What they think, what they know, what they do: Rural secondary teachers’ motivational beliefs and strategies

This research examined how rural high school teachers’ beliefs and perceptions of themselves, their students and the challenge of motivation influence their strategic classroom and interpersonal motivating practice. Participants were 13 teachers in three rural, public high schools in two US states. Teachers’ beliefs about motivation generally, and their students’ motivation specifically, reflect a position favouring need and willingness to intervene for unmotivated students. However, their self-perceptions reflect a relatively weak efficacy to intervene successfully. Generally, teachers’ prevalent choice of strategies aligned with their perceptions of reasons that students were undermotivated. In contrast, some teachers’ narratives of actual efforts to motivate a specific student were inconsistent with their self-reported philosophies and style of motivation, and with their general statements of how they would motivate students who needed it. These findings suggest implications for design of teacher education and inservice teacher professional development.     

Metacognition in dogs: Do dogs know they could be wrong?

In the current study, we investigated the question of whether dogs were sensitive to the information that they themselves had or had not acquired. For this purpose, we conducted three consecutive experiments in which dogs had to find a reward that was hidden behind one of two V-shaped fences with a gap at the point of the V. This setup allowed us to distinguish between selecting one of the fences by walking around it and seeking additional information by checking through the gap in the fence. We varied whether dogs had visual access to the baiting procedure or not. In addition, we manipulated the type and quality of reward as well as the time delay between baiting and choosing to analyze if the dogs’ searching behavior was affected. Our results were partly consistent with the findings of Call (Animal Cognition, 13 (5), 689–700, 2010) with great apes, on whose findings we based our experiments. We found that dogs checked more often through the corner of the V-shaped fence when they had not seen where the reward was hidden. Interestingly, dogs rewarded with toys selected the correct fence more often than dogs rewarded with food. Even though dogs’ performance was not affected by the food quality condition, dogs were significantly faster in fetching a high-quality food reward as opposed to a low-quality food reward. When testing whether forgetting and checking would increase as a function of delay, we found that although dogs slightly decreased in their success in finding the food when time delays were longer, they were not more likely to check before choosing. We show that – similar to apes – dogs seek additional information in uncertain situations, but their behavior in uncertain situations is less flexible compared to great apes.     

When ‘we wish they knew’ meets ‘I want to know’

ABSTRACT

The tension between mandated curricula and students’ interests is evident throughout the history of science education. Societal expectations for student learning often lead to standards and curricula that leave little room for students to explore their own individual interests. Occasionally, however, an event can capture the interest of so many students that teachers feel compelled to respond. The Ebola outbreak of 2014 was such an event. This article discusses findings from a study of teacher decision-making; specifically, it explores how high school science teachers in the U.S. decided whether and how they should address Ebola during the 2014–2015 school year, when the Ebola outbreak in West Africa was at its peak. Approximately 2500 teachers of science responded to an online questionnaire that addressed their Ebola-specific instruction. In comparing the decisions of those who taught about Ebola and those who did not, the study found that teachers weighed various factors, in particular student interest but also curriculum standards, time, and availability of resources for teaching about Ebola. The article concludes with implications for future urgent health-related issues.     

‘What do they know of England who only England know’: a case for an alternative narrative of the ordinary in twenty-first-century Britain

Abstract

In 2017 it was 20 years since the publication of Assimilating Identities: Racism and Education in Post 1945 Britain. In this study a narrative was constructed which documents the experiences of Afro-Caribbean and Asian children and families within the English education system. It was a narrative that drew largely on the education archives of the local state. Some use was made of documentary evidence generated within the black community, including oral testimony. In the intervening years there has been a shift in history practice, including history of education, towards a broadening of the source material used in the construction of narratives, most notably the use of visual sources. These years have also seen a growing interest amongst historians of education in looking beyond schooling and investigating the educational experiences associated with other sites of learning: congresses, museums, heritage sites, libraries, community centres, etc. This paper aims to bring these two developments – research engagement with the visual and non-school sites of learning – into dialogue by revisiting the research agenda which shaped Assimilating Identities and addressing the question 20 years on: ‘What do they know of England who only England know?’     

‘The students do not know why they are here’: education decision-making for Syrian refugees

This case study, conducted collaboratively between education scholars and education practitioners, describes and analyses the ways in which Syrian refugee teachers and an NGO are developing and implementing non-formal education (NFE) programming in three refugee settlements in Lebanon. Utilising the INEE Minimum Standards for Education in Emergencies, we analyse teachers’ and programme administrators’ decision-making processes regarding curriculum, language of instruction, and pedagogy as well as how and why these decisions are made in the absence of a guiding framework or policy for NFE. We also consider the ways in which the nation-state writ large still helps to influence these decisions in the ‘global era’.     

