Educational leadership,management and administration in Africa: an analysis of contemporary literature     

Gladys Nyanchama Asuga  Jill Scevak  Scott Eacott 《School Leadership & Management》2016,36(4):381-400

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Disentangling the relationship between working memory and language: The roles of short-term storage and cognitive control     

Pascale Marguerite Josiane Engel de Abreu  Susan Elizabeth Gathercole  Romain Martin 《Learning and individual differences》2011,21(5):569-574

This study investigates the relationship between working memory and language in young children growing up in a multilingual environment. The aim is to explore whether mechanisms of short-term storage and cognitive control hold similar relations to emerging language skills and to investigate if potential links are mediated by related cognitive abilities. A sample of 119 Luxembourgish 6-year-olds completed several assessments of working memory (complex and simple span), native and foreign vocabulary, syntax, reading, rhyme awareness, and fluid intelligence. Results showed that short-term storage and cognitive control manifested differential links with developing language abilities: Whereas verbal short-term storage was specifically linked to vocabulary; cognitive control manifested unique and robust links with syntax and early reading development. The study suggests that in young children the working memory system is composed of separate but interacting components corresponding to short-term storage and cognitive control that can be distinguished by the roles they play in supporting language acquisition.  相似文献   

Challenges in embedding numeracy throughout the curriculum in three Queensland secondary schools     

Merilyn Gladys Carter  Valentina Klenowski  Christina Chalmers 《The Australian Educational Researcher》2015,42(5):595-611

The Australian Curriculum identified seven General Capabilities, including numeracy, to be embedded in all learning areas. However, it has been left to individual schools to manage this. Whilst there is a growing body of literature about pedagogies that embed numeracy in various learning areas, there are few studies from the management perspective. A social constructivist perspective and a multiple case study approach were used to explore the actions of school managers and mathematics teachers in three Queensland secondary schools, in order to investigate how they meet the Australian Curriculum requirement to embed numeracy throughout the curriculum. The study found a lack of coordinated cross-curricular approaches to numeracy in any of the schools studied. It illustrates the difficulties that arise when teachers do not share the Australian Curriculum cross-curricular vision of numeracy. Schools and curriculum authorities have not acknowledged the challenges for teachers in implementing cross-curricular numeracy, which include: limited understanding of numeracy; a lack of commitment; and inadequate skills. Successful embedding of numeracy in all learning areas requires: the commitment and support of school leaders, a review of school curriculum documents and pedagogical practices, professional development of teachers, and adequate funding to support these activities.  相似文献   

Personal learning environments: design and use / Los entornos personales de aprendizaje en la educación superior: del diseño al uso     

César Coll  Anna Engel  Alexandra Saz  Alfonso Bustos 《Cultura y Educación》2014,26(4):775-801

Abstract

This study focuses on the uses that two groups of higher education students make of technological resources offered by an institution to build their own personal learning environments. The main thesis is that these uses depend on the techno-pedagogical design of the teaching and learning process in which the technological resources are framed. In order to explore and illustrate this thesis two instructional sequences have been analysed. Both use the same technological design, the Elgg platform, which allows users to select and organize a set of resources or widgets according to their interests and needs. The results show that in both cases the uses that students make of technology are related to the characteristics and requirements of the particular techno-pedagogical designs. We conclude that the key is not to offer technological resources to the students so they can build their own personal learning environments, but to design activities that attract and induce them to build these personal environments and to guide and support the process of construction.  相似文献   

Investigating teachers’ images of mathematics     

Gladys Sterenberg 《Journal of Mathematics Teacher Education》2008,11(2):89-105

Research suggests that understanding new images of mathematics is very challenging and can contribute to teacher resistance. An explicit exploration of personal views of mathematics may be necessary for pedagogical change. One possible way for exploring these images is through mathematical metaphors. As metaphors focus on similarities, they can be used to express already-held perceptions about the nature of mathematics. In addition to providing a way of talking about current views of mathematics, the analogous dimensions of metaphors can prompt new ways of thinking about these images. In this article, I consider the use of metaphors as a strategy for explicating elementary teachers’ views of mathematics. I claim that the investigation of metaphors of mathematics helped create a shared communicative space and enhanced the quality of the discussion with the teachers. In particular, our exploration of the metaphor mathematics is a language encouraged a consideration of the humanistic dimensions of mathematics and contributed to a varied re-imaging of mathematics.  相似文献   

The materiality of biographical knowledge – ethnography on aesthetic practices     

Juliane Engel 《Ethnography and Education》2020,15(3):377-393

ABSTRACT

The article aims to develop a theory of biographical knowledge and practices of aesthetic articulation. Thus, it examines the aesthetic practices of young people beyond their verbal utterances. Using seven video case studies, it demonstrates the extent to which biographical knowledge is articulated in aesthetic practices – drawing, dancing, making music, etc. Aesthetic practices of articulation are theoretically defined as modes of relation between people and objects and between people and spaces. The article introduces a new ethnographic approach in biographical research that takes into account the lack of research into the significance of aesthetic practices in non-formally institutionalized areas and is thus also an epistemological guide that goes beyond highly cultural patterns and contexts. This has also proved particularly relevant for investigating subjectivation processes of vulnerable groups or, more specifically, the emergence of unequal subject positioning.  相似文献   

When one plus one equals one: Hadley Irwin     

Rae Haws  Rosalind Engel 《Children‘s Literature in Education》1987,18(4):195-201

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THE EVOLUTION AND IMPACT OF PROGRAMME EVALUATION IN A NEW MEDICAL SCHOOL     

C.E. Engel  R.M. Clarke  G.I. Feletti 《Assessment & Evaluation in Higher Education》1982,7(3):257-268

While the purpose, theory and method of evaluation of educational programmes are well‐documented, there is little published evidence on the actual evaluation of higher professional educational programmes and their outcomes. This paper outlines the background and development of programme evaluation in a new institution of higher professional education. It outlines current programme monitoring activities and their effects, and identifies the urgent and feasible tasks to be undertaken in the methodologically difficult and politically sensitive area of outcome evaluation.  相似文献   

Achievement Examinations in Badminton     

M. Gladys Scott 《Research quarterly for exercise and sport》2013,84(2):242-253

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Students’ conception of infinite series     

Rafael Martínez-Planell  Ana Carmen Gonzalez  Gladys DiCristina  Vanessa Acevedo 《Educational Studies in Mathematics》2012,81(2):235-249

This is a report of a study of students’ understanding of infinite series. It has a three-fold purpose: to show that students may construct two essentially different notions of infinite series, to show that one of the constructions is particularly difficult for students, and to examine the way in which these two different constructions may be built so that we may uncover ways to help students improve their understanding. The theoretical framework consists of action–process–object–schema theory and the specific model of conceptions in Balacheff’s theory of conception, knowing, and concept. Approaching the problem from these two different theoretical perspectives allows us to provide different and at the same time complementary explanations of observed phenomena. The two different infinite series constructions are, briefly stated, series as an infinite unending process of addition and series as a sequence of partial sums. Students are found to have difficulty building an understanding of series as a sequence of partial sums and thus tend to have difficulty in problem situations that require this interpretation. The study uses semi-structured interviews with 10 graduate students. The interviews explore situations that might give insight into students’ notion of the sequence of partial sums.  相似文献