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Catherine Forde Deirdre Horgan Shirley Martin Aisling Parkes 《Journal of Educational Change》2018,19(4):489-509
In Ireland there is progressive legislation on children’s participation in the education system. The Education Act 1998 advocates that school boards should involve students in the school and establish student councils in second-level schools. Since the publication of this legislation progress on realising students’ participation in schools has been slow. In 2006 the UN Committee on the Rights of the Child recommended that Ireland strengthen its efforts to enable children to express their views in schools and other educational institutions. The National Strategy on Children and Young People’s Participation in Decision-making (2015), the first to be produced internationally, commits to facilitating children and young people’s voice in the development of education policy, the running of schools and in other areas of school policy. This paper presents and discusses the results of qualitative participatory research with children and young people aged between 7 and 17 years, teachers and school principals, and parents, on their attitudes towards and opportunities for participation by students in schools in Ireland. The data reveal that students are keen to participate in school but recognise that their opportunities to do so are inadequate, that teachers understand participation very differently from students, and that parents have little knowledge of their children’s participatory experiences in school. It concludes that effective participation in schools requires policy, practical and cultural change. 相似文献
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Educational Studies in Mathematics - An essential task for mathematics teachers is posing problems. Selecting mathematics problems that develop mathematical proficiency and engage students in... 相似文献
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Classroom data modeling involves posing questions, identifying attributes of phenomena, measuring and structuring these attributes, and then composing, revising, and communicating the outcomes. Selecting attributes is a fundamental component of data modeling, and the considerations made when selecting attributes is the focus of this paper. A teaching experiment involving 2 teacher educators and 25 pre-service teachers (PSTs) was carried out with 24 young children (5–6-year-olds) as part of a 4-day data modeling investigation. Although perceptual features of the data influenced initial approaches to attribute selection, considerations of the problem situation influenced a shift from the perceptual and towards consideration of attributes such as taxonomy, habitat, behavior, and diet. Expertise in the data context (animal kingdom) and ability to collaborate and negotiate within groups supported children in their ability to switch attributes, attend to multiple situations presented by the problem, and modify and extend their categorizations of data. 相似文献
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Aisling Leavy Mairead Hourigan Claire Carroll 《International Journal of Science and Mathematics Education》2017,15(3):509-526
This study reports entry-level mathematics attitudes of pre-service primary teachers entering an initial teacher education (ITE) program one decade apart. Attitudes of 360 pre-service primary teachers were compared to 419 pre-service teachers entering the same college of education almost one decade later. The latter experienced reform school mathematics curricula compared to the earlier cohort who experienced traditional curricula. Attitudes were determined by administering Aiken’s Revised Mathematics Attitude Scale (Aiken, 1974). Analyses indicate generally positive attitudes on entry to ITE. The earlier cohort demonstrated greater Enjoyment of Mathematics while the later cohort exhibited higher scores on the Value of Mathematics scale. 相似文献
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Aisling Macken 《文物保护研究》2013,58(6):352-362
ABSTRACTThe impact of solvent vapour from two solvents, acetone and industrial denatured alcohol (IDA), commonly used in adhesive reactivation in textile conservation, when applied to artificially soiled silk fabric through either Gore-Tex® or Reemay® membranes for exposure times of either 1 or 3 min, was measured using microscopy and ImageJ to monitor the movement of the solid particulates of the soiling, and Fourier transform infrared spectroscopy with attenuated total reflectance (FTIR-ATR) to monitor the movement of the oily components. Analysis using these techniques successfully showed the movement of large particulates through the textile and a decrease in the presence of oil. Analysis with FTIR-ATR showed that the application of solvent vapour by a poultice method produces more than just a surface change and the vapour can penetrate far enough into the fibres to cause a change in the level of oil through the entire textile. The results showed that the solvents and barrier membranes have characteristic differences which impact on the changes on the soiling. The application of acetone produced a greater change in the movement of oil on the front and back of the samples than the application of IDA, while a comparison between the barrier membranes showed a greater change occurring in the level of oil with the use of Gore-Tex® rather than Reemay®. The time of exposure to solvent vapour made little difference to the changes to the textile soiling. Quantitatively significant results were gathered from analysis of the changes in the oil measured with FTIR-ATR, and qualitative changes in the large particulate soiling, demonstrating the potential usefulness of ImageJ open access software in future historic textile soiling monitoring studies. 相似文献
