A capability approach to children's well-being,agency and participatory rights in education     

Caroline Sarojini Hart  Nicolás Brando 《European Journal of Education》2018,53(3):293-309

This article applies a capability approach to examine how children's agency, well-being and participation rights can be developed and supported in educational settings. We introduce Amartya Sen's concepts of agency and well-being freedoms and achievements to highlight the tensions and trade-offs between risks to children's agency and well-being in and through educational processes. We draw upon selected empirical examples to illustrate this relationship further. By positioning the development of children's agency as an explicit and important goal of education, alongside well-being achievement, we aim to broaden the evaluative space for assessing what constitutes quality in children's education. We conclude with some reflections on implications for policy and practice going forward.  相似文献   

Evaluating the Effectiveness of a ‘Real-World' Shared Reading Intervention for Preschool Children and Their Families: A Randomised Controlled Trial     

Jamie Lingwood  Josie Billington  Caroline Rowland 《Journal of Research in Reading》2020,43(3):249-271

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A praxeological perspective for the design and implementation of a digital role-play game     

Eric Sanchez  Réjane Monod-Ansaldi  Caroline Vincent  Sina Safadi-Katouzian 《Education and Information Technologies》2017,22(6):2805-2824

This paper draws on an empirical work dedicated to discussing a theoretical model for design-based research. The context of our study is a research project for the design, the implementation and the analysis of Insectophagia, a digital role-play game implemented in secondary schools. The model presented in this paper aims at conceptualizing researchers’ and practitioners’ relationships with the notion that knowledge development takes place at a meta-didactical level when the participants develop a shared practice and a shared discourse on practice (a common praxeology). This is done through collaboration and teacher-centered design of innovative learning settings. This model emerges from a double approach: (1) a literature review on collaborative research in education and, (2) an analysis of the verbal interactions of practitioners and researchers involved in the project. The study emphasizes the development of knowledge among participants. It also emphasizes the importance of knowledge brokering for filling the gap between research and practice and thus, for the adoption of digital technology by practitioners.  相似文献   

Using Gaming to Make Statistics Fun     

Adelheid A. M. Nicol 《College Teaching》2017,65(1)

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Beginning Statistics with Cuisenaire Rods     

Caroline Hollingsworth 《Teaching Statistics》1995,17(2):38-39

Cuisenaire Rods provide a concrete embodiment for teaching mean, median, and mode to middle schoolers. These statistical concepts are traditionally only taught abstractly, but may be better understood via manipulatives.  相似文献   

Defining and navigating ‘action’ in a Participatory Action Research project     

Batsheva Guy  Tziporah Feldman  Caroline Cain  Lauren Leesman  Chara Hood 《Educational Action Research》2020,28(1):142-153

ABSTRACT

While the ‘action’ portion of a Participatory Action Research (PAR) project is a crucial component of the process, action tends to be challenging to define, achieve, and measure. The current paper both defines and describes action within the context of a particular PAR collaboration and explores the process and challenges of navigating and implementing action in a PAR project. The specific PAR project detailed in this paper was executed within a higher education setting and involves a group of undergraduate women co-researchers studying their experiences in STEM (Science, Technology, Engineering, and Mathematics) fields.  相似文献   

The links between pedagogical competence,instructional quality,and mathematics achievement in the lower secondary classroom     

König  Johannes  Blömeke  Sigrid  Jentsch  Armin  Schlesinger  Lena  née Nehls  Caroline Felske  Musekamp  Frank  Kaiser  Gabriele 《Educational Studies in Mathematics》2021,107(1):189-212

Educational Studies in Mathematics - It is widely assumed that teachers play a key role in providing high-quality learning opportunities to students and fostering students’ learning. Yet it...  相似文献   

Parameters in television captioning for deaf and hard-of-hearing adults: effects of caption rate versus text reduction on comprehension     

Burnham D  Leigh G  Noble W  Jones C  Tyler M  Grebennikov L  Varley A 《Journal of deaf studies and deaf education》2008,13(3):391-404

Caption rate and text reduction are factors that appear to affect the comprehension of captions by people who are deaf or hard of hearing. These 2 factors are confounded in everyday captioning; rate (in words per minute) is slowed by text reduction. In this study, caption rate and text reduction were manipulated independently in 2 experiments to assess any differential effects and possible benefits for comprehension by deaf and hard-of-hearing adults. Volunteers for the study included adults with a range of reading levels, self-reported hearing status, and different communication and language preferences. Results indicate that caption rate (at 130, 180, 230 words per minute) and text reduction (at 84%, 92%, and 100% original text) have different effects for different adult users, depending on hearing status, age, and reading level. In particular, reading level emerges as a dominant factor: more proficient readers show better comprehension than poor readers and are better able to benefit from caption rate and, to some extent, text reduction modifications.  相似文献   

Measuring the quality of e‐learning     

David B. Hay  Caroline Kehoe  Marc E. Miquel  Stylianos Hatzipanagos  Ian M. Kinchin  Steve F. Keevil  Simon Lygo‐Baker 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(6):1037-1056

This paper shows how concept mapping can be used to measure the quality of e‐learning. Six volunteers (all of them 3rd‐year medical students) took part in a programme of e‐learning designed to teach the principles of magnetic resonance imaging (MRI). Their understanding of MRI was measured before and after the course by the use of concept mapping. The quality of change in individuals' maps was assessed using criteria developed to distinguish between meaningful and rote‐learning outcomes. Student maps were also scored for evidence of conceptual richness and understanding. Finally, each map was compared directly with the content of the electronic teaching material. The results show that many of the student misconceptions were put right in the course of their learning but that many of the key concepts introduced in the teaching were ignored (or sometimes learnt by rote) by the students. This was because the teaching material locked these new ideas in structures and terminology that precluded meaning‐making among non‐experts. Our data suggest that students' prior knowledge is a key determinant of meaningful learning. We suggest that this must be acknowledged if the design and use of electronic teaching material is also to be meaningful. Ultimately, measures of student learning are the only authentic indicators of the quality of teaching through technology.  相似文献   

Preschool children's reasoning about ability   总被引：3，自引：0，他引：3  

Heyman GD  Gee CL  Giles JW 《Child development》2003,74(2):516-534

Young children's reasoning about ability was investigated among 155 preschoolers (M = 4 years, 10 months) across 3 studies. Results suggest that preschoolers are sensitive to mental state information when making judgments about another child's ability: They judged a child who finds a task easy to be smarter than one who finds the same task hard. Systematic patterns of errors on recall tasks suggest that preschoolers perceive positive correlations between (a) exerting effort and experiencing academic success, and (b) being nice and having high academic ability. Results from a comparison group of forty 9- to 10-year-olds (M = 9 years, 10 months) suggest that the preschool findings generally reflect emerging patterns of reasoning about ability that persist into later childhood, but that the perceived correlations between high effort and academic outcomes and between social and academic traits diminish with age.  相似文献