Beliefs and gender differences: A new model for research in mathematics education

The major focus of this study is to propose a new research model, namely the Modified CGI gender model, for the study of gender differences in mathematics. This model is developed based on Fennema, Carpenter, and Peterson’s (1989) CGI model. To examine the validity of this new model, this study also examines the gender differences in teacher and student beliefs about mathematics and compares gender differences between teacher and student beliefs about the importance and difficulty of certain mathematics topics. Using the British Columbia Mathematics Assessment data, the study conducted a series of ANOVA. The findings of this study indicate that the new model appears to be a useful tool to describe gender differences in mathematics and to guide research in this area. The conclusions drawn from the data analysis show that male and female teachers differed significantly in their beliefs about Numbers and Operations. Male teachers perceived this topic to be more important than female teachers. Second, gender differences have been largely found in student beliefs about the difficulty of the selected topics. Finally, gender differences found in teacher beliefs are similar to the gender differences in student beliefs about the importance and difficulty of mathematics topics.     

Women and gender studies and multicultural education: Building the agenda for 2000 and beyond

Abstract

Multicultural education has always been contested terrain, yet within the last five years a significant consensus about its scope and function has evolved. The discourse about multicultural education has not adequately attended to the debates surrounding the terms “gender” and “sex” or the multiple feminist theories that focus on the more critical aspects of a social change agenda. This article focuses on some of the tensions between women and gender studies and multicultural education such as: understanding gender as a category of analysis, theoretical constructions of feminism, and building an educational agenda for social justice in an effort to further the agenda for 2000 and beyond.     

在化学教学中践行公平教育

本文阐述了作为基层的化学教师如何在化学教学中树立公平教育的理念,创新公平教育的教学模式,改进公平教育的评价机制,改善日常的教育行为,尽最大的力量去践行公平教育,追求教育公平.     

Applied studies: A model for experiential education

For a number of years the University of Lethbridge has been working to develop a model for experiential education which is appropriate for liberal arts students. To this end, a four-year experimental project was initiated in 1973 to develop such a model, adapting already established principles of Cooperative Education. The result of this experiment—that traditional Coop was not the appropriate vehicle—led to a more inclusive experiential educational model, which allows for both employment and volunteer experiences, involves the awarding of academic credit, and places the onus on the student to demonstrate through various forms of documentation the relationship between his or her field experience and academic program. While there always will be difficulties in assessing the credit value of learning gained from a practical experience, the University of Lethbridge has, through an approach that involves the realization of specific learning objectives, developed a program that fits well into the liberal arts framework.     

A learning model for science education: Deriving teaching strategies

A learning model for science education was proposed by Appleton (1989), based on Osborne and Wittrock’s generative learning theory (1983) and the Piagetian notions of disequilibrium, assimilation, and accommodation. The model incorporated many aspects of difficulties in learning science experienced by students, as revealed in the LISP projects and similar research. This paper examines how the model may be used to derive teaching strategies: components of the model are analysed in terms of specific types of teacher interventions which could facilitate students’ progress to accommodation. Some established teaching strategies are analysed in terms of these interventions. Specializations: primary teacher education, teaching strategies in science.     

对教育公正的理性思考

教育公正是社会公正的重要组成部分,其基本精神和实践意义体现为教育平等。但是,我国东部与中西部地区之间,城市与农村及边远山区之间,同一区域内重点学校与非重点学校之间,不同社会群体之间受教育机会的不平等现象非常严重。必须通过调整教育投资体制,实施教育均衡发展策略,改革传统的教育评价制度,提升教育督导和评估机构的权威性等措施来消除人为的教育不平等现象。     

REDSIL: A forth generation evaluation model for gifted education programs

There is a current interest in evaluation of gifted programs. Unfortunately, program evaluation efforts to date have fallen short in terms of usefulness for making program improvements. The REDSIL model is based on different assumptions and uses qualitative methodology in an attempt to overcome shortcomings of previous efforts. This three phase model has been field tested and determined useful.     