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While there is abundant research reporting the impact of Lesson Study as a professional development framework for qualified teachers, its potential within initial teacher education remains relatively unexplored. We present a particular model of formal Lesson Study which has been experienced annually for a decade by Irish pre-service primary teachers. This study examines the perceived effects on learning of this Lesson Study model on a large sample of pre-service primary teachers (N?=?225) who worked in 45 different lesson study groups over a 10 year period (2008–2017). Data analysis reveals that participants’ perceptions of learning fell within two distinct themes namely ‘An awakening regarding teacher content knowledge’ and ‘Cornerstones of learner-centred practice’, each of which consisted of rich inter-connected sub-themes. As a result of engaging in Lesson Study, participants report an increased awareness of the importance of deep content knowledge in addition to adopting a learner-centred approach to their practice. Participants also believed that Lesson Study enhanced their professional knowledge and skills in the curricular area of focus (mathematics, in this case). While this study focuses on self-report data, these opinions are fundamental given research which proposes that interventions will fail if participants judge them to be ineffective. 相似文献
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Marvin D. Leavy 《Publishing Research Quarterly》1996,12(3):30-36
The University of Chicago (UC) Press was a major catalyst in the rise of the University of Chicago's Department of Sociology
to preeminence by 1920 in American, indeed international, sociology. The role of the UC Press in this development has been
overlooked, even though a majority of books and articles written by Albion Small, W. I Thomas, their cohort, and their students
in this period bore the UC Press imprint. Editorial control of theAmerican Journal of Sociology, founded by Small in 1895, was exercised within the UC Department of Sociology due to its publication by the UC Press. The
University's support through its scholarly press was vital in establishing nationwide recognition and scholarly authority
for “Chicago Sociology” within the fledgling discipline. *** DIRECT SUPPORT *** A05BB023 00003 相似文献
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Responding to mathematical problems is a core activity in classrooms. The problems that teachers select determine the mathematical content, processes and nature of mathematical inquiry occurring in classrooms and thereby contribute to the development of mathematical skills and dispositions. Selecting, designing or reformulating mathematical problems is a critical skill, then, for prospective and practising teachers. This study explores the influence of a mathematical letter writing initiative in developing the problem posing skills of 28 prospective primary teachers. We examine the characteristics of mathematical problems designed by prospective teachers, and their understandings of what constitutes a good mathematical problem, prior to and following completion of a 12-week letter writing initiative with 10–11-year-old children. Analysis of the data reveals the benefits of engaging in the initiative as evidenced in improvements in several problem characteristics. There was an increase in the number of multiple approach and multiple solution problems and in the level of cognitive demand of problems posed. The challenge of posing non-traditional problems, alongside the competing demands of building in opportunities for success, may have diminished participants’ ability to evaluate and attend to the cognitive demand of problems.
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Teacher knowledge is a critical focus of educational research in light of the potential impact of teacher knowledge on student learning. The dearth of research exploring entry-level preservice teachers' geometric knowledge poses an onerous challenge for mathematics educators in initial teacher education (ITE) when designing experiences that develop preservice teachers' geometric knowledge to support the task of teaching. This study examines the geometric thinking levels of entry-level Irish preservice primary teachers (N = 381). Participants' geometric thinking levels were determined through a multiple-choice geometry test (van Hiele Geometry Test) prior to commencing a Geometry course within their ITE program. The findings reveal limited geometric thinking among half of the cohort and question the extent to which pre-tertiary experiences develop appropriate foundations to facilitate a smooth transition into ITE mathematics programs. The study also examines the nature of misconceptions among those with limited geometric thinking and presents suggestions to enhance the geometric understandings of preservice teachers. 相似文献