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A clinical task-based interview can be seen as a situation where the interviewer–interviewee interaction on a task is regulated
by a system of explicit and implicit norms, values, and rules. This paper describes how documenting and mapping triadic interaction
among the interviewer, the interviewee, and the knowledge negotiated can be used to increase procedural replicability of the
interview and accuracy of drawn conclusions about the interviewee’s thinking process. Excerpts from interviews with 25 inservice
mathematics teachers working on a task to make up a problem whose solution requires division of two fractions are discussed.
The excerpts illustrate the relationship between methodological decisions taken by the interviewer during the interview and
the applicability of the interview output to the research questions. A divergent analysis of the interviews with these teachers,
which spanned over two years and were conducted by four interviewers, is used to offer a framework for analyzing data collected
in clinical task-based interviews. 相似文献
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Undergraduates approaching completion of their studies may embrace the prospect of entry into the world of work as a challenge or conversely, may view it with trepidation. This study explores three major personal resources that may be associated with how young undergraduates view their future employability: perceived hope, grit and emotional intelligence. Demographics associated in the literature with perceived chance of employment – gender, age and having a learning disability – were also included in the study. The participants were college students in their senior year (n = 584), studying in a variety of undergraduate programmes. Results show that perceived hope and grit were positively associated with perceived employability whereas the relationship with emotional intelligence was more complex. None of the demographics associated with perceived employability. 相似文献
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Modem technology offers powerful professional programs that were originally designed for scientific and practical engineering purposes. These programs are now easily operated by simple graphic interfaces. Even if they offer much more than we may need for instructional purposes, these tools can still be very useful as a support for teaching and learning both the subject matter domain and additional general skills from relatively early stages of scientific and technological education. This article describes the instructional approaches developed for using a professional electronic circuit analyzer program as a learning environment for students in basic electronics courses and discusses the general implications of using such programs for instruction. 相似文献
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Despite ongoing efforts to promote ethnic, racial and socio-economic integration, segregation continues to challenge education administrators and legal scholars. Privileged parents seeking to avoid integration employ various strategies such as attending private schools or buying houses in neighbourhoods with good school. This paper offers a combined empirical and legal research of another such strategy: the resort to religious schools. The research is conducted within one specific context, that of Israeli Religious State Schools. The empirical study examines whether “Torani” religious state schools (a category of religious schools that offer enhanced Jewish studies and a strict religious environment) induce socio-economic segregation. The findings indicate that “Torani” schools are indeed socio-economically segregated and serve children from higher socioeconomic class than regular religious state schools. It also shows that “Torani” schools are less reflective of their surroundings than regular religious state schools, and are more likely to be established by privileged parents in poor areas, where they are dissatisfied with the local state schools. The legal research offers an explanation of how legal regulation can determine whether religious schools will become a means for avoiding integration. Specifically, it points to three areas in which “Torani” schools are regulated differently than regular religious state schools – the rules regarding the establishment of new schools; the rules concerning school funding; and the rules concerning student enrolment – and argues that special treatment meant to protect religious interests is responsible for making “Torani” schools socially segregated. 相似文献
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Twenty-four mathematics teachers were asked to think aloud when posing a word problem whose solution could be found by computing 4/5 divided by 2/3. The data consisted of verbal protocols along with the written notes made by the subjects. The qualitative analysis of the data was focused on identifying the structures of the problems produced and the associated ways of thinking involved in constructing the problems. The results suggest that success in doing the interview task was associated with perception the given fractions as operands for the division operation and, at the same time, the divisor 2/3 as an operator acting over 4/5. The lack of success was associated with perception of division of fractions as division of divisions of whole numbers and using the result of division of fractions as the only reference point. The study sheds new light on the teachers’ difficulties with conceptualization of fractions. 相似文献
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Distributive Justice in Education and Conflicting Interests: Not (Remotely) as Bad as you Think 
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下载免费PDF全文 Tammy Harel Ben‐Shahar 《Journal of Philosophy of Education》2015,49(4):491-509
The importance of education and its profound effect on people's life make it a central issue in discussions of distributive justice. However, promoting distributive justice in education comes at a price: prioritising the education of some, as is often entailed by the principles of justice, inevitably has negative effects on the education of others. As a result, all theories of distributive justice in education face the challenge of balancing their requirements with conflicting interests. This article aims to contribute to developing an account of conflicting interests by identifying a category of conflicting interests—non‐positional conflicting interests—the realisation of which does not necessarily disrupt distributive justice. Non‐positional conflicting interests include, for example, the interest in realising one's full potential and parents’ interest in familial relations. The article argues that the core dimensions of non‐positional conflicting interests can usually be realised without upsetting distributive justice, and that actions that do upset distributive justice tend to be peripheral to these interests. Either way, there is no severe friction between distributive justice and non‐positional conflicting interests: in the former cases, both are realised simultaneously. In the latter, tension exists; however, because the infringement on the conflicting interest is of relatively little weight, it is often justified, all things considered, in order to promote distributive justice. The conclusion is that while there are indeed cases in which distributive justice must retreat in the face of other interests, the friction between distributive justice and other interests is actually weaker than meets the eye. 相似文献
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Rebecca Reynolds Idit Harel Caperton 《Educational technology research and development : ETR & D》2011,59(2):267-289
This implementation study explores middle school, high school and community college student experiences in Globaloria, an
educational pilot program of game design offered in schools within the U.S. state of West Virginia, supported by a non-profit
organization based in New York City called the World Wide Workshop Foundation. This study reports on student engagement, meaning
making and critique of the program, in their own words. The study’s data source was a mid-program student feedback survey
implemented in Pilot Year 2 (2008/2009) of the 5 year design-based research initiative, in which the researchers posed a set
of open-ended questions in an online survey questionnaire answered by 199 students. Responses were analyzed using inductive
textual analysis. While the initial purpose for data collection was to elicit actionable program improvements as part of a
design-based research process, several themes emergent in the data tie into recent debates in the education literature around
discovery-based learning. In this paper, we draw linkages from the categories of findings that emerged in student feedback
to this literature, and identify new scholarly research questions that can be addressed in the ongoing pilot, the investigation
of which might contribute new empirical insights related to recent critiques of discovery based learning, self-determination
theory, and the productive failure phenomenon. 相似文献
8.
Rachel?ErhardEmail author Yoni?Harel 《International journal for the advancement of counseling》2005,27(1):87-100
This study of 681 school counselors in Israel examines how counselors allocate their time between counseling tasks and whether their role behavior can be characterized according to distinctive profiles. Three distinctive profiles of role behavior were identified: The traditional profile (40% of the sample), in which individual counseling to students was prominent; the prevention profile (20% of the sample), in which a guidance curriculum with an emphasis on prevention programs was preva1ent; and the balanced profile (40% of the sample), in which the time devoted to the main counseling responsibilities is allocated in relatively equal proportions. Three variables were found to affect the profiles: the school setting (i.e., level), the principals expectations from the counselor and the counselors personal preferences. The findings of this study can contribute to the effort of defining and clarifying the role and function of school counseling in Israel and other countries. 相似文献
9.
Curriculum and Course Syllabi for a High-School CS Program 总被引：1，自引：1，他引：0
The authors served on a committee that designed a high-school curriculum in computer science and has been supervising the preparation of a comprehensive study program based on it. The new program is intended for the Israeli high-school system, has been formally approved by the Ministry of Education, and is expected to fully replace the old one in the near future. The program emphasizes the foundations of algorithmics, and teaches programming as a way to get the computer to carry out an algorithm. The purpose of this paper is to describe the program's curriculum and syllabi in detail. 相似文献
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