Sexism in the Seminar: Strategies for gender sensitivity in management education

In our roles as tutors we recognise a reluctance for students, particularly men, to become involved in discussion around 'gender' with any serious level of engagement. In order to address this, we have begun developing ideas that prompt discussion in seminars on gender issues with a view to raising awareness and creating a greater sensitivity. In this paper we share with readers ideas and materials that may be used to prompt such discussion. We are particularly interested in encouraging students to address perceived sexism for themselves, rather than relying on us as tutors to deal with such gender insensitivity, thus complementing an experiential learning philosophy that underpins our management education units. Locating our understanding of 'gender' in post-structuralism, we look critically at the binary divide between the socially-constructed nature of femininity and masculinity, and question how further polarisation might be reduced. Further, we wish to encourage discussion as to how we might design and develop courses that appeal to women and men, believing that gender management is of equal importance for men and women.     

A model for the evaluation of bilingual education

In this article a model is proposed to deal with bilingual education that maps relevant factors on a single, multitiered and integrated structure. Around the circumference of each tier we place factors that may have an influence on or may be affected by a specific bilingual education program, grouped according to general category (psychological, sociological, economic, political, religious, cultural, geographical, demographic, historical, Linguistic, and so on). In the center of the circle are located educational factors. The first tier represents the situation of the community (any relevant socio-educational entity, ranging from a village to a nation or larger) before a bilingual program is established. The second tier sets out all the possible rationales for a bilingual program, including the explicit or unstated goals of those who have planned or who control the program, and it allows for several layers in cases where various people might have different or competing goals for the same program. The third tier incorporates the factors under the control of those administering the program: it consists of the operations in whatever area that affect the program: it goes beyond educational factors, and includes for instance language development activities, new political structures, and changes in socio-economic situation. The fourth tier is similar to the first, but represents the situation in the community after the program has been in operation for some time.The paper concludes with a brief sketch of the situation of bilingual education on the Navajo Reservation and in Micronesia. It is argued that only a model as complex as this will make it possible to recognize the features underlying the many different bilingual programs in the world today.

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Zusammenfassung In diesem Artikel wird ein Modell für zweisprachige Erziehung vorgeschlagen, das relevante Faktoren in eine einzige, vielschichtige und integrierte Struktur einordnet. Rinks um jede Schicht setzen wir Faktoren, die ein spezifisches zweisprachiges Erziehungsprogramm entweder selbst beeinflussen oder dadurch beeinflusst werden können; diese gruppieren wir nach allgemeinen Kategorien (psychologischen, soziologischen, wirtschaftlichen, politischen usw.). Im Mittelpunkt des Kreises stehen die pädagogischen Faktoren. Mit der ersten Schicht wird die Lage der Gemeinschaft dargestellt (jede relevante Einheit vom Dorf bis zur Nation oder noch darüber hinaus), bevor ein zweisprachiges Programm eingeführt wurde. Die zweite Schicht zeigt alle möglichen Begründungen für ein zweisprachiges Programm, einschliesslich der ausgesprochenen oder unausgesprochenen Ziele der Planer oder Überwacher des Programms, und sieht für den Fall, dass mehrere Menschen mit dem gleichen Programm verschiedene oder konkurrierende Ziele verfolgen, mehrere Unterschichten vor. In die dritte Schicht sind die von den Verwaltern des Programms beherrschten Faktoren eingeordnet; sie besteht aus den Verfahren auf allen Gebieten, die auf das Programm einwirken: über die pädagogischen Faktoren hinausgehend umfasst sie z.B. Aktivitäten zur Sprachentwicklung, neue politische Strukturen und Veränderungen in der sozial-wirtschaftlichen Lage. Die vierte Schicht ist der ersten ähnlich, zeigt aber die Lage der Gemeinschaft, nachdem das Programm eine zeitlang durchgeführt worden ist.Zum Schluss skizziert der Aufsatz kurz die Gegebenheiten für zweisprachige Erziehung im Indianerreservat und in Micronesien. Es wird behauptet, nur mit Hilfe eines so vielschichtigen Modells wie diesem liessen sich die Grundzüge der vielen verschiedenen zweisprachigen Programme in der heutigen Welt erkennen.

