (and sometimes why) something was done—are often rebuked in the library research community for lacking traditional scientific validity, reliability, and generalizability. While scientific methodologies may be a common approach to research and inquiry, they are not the only methodological paradigms. This research posits that the how we done it good paradigm in librarianship reflects a valid and legitimate approach to research. By drawing on the concept of research through design, this study shows how these how we done it good projects reflect design methodologies which draw rigor from process, invention, relevance, and extensibility rather than replicability, generalizability, and predictability. Although these projects implicitly reflect research through design, the methodology is not yet explicitly harnessed in librarianship. More support for these types of projects can be achieved by making the legitimate design framework more explicit and increasing support from publication venues. 相似文献
2.
K. Andrew R. Richards Jennifer M. Jacobs Victoria Nicole Ivy Michael A. Lawson 《Physical Education & Sport Pedagogy》2020,25(2):188-200
ABSTRACTBackground: Pedagogical models have become an established component of physical education over the past several decades. One such model, the Teaching Personal and Social Responsibility model, has gained momentum in practice and research, though little is known regarding its use in preservice teacher training. The model follows a flexible format focused on teaching life skills (e.g. leadership) that can be applied in all lived ecologies. Occupational socialization theory provides insight into the pretraining and teacher education experiences of preservice teachers that shape their understanding and practice of physical education and associated pedagogical models.Aims: The purpose of this study was to understand the influence of a sequence of methods courses and early field experiences on U.S. preservice teachers’ understanding and implementation of the teaching personal and social responsibility model with youth from a community affected by poverty.Method: This study took on a phenomenological and social constructivist approach. Ten preservice teachers (9 males, 1 female) took part in the study. The participants were an average age of 22.10 years old (SD?=?4.38) and seven identified as White and three as Black. Each participant was enrolled in methods and early field experience coursework that provided scaffolded training in primary education in a community affected by poverty. Preservice teachers team-taught groups of 10–15 children twice a week along with one day committed to on-campus reflection. Data collection included autobiographical essays, critical incident reports, reflective journals, non-participatory observations and field notes, and semi-structured interviews. Data were analyzed deductively through the lens of occupational socialization theory, and inductively as theory divergent trends were sought. Open and axial coding was completed with member checking throughout, resulting in a final set of themes and subthemes.Findings: The preservice teachers initially struggled to connect with their students due to conflicting backgrounds, but the teaching personal and social responsibility model guided the relationship-building process. As the model was continuously utilized, more empathy and care were shown towards the children. Preservice teachers felt there was a lack of progression in positive behaviors but were able to empower youth and felt that the model was culturally relevant. Overtime, the students began to appreciate the affective domain despite the challenge of working in a community affected by poverty through frustration towards the larger system limiting any potential progress was present.Conclusions: Subjective theories transitioned to include relationship building and life skills learning, likely because of the extended field experience and faculty support. The preservice teachers desire to connect with and teach the students well displays the connection between models-based practice and positive relationships. Preservice teachers’ knowledge of their students was limited as it was based on secondhand knowledge of youth, teacher educators, and school staff. Evidence indicates some cultural responsiveness development though there were also elements of a deficit model due to white privilege and class differences. Further work explicitly integrating a culturally relevant approach and social justice in teacher education programming should occur. 相似文献
3.
Ivy Kidron 《Educational Studies in Mathematics》2008,69(3):197-216
I investigate the contributions of three theoretical frameworks to a research process and the complementary role played by
each. First, I describe the essence of each theory and then follow the analysis of their specific influence on the research
process. The research process is on the conceptualization of the notion of limit by means of the discrete continuous interplay.
I investigate the influence of the different perspectives on the research process and realize that the different theoretical
approaches intertwine. Moreover, I realize that the research study demanded the contribution of more than one theoretical
approach to the research process and that the differences between the frameworks could serve as a basis for complementarities. 相似文献
4.