各种各样的know

说起know这个词,大概不用过脑我们就能说出它是"知道"的意思。不过,在不同的语句中这个词表达的意境也不尽相同,比如下面这些句子:1.To know everything is to know nothing.样样皆通,样样稀松。2.As if you didn’t know.明知故问。3.You never know.谁也说不准。4.You can ask Jack for help,he knows the business.你可以找杰克帮忙,他比较在行。5.Scientists     

Do you know

A dragonfly(蜻蜓)has a life span(跨度)of 24 hours.蜻蜓的生命跨度是24小时。A duck's quack doesn't echo(回声),and no one knows why.鸭子的嘎嘎声没有回声,没人知道是为什么。A goldfish has a memory span of three seconds.金鱼的记忆跨度是3秒钟。A shark(鲨鱼)is the only fish that can blink(眨眼)with both eyes.鲨鱼是可以用两只眼睛同时眨眼的唯一的一种鱼。Do you know…     

recognize和know

请先看下面一道动词误用解析题: 你认识张先生有多久了? 误:How long have you recognized Mr Zhang? 正:How long have you known Mr Zhang? 析:recognize作“认识”解时,是非延续性动词,不能与表示一段时间的状语连用;know作“认识”解时,是延续性动词,可以与表示一段时间的状语连用。     

Do you know?

众所周知,在第27届悉尼奥运会上共设有28个比赛项目,而热血的中国体育健儿获得了28金、16银和15铜的好成绩,奖牌总数排名世界第三。更加令人高兴的是中国申办第29届奥运会成功,中国人百年梦寐以求的愿望实现了,让我们高呼“Warmly celebrate the success of Beijing in bidding for 2008     

Do you know？

What will the weather be hke？ Some people say they can know what the weather will be like from birds. When they see birds fly high out to the sea, they know it is a nice day, because birds don＇ t hke to fly out when it will rain. When the weather will be bad, the birds come back to the beach. A big wind may come with a rain. Birds do not like to fly in a big wind.[第一段]     

Do you know?

在一些英文报纸的报道中.常用各亩政府机构所在地或其建筑物的名称来代替相应的办事机构。你知道以下建筑物代替什么吗?1.whlte封ouse白宫(美国政府)2.Bue火一ngham palaee白金汉宫(英国政府)3.Downing street唐宁街(英国首相官邸)4. Flee七Stree七舰队街(伦狄新闻界)5.eaPlto一美国国会大厦6.七he pentogon五角大楼(美国国防部)7.WOlls七reet华尔街(美国金融界)8.Elysee爱丽舍宫(法国政府) (颜萍辑).Do you know?@颜萍…     

Do you know?

Ⅰ.What will the weather be like? What will the weather be like? Some people say they can know what the weather will be like from birds.When they see birds fly high out to the sea,they know it is a nice day,because birds don't like to fly out when it will rain.When the weather will be bad,the birds come back to the beach.A big wind may come with a rain.Birds do not like to fly in a big wind.They may sit in a tree when rain is coming.Other animals can also tell the weather.If it's a cloudy day and the rain is coming,chickens aren't quiet,and they are running here and there.Frogs(青蛙) are making big noise in the pool.If it is a nice day,the frogs will come out of the water.     

Do you know？

1. SkyWhat is the sky? Where is it ? How high is it ? What lies above it ? Many Children have asked the same ques-tions.If someone asks you,“What colour is the sky? ”You may answer “Blue”. But I think you are wrong. The sky has no colour. When you …     

无性别的they

在语言使用方面,两百年来,不管传统语法家们在语言课的内容中的效果如何,他们的影响几乎是微不足道的,至少在英国是这样。莎士比亚认为把介词用在句末没有什么错,我的老师也大声郎诵哈姆雷特的独白中的名句“继承于那个亲人……”(that flesh is heir to)。但是,我在学校用介词时都必须在其后跟个名词。从莎士比亚时代以来,各行各业的人们都把某些介词用在句末,而且今天还在这样用,可见这是传统语法家们错了。与此相似,弗莱斯(Fries) (1940)曾指出:三个世纪以来,人们如何正确使用shall和     

浅析动词know的用法

请先看２０００年高考试题单项选择第１９题：Iveworkedwithchildrenbefore，soIknowwhatinmynewjob．A．expectedB．toexpectC．tobeexpectingD．expects再看２００１年高考试题单项选择第３４题：isknowntoeverybody，themoontravelsroundtheearthonceeverymonth．A．ItB．AsC．ThatD．What前者考查“know＋疑问词＋不定式”，即考查“疑问词＋不定式”作“know”宾语的用法。疑问代词what与动词不定式toexpect之间存在着逻辑上的动宾关系。句中的“I”是动词不定式toexpect的逻辑主语，所以答案为B。后者中的空白处应填关系代词“…