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Résumé Dans cet article, Spolsky propose un schéma de l'éducation bilingue où les facteurs susceptibles d'influencer un programme d'éducation bilingue ou, au contraire, d'être affectés par lui, sont groupés en catégories: Psychologie, Démographie, Histoire, Linguistique, etc. et intégrés à une structure circulaire présentant trois niveaux, pour ne plus former ensuite qu'un tout unique. Au centre de cette structure-amphithéâtre sont placés les facteurs éducatifs. Le premier niveau reflète la situation de la communauté avant qu'un programme bilingue ne soit établi. Cette communauté peut être n'importe quelle entité socio-éducative: un village, une nation, ou davantage. Le deuxième niveau expose toutes les causes possibles qui ont déterminé le programme bilingue, que ce soit les raisons explicites ou les mobiles inexprimés des planificateurs ou des contrôleurs du programme. De la place supplémentaire est réservée pour les cas où ce programme serait inspiré par des intentions différentes voire même concurrentes. Le troisième niveau incorpore les facteurs contrôlés par les administrateurs du programme: c'est-à-dire toutes les opérations touchant de près ou de loin au programme, dans quelque domaine que ce soit. Cela dépasse les facteurs éducatifs et englobe par example les activités relatives au développement du language, les nouvelles structures politiques, les changements survenant dans la situation socio-économique. Le quatrième niveau représente la situation de la communauté après que le programme y a été appliqué pendant un certain temps.Spolsky conclut par un bref exposé de la situation relative à l'éducation bilingue dans la réserve des Indiens Navajos et en Micronésie car il estime que seule la situation remarquablement complexe de ces deux cas permet de mieux identifier les caractéristiques fondamentales des nombreux et différents programmes bilingues que l'on peut rencontrer aujourd'hui, de par le monde.

     

实现教育公平、构建和谐社会

公正、普及、完善的国民教育是通往和谐社会最重要的一座桥梁。在大力构建和谐社会的今天．“教育不公”却成了中国社会的一个不和谐的因素。通过对城乡之间、平等教育与教育商业化这两个方面不和谐因素、现象的分析。提出了解决方法与途径。     

Beyond Access: Considering gender deficits in science education

ABSTRACT Despite striking increases in female enrolments in many undergraduate science programmes, women continue to be dramatically underrepresented in graduate training and careers in science. Although there is substantial evidence of differences in male and female students' experiences in university science courses, we know little about how young women interpret and respond to these differences. This article explores the accounts that female science students construct of their aspirations, educational experiences, achievements, and opportunities as they move through their undergraduate education at a large, urban university in Canada. Based on in-depth, longitudinal interviews ( n = 91), the focus is on the processes through which they make sense of their educational and career options and choices. The findings point to the importance of understanding how meanings and subjectivities are produced, understood, and acted upon. What is evident from this study is that women in science confront a complex web of competing and contradictory realities and discourses as they negotiate their career identities. Thus, to stem the progressive and cumulative loss of female students as they move up through the levels of higher education, universities must address the problems they confront in their pursuit of science training before, during, and after their undergraduate education.     

CoRE: A conceptual model for incorporating conflict resolution into teacher education

Abstract

School districts throughout the United States have responded in different ways to recent acts of violence. Responses vary from external security measures, which include metal detectors, see‐through backpacks, and fences, to programs that train teachers and students to recognize potentially dangerous threats and behavior. Literature indicates that teacher education programs have generally failed to address this issue in preservice teacher education. The purpose of this article is to present a conceptual model for incorporating conflict resolution in preservice teacher education. The CoRE model offers teachers conflict resolution/ peer mediation skills in a four‐level approach: Foundational Knowledge, Integration, Contextual, and Implementation.     

A Bayesian performance prediction model for mathematics education: A prototypical approach for effective group composition

This research work presents a Bayesian Performance Prediction Model that was created in order to determine the strength of personality traits in predicting the level of mathematics performance of high school students in Addis Ababa. It is an automated tool that can be used to collect information from students for the purpose of effective group composition. During the study, attributes that affect performance in mathematics were identified and the sources of the data were analysed. Based on collected data, a predictive tool was developed and a 70.9% prediction accuracy was achieved vis‐à‐vis actual exam results. Further work and modification of the prediction model increased the level of prediction accuracy to 78.4%. The findings of this research provide an insight into the possible applications of uncertainty management techniques, particularly to address some of the conflicting results relating to the significance of factors affecting student performance of the mathematics subject. This has implications regarding methods of grouping learners for optimum performance. Future research may include a deeper exploration of factors related to performance and more specifically how the Bayesian predictive model can be incorporated for effective group formation. Furthermore, researchers might be able to extend the application of similar performance prediction models for other academic subjects.