Demystifying Threshold Concepts

This paper shows that so‐called ‘threshold concepts’ have been defined in a way that makes it impossible, even in principle, to empirically isolate them. It continues by proposing an alternative theoretical framework, and argues: (1) that concepts are not reducible to abilities; (2) that acquisition of a given concept can be necessary, but not sufficient, for the possession of an ability; and (3) that being ‘threshold’ is an extrinsic property, such that what is threshold for one person is not for another. It closes by outlining two resultant problems for related empirical research. First, how is it possible to test for concepts, rather than abilities? Second, how can we tell if there is more than one possible conceptual route to the same ability?     

Demystifying computational thinking

This paper examines the growing field of computational thinking (CT) in education. A review of the relevant literature shows a diversity in definitions, interventions, assessments, and models. After synthesizing various approaches used to develop the construct in K-16 settings, we have created the following working definition of CT: The conceptual foundation required to solve problems effectively and efficiently (i.e., algorithmically, with or without the assistance of computers) with solutions that are reusable in different contexts. This definition highlights that CT is primarily a way of thinking and acting, which can be exhibited through the use particular skills, which then can become the basis for performance-based assessments of CT skills. Based on the literature, we categorized CT into six main facets: decomposition, abstraction, algorithm design, debugging, iteration, and generalization. This paper shows examples of CT definitions, interventions, assessments, and models across a variety of disciplines, with a call for more extensive research in this area.     

教师习俗性知识浅析

教师知识研究是教师教育研究的重要组成部分,对其内容和形式的确定关系到教师教育的方式和工作重心.以往研究者大多注重教师知识分类,将教师知识划分为几个独立领域,认为教师的教育能力可以归结为教师对这些领域知识的获得.随着研究的进一步深入,不少研究者开始关注教师已有经验对其今后教学及相关教学能力的影响.教师习俗性知识即是教师已有经验和知识体系的组成部分,它直接关系到教师日常教学实践,对教师专业发展具有重要意义.     

Demystifying Logo Recursion:

No abstract available for this article.     

愚人节趣闻

4月1日是一个特殊的日子,在那一天,你可以恶作剧而不至于被惩罚。人们对该节日的渊源不很清楚,但它似乎源于法国,是1582年格列高利历法实施的结果。     

口吃的诊断与矫治

口吃是一种通常产生于儿童期的言语流畅性障碍。口吃的平均人口流行率(prevalence)大约1%,儿童口吃的发生率约为5%,几乎80%的口吃儿童到16岁时自发地恢复了流畅性。口吃的病因是有争论的。当前主流的理论认为口吃主要是一种神经生理功能障碍,这种障碍干扰了言语产生所要求的精确的时间进程,但生理障碍本身受多种因素的影响。言语治疗是当前口吃治疗的主流,本文也介绍了一些口吃治疗方法,例如:延迟听觉反馈、计算机辅助训练、药物治疗等有助于放慢言语速度和控制其它的言语机制。     

口吃的理论模型与最新研究进展

本文简要介绍了口吃的几种理论模型,包括言语错误侦察模型和内隐修复假设、要求和能力模型、口吃的神经心理语言学功能理论、言语运动控制失调假设和口吃的时间压力假设,并综述了口吃的最新研究进展,主要是脑功能成像研究、口吃的基因研究和对儿童口吃者的研究。     

基底神经节与口吃

本文回顾了口吃和基底神经节功能障碍之间关系的相关文献,从基底神经节的时间线索功能缺陷、基底神经节运动环路的损伤、多巴胺系统异常等三个方面系统探讨了口吃者基底神经节功能障碍的机制。     

口吃发生位置预测研究中的语言因素

对于口吃发病机制和口吃者言语行为表现的研究,有助于揭示语言和脑的关系,了解言语输出过程,并对口吃矫正治疗具有重要意义。本文从起始音、重音、词类和句法等方面介绍了国外学者在预测口吃发生位置的研究中对于语言因素的分析。希望籍此引起国内口吃治疗者和语言研究者对这一领域的关注。     

工作记忆与口吃研究进展

口吃是一种言语流畅性障碍。许多关于口吃者言语加工的研究都发现工作记忆对口吃具有重要的影响。文章分析了工作记忆各成分(包括中央执行系统、语音回路、视空间模板)与口吃的关系,综述了关于工作记忆与口吃关系的研究,并对今后的研究方向提出了建议。     

Demystifying Critical Reflection: Defining criteria for assessment

Many university teachers in the social sciences and humanities, especially those interested in emancipatory educative practices, wish to see their students develop a capacity for critical reflection, considered essential for the development of higher-order thinking. However, critical reflection is rarely precisely defined nor are clear indications given about how teachers can develop appropriate criteria for assessing how well students reflect. This paper offers a framework for identifying indicators of a capacity for critical reflection in the social sciences, as well as demonstrating how criteria can be developed for assessing students' capability for critical reflection, including making distinctions between reflection on values, beliefs and assumptions. It is argued that offering clear criteria can assist in providing guidance to both students and teachers in developing critically reflective capacities.     

