Sharing your wisdom: the perinatal author

Perinatal educators are encouraged to consider the scope of their impact on launching new families by sharing their wisdom through authorship.     

Defining the real: context and beyond

This paper draws attention to the trend to consider context in educational discourse. It documents the increasing use of “context” in everyday educational talk and in educational research and begins to consider the implications of this trend for the theory and practice of education. The paper considers different ways that context is used and suggests that over the last 5‐10 years conceptions of context have shifted. As well as being understood spatially as the outside or backdrop relative to a phenomenon of interest, context is increasingly being considered in a more ephemeral figure and ground relationship. I argue that this shift marks a significant reframing of education and its implications in the practice and politics of education and educational research.     

Risking creativity: building the creative context

In this lively account of a special school's involvement with the government‐funded Creative Partnership programme, Maria Balshaw provides a helpful overview of that programme and demonstrates the exciting potential for inclusive practice when schools work in partnership with creative professionals.     

Sharing the apples

Marry was given two apples, a small one and a large one, by his Mum .Share them with your sister.If Mum had given them to me. I'd have given you the large one and had the small one myself.Well,that's what you've got,so what are you worrying about?学…     

Engineering problem-solving knowledge: the impact of context

Employer complaints of engineering graduate inability to ‘apply knowledge’ suggests a need to interrogate the complex theory-practice relationship in twenty-first century real world contexts. Focussing specifically on the application of mathematics, physics and logic-based disciplinary knowledge, the research examines engineering problem-solving processes as enacted by recent graduates in a range of industrial settings. Theoretically situated in the sociology of education, the Bernsteinian concept of knowledge structures and Legitimation Code Theory epistemic relations are utilised to surface the disciplinary basis of problem solving in different sociotechnical contexts. It is argued that the relationship between the ‘what’ and the ‘how’ of the problem gives rise to significantly different practice ‘codes’ between which successful engineering problem-solvers are required to shift. This paper presents two contrasting case studies which demonstrate the impact of the environment on code-shifting practices. Findings suggest that engineering curricula need to facilitate a more conceptual grasp of contextual complexities.     

Student-centered learning: context needed

Six scholars provide their perspectives in response to Lee and Hannafin’s (Educational Technology Research and Development 64: 707–734, 2016) article describing the Own It, Learn It, Share It design framework. The framework combines constructivist, constructionist, and self-determination theories to address student-centered learning.

     

文化视角的大学知识共享

大学是知识创新的重要机构，知识创新的首要阶段是知识共享。影响大学知识共享的主要文化因素有文人相轻、互不信任、竞争需要和知识归属观等。文化视角的大学知识共享的实现应建立诚实、信任、利益合理分享和公平竞争的良性机制。     

Sharing

There isn't much that I can do, but I can share my bread with you, and sometimes share a sorrow,too... There isn't much that I can do, but I can sit an hour with you, and I can share a joke with you, and sometimes share reverses,too...     

Relationships in the classroom: The child and the context

The primary purpose of this study was for teacher education students to develop a framework for assessing the performance of children in their current ecology or environment. To that end, data were collected relevant to child and context variables that might influence learning. Relationships between variables emerged that are of interest and provocative of further study. A discriminant analysis revealed that children who were identified as being hyperactive and as having academic problems tended to be male, Anglo, and from a large family. Although it is much too early to use this model to predict or classify, if replicated, patterns might be identified that would contribute to instructional decision making.     

Temperament in the school context: a historical review

The majority of studies on temperament in the educational context originate from the Anglo-Saxon culture, where there has been an increase in research in this field over the last four decades. The objective of this paper is to contribute towards systematizing of relevant findings that have been carried out in the educational context from the field of temperament over the last decades. This is a theoretical paper, where we present relevant findings obtained in the relationship between temperament and school performance, in both academic (academic skills and performance) and social areas (social–educational adjustment in the classroom). The contribution of temperament to the school performance is important, although differences can be seen in relation to the age of the children and the contents of the curriculum. In general terms, the dimensions of temperament that have more direct relationships with the academic outcomes are adaptability and attention persistence. Also worth noting is the role of negative emotionality which has a negative relationship with children’s performance. Its incidence is much greater, however, when accompanied by low abilities of self-regulation, given the important direct effect that effortful control has on both academic achievement and school social adjustment, even when this is evaluated by different informants. We must highlight the increasing evidence of the relationships that exist between the different components of self-regulation (attentional control, inhibitory control, activation control) and negative emotionality (fear, anger) when explaining behavioural problems in the classroom.     

Oral language and socioeconomic status: the Irish context

International studies have documented large effects of SES on oral language competence and researchers have suggested that differences in oral language competence at school entry may be one factor contributing to educational disadvantage. The current study made use of data provided by the Growing Up in Ireland survey in order to quantify the association between SES and oral language competence in a nationally representative sample of young Irish children. Specifically, the association between SES (operationalised as income, occupational status and education) and expressive vocabulary was quantified in samples of 3 and 5-year-old children. In order to place the Irish figures within an international context, parallel analyses were performed using data provided through the UK-based Millennium Cohort Study. The results revealed a statistically significant association between SES and vocabulary within the Irish sample, which was linear in nature, small in magnitude and which declined in strength from the 3-year to the 5-year sample. Parallel analyses with the UK data revealed a stronger association and it was concluded that the association between SES and oral language competence may be weaker in the Irish context than that reported internationally.     

缺省推理：认知语境的功能实现

如何在一定语言形式的基础上,根据语境进行语用推理,从而确定话语的意义,这是语用学和语言逻辑一直寻求解决的问题。日常话语理解中的语用推理是根据认知语境所做的缺省推理,它是一个双层推理系统。在这个推理系统中,大推理系统内嵌一个小推理系统,认知语境中的明示语境和缺省语境分别作为该缺省推理中的显性前提和隐性前提而存在。