Teachers’ perceptions of how children had adjusted to school were collected from two groups of classes; one group had a 100% British White population, the other was made up of 26% British White, 54% British Asian, 15% British Afro‐Caribbean and 5% from other groupings. Results showed that the children in the multi‐ethnic classes, the girls and morning attenders were rated by the teachers as having settled significantly better than the British White sample, the boys and afternoon attenders. Possible causes for these findings could lie in the school induction policies, the social makeup of the groups, the teacher subjectivity in completing the schedule or the mix of children from different backgrounds on the one hand compared to the more monoethnic makeup on the other. 相似文献
5.
Stephanie M. Lemley Jessica T. Ivy Dana Pomykal Franz Seth F. Oppenheimer 《Clearing house (Menasha, Wis.)》2019,92(1-2):15-22
Communicating mathematical ideas through writing, listening, and verbalizing allows students to think about how they “think” about mathematics. By focusing this communication on a reflection of how one thinks about mathematics, metacognitive writing engages students as mathematicians and learners. In this article we describe a professional development that we implemented with middle grade mathematics teachers focused on metacognitive writing as a tool to support productive struggle in the mathematics classroom. Thus, this practitioner article adds to the knowledge base on how to develop middle grade teachers metacognitive writing through engagement in productive struggle. Recommendations for practice are included. 相似文献
6.
The National Curriculum was introduced into British primary schools in 1989 to raise standards of attainment, especially in the basic skills of English and mathematics. Other steps taken to raise standards included putting basic skills at the heart of the school curriculum and teacher training and publishing school performance tables to focus attention on standards. What has been the effect of these measures on children's mathematical attainments? This paper analyses the mathematics standards of eight cohorts of Year 2 children from five randomly selected primary schools within one Local Education Authority (LEA) (n = 1502) who had all done Mathematics 7 from 1989–1996. Examination of the means of the standardised mathematics scores for each cohort reveals evidence of stable standards in attainment over the 8 years. There are fewer over‐achievers than one would expect and this indicates that less children in this sample are doing really well than was the case when the test was standardised. Discussion centres on the cost effectiveness and utility of the National Curriculum, assessment procedures and the publishing of school performance tables in raising mathematical standards at Key Stage 1. The need for an effective system for monitoring educational standards throughout the UK is raised. 相似文献
7.
Laurel Ivy Sammonds 《期刊图书馆员》2013,64(2):173-177
Elizabeth L. Lorbeer, Associate Director for Content Management, and Nicole Mitchell, Reference Librarian, both of the Lister Hill Library of the Health Sciences, University of Alabama at Birmingham, delivered a presentation at the Mid-South eResource Symposium, hosted by Mississippi State University Libraries, August 11, 2011. Lorbeer and Mitchell described how a team at Lister Hill Library developed a plan that involved Pay-Per-View (PPV) article acquisitions to reduce journal spending. They discussed the planning, implementation, and workflow of the PPV model. 相似文献
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9.
Paula Myatt Deanne Gannaway Ivy Chia Kym Fraser Jacquelin McDonald 《International Journal for Academic Development》2018,23(2):147-160
This paper considers the support required to develop Scholarship of Teaching and Learning (SoTL) capability across institutions. Rather than developing a checklist or a standardised audit approach, this paper describes the reflective journey taken by a group of academic developers who used strategies and structures previously identified in the literature to develop a conceptual framework for academic professional development. The framework was refined through an iterative process, including reflection on its use within diverse institutional contexts, combined with evaluative feedback from recognised experts in the field. The resulting framework is designed to facilitate and guide conversations to support institutional decision-making related to SoTL capacity building. 相似文献
10.
Ada?K.?H.?Pak Alice?Cheng-laiEmail author Ivy?F.?Tso Hua?Shu Wenling?Li Richard?C.?Anderson 《Reading and writing》2005,18(5):437-454
This study investigated the development of visual chunking skills in the processing of Chinese characters among Hong Kong
pupils. One-hundred-seventy-nine primary school students from first, second and fourth grades were administered a character
copying task. Children as young as 6 years of age were aware of character units and were able to apply visual chunking strategies
when processing characters. Children in higher grades performed better than those in lower grades on every character type,
and the types of errors they made revealed that their chunking level was higher than that of younger children. Differences
between ability groups emerged in second grade and vanished in fourth grade, suggesting that children with a lower reading
ability are slower to develop advanced chunking skills. 相似文献