Demystifying inclusion: implications for sustainable inclusive practice

This paper argues that in the pursuit of influencing inclusive education development, definitions of inclusion have been promulgated that remain a distant concept in the minds of the most significant partners in this process, i.e. teachers and schools. This is despite best efforts to share ideas for sustainable change based on such definitions. Based on the author’s experience of being a researcher in an inclusive education project in South Africa and subsequent attempts to influence sustainable development at a secondary school in the project, it is argued that a demystification of the term ‘inclusion’ or related terms such as ‘inclusive education’ is necessary to the process of engagement with schools to bring about more sustainable change.     

孩子口吃矫正教育探究

口吃的孩子往往是思维发展快,说话的速度赶不上思维的速度。当遇到紧急情况时,用重复的字或拖长音来调整自己的语言;孩子在心里紧张又不自信的情况下,往往不敢说话或说话断断续续。为了帮助小男孩宇轩,设计了一个帮助孩子矫正口吃的方案。     

口吃复发的研究进展述评

本文总结了口吃治疗后的长期效果或复发方面的研究。有数据基础的研究表明,有两种研究复发的方法,第一种方法试图分离复发的预测因素。虽然一些因素有一定的预测作用,如治疗前口吃的严重性,治疗结束时即时的焦虑水平,但是,很少有因素能独立、可靠地预测口吃复发。研究表明,几个因素结合起来能可靠地预测复发。这些因素包括口吃频率、言语速度、人格、控制点、言语方式以及参加抗复发活动等;第二种方法是评定抗复发策略的有效性,抗复发策略具有减少复发危险的潜在价值,具有重要的研究和治疗的意义。     

Changes in Handedness Associated with Onset or Disappearance of Stuttering

The relationships between scores on the Sixteen Personality Factor Questionnaire (16 PF), the Brown Personal Beliefs and Teaching Practices Inventories, and the Rokeach Dogmatism Scale for 191 female, beginning teacher education students were investigated using canonical and simple correlation analyses. A significant canonical correlation of .51 was established between these measures, with factors M (Practical vs. Imaginative), and Q1 (Conservative vs. Experimenting) of the 16 PF and total scores on the Brown inventories accounting for the multivariate correlation. Teacher education students who indicate high agreement with Dewey’s philosophy on the Brown instruments appear to also score high on the imagination and experimentation factors of the 16 PF. An additional finding of importance was the absence of significant relationships between the 16 PF and the Rokeach Dogmatism Scale.     

Demystifying Accreditation: Action Plans for a National or Regional Accreditation

As part of educational reform, many institutions of higher education are undergoing accreditation processes. Based on interviews, observations, and the author's experiences in accreditation reviews, this discussion delineates three stages of planning for an accreditation process. Recommendations are organized by each stage of preparation into long- and short-term action plans with specific tasks. Analyzing the process of accreditation across institutions and programs led to the identification of common elements that can make planning an accreditation effective and efficient. This article maps the roles and responsibilities of accreditation stakeholders and the need for communication and collaboration throughout the process.Ann L. Wood earned a Ph.D. in educational psychology from The University of Michigan and a M.A. in special education and a B.A. in sociology, psychology, and education from Michigan State University. She is currently the Co-Principal Investigator for the Comprehensive Teacher Education Institute and an Assistant Professor in the Charter College of Education at California State University, Los Angeles. Her special interests are educational reform, urban education, lives of faculty and teachers, higher education, teacher development, and teacher induction     

义务教育阶段统计有关知识的内容定位与教材实施

统计观念是统计意识、统计技能和统计评判质疑能力的统一体.统计观念主要表现在:(1)能从统计的角度思考与数据信息有关的问题;(2)能通过收集数据、描述数据、分析数据的过程,做出合理的决策,认识到统计对决策的作用;(3)能对数据的来源、处理数据的方法以及由此得到的结论进行合理的质疑.在教学素材选取时,务必贴近学生的生活实际,力求素材的真实可靠性、趣味性、现代性,注意加强统计和数与代数、空间与图形特别是与概率等数学学习板块的联系.     

口吃者言语听知觉缺陷及其神经机制的研究

关于口吃发生的机制一直没有确切的说法.鉴于口吃主要表现为一种言语表达障碍,因此,大部分研究者都对口吃者言语产生过程本身表示关注.不过,也有部分研究关注了口吃者的言语听知觉功能.这些研究提示,口吃的发生也可能与言语听知觉加工异常有关.该文回顾了近些年来有关口吃者言语听知觉功能及其神经机制的研究进展,提出了当前研究中还存在的一些问题,并展望了未来的口吃研究取向.