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AbstractWe present a first-hand, longer-term account of one student’s (Christine’s) experiences in and after a mathematics inquiry course. In this course, students actively posed problems, conducted their own mathematical explorations, and wrote journal entries about their experiences. During the course, Christine found that inquiry helped her develop mathematical content knowledge and a deeper understanding of the nature of research. After the course, Christine became a mathematics education faculty member in a mathematics department and reports that the course impacted the way she teaches mathematics. This provides an illustrative case of the potential long-lasting benefits of an inquiry course. 相似文献
23.
Britton L. Schnurr Deborah K. Kundert Amanda B. Nickerson 《Psychology in the schools》2009,46(5):410-419
Research examining student outcomes (e.g., achievement, adjustment) after grade retention reveals that it does not result in long‐term improvements for students; however, grade retention continues to be used as an intervention. The purpose of this study was to examine retention decision‐making practices, as well as school psychologists' knowledge, beliefs, and opinions regarding retention. Actual and ideal roles of school psychologists in grade retention decisions were also examined. Participants included 250 school psychologists randomly selected from the membership of the National Association of School Psychologists. Results revealed that the decision to retain is a subjective one, typically made by a team. Responding school psychologists did not support retention and found the research moderately applicable to practice. However, most school psychologists indicated that they were not centrally involved in decision making. Findings also revealed a desire among school psychologists for increased involvement in developing and/or implementing programs aimed at improving performance and consulting on the effects of retention. © 2009 Wiley Periodicals, Inc. 相似文献
24.
This case examines how functionalist approaches manifest culturally based on users’ contexts. The authors conduct a critical visual semiotic analysis of the race and Hispanic origin questions on the 2010 U.S. Census form, demonstrating how incongruities in design potentially harm people. This demonstrates a need for adding critical analyses to design and research and it refocuses the Society for Technical Communication’s value of promoting the public good on to design and documentation in order to fight injustice. 相似文献
25.
Jessica Holloway Amanda Keddie 《Discourse: Studies in the Cultural Politics of Education》2019,40(6):889-901
ABSTRACTUsing the stories of two autonomous public schools in Australia, this paper demonstrates how commercialisation can simultaneously position schools as both consumer and for-profit producer. Drawing on Foucault's articulation of discourse as that which constitutes and makes available what is possible to be said, done and imagined, the paper illustrates how the current marketised articulation of education is allowing for new possibilities of commercialisation in schools. Together these stories demonstrate that there are creative ways that these schools have embraced their autonomy, while relying on market solutions to acquire the resources they deem necessary for their students and their communities. However, it also shows how these resources and the attainment for them are inextricably constituted by the market orientation of education more broadly and how this presents potential dangers for what schools may be and become as a result. 相似文献
26.
Pittman Ramona T. Lindner Amanda L. Zhang Shuai Binks-Cantrell Emily Malatesha Joshi R. 《Reading and writing》2022,35(9):2049-2074
Reading and Writing - Teachers’ knowledge of literacy has gained considerable interest over the last three.decades, largely with a focus on the basic language constructs of phonological.... 相似文献
27.
Alan M. Schwitzer Shana Pribesh Amanda Ellis‐O'Quinn Patricia B. Huber Elizabeth C. Wilmer 《Journal of College Counseling》2016,19(1):76-95
This article focuses on counseling research in the community college context. The article suggests the need for a robust community college knowledge base, describes some limitations of the current community college literature, and suggests a framework for more effective work in this area. The authors’ own experiences and selected examples of published studies are used as illustrations of the hurdles encountered and solutions available when examining counseling theories, practices, and outcomes in 2‐year settings. 相似文献
28.
Jennifer LoCasale-Crouch Amanda Williford Jessica Whittaker Jamie DeCoster Pilar Alamos 《Journal of research on educational effectiveness》2018,11(1):35-55
This study examined fidelity of implementation in a randomized trial of Banking Time, a classroom-based intervention intended to improve children's behavior, specifically for those at risk for developing externalizing behavior problems, through improving the quality of teacher–child interactions. The study sample comes from a randomized controlled trial that took place over three years and included 183 teachers and 470 preschool children recruited across three sites. Results exploring fidelity of implementation indicated that Banking Time practices were present across treatment and nontreatment groups. In addition, the presence of more Positive Banking Time Practices accounted for improvements in teacher–child interactions while Restricted Banking Time Practices showed inconsistent patterns, relating both to positive and negative teacher–child interactions. Further, random assignment to Banking Time resulted in the presence of more Positive Banking Time Practices and fewer Restricted Banking Time Practices, which accounted for the improved teacher–child interactions. Thus, findings point to the critical need to better account for intervention fidelity across conditions in randomized trials, allowing for better understanding of the mechanism through which interventions lead to intended outcomes. 相似文献
29.
Amanda Heffernan 《The Australian Educational Researcher》2016,43(3):377-391
This paper establishes that system-generated data profiles are influencing the work of principals in three Queensland state schools. Drawing upon Foucault’s notions of governance, as well as research emphasising performative cultures and the importance placed upon numbers and data in education, this paper uses the tale of the Emperor’s map as a metaphor to explore the way principals’ work is being influenced by specific sets of data compiled by the department. These data profiles are representative of external accountabilities and high stakes testing regimes, as seen in systems that have adopted neoliberal policies which attempt to quantify the work being undertaken in schools. The paper demonstrates that principals are being constructed in part by discourses from a system that emphasises these system-generated performance data as a driver for school improvement. 相似文献
30.
In this collaborative self-study, two teacher educators examine their experiences of working in new international contexts and the impact of those experiences on their professional learning and identities. Mandi moved from a major research university in one country to another, while Judy co-led a group of pre-service teachers on an international practicum for three weeks each year for three years. Using the concept of boundary crossing as a theoretical and analytical framework, each teacher educator identified a boundary-related critical incident or experience that occurred during her work in new international contexts. Through individual and collaborative analysis of their critical incidents, they found that working as a teacher educator in new international contexts involves the crossing and re-crossing of multiple personal, professional, linguistic and cultural boundaries. Working in these boundary spaces involved learning how to negotiate new kinds of relationships with colleagues and students, manage changed roles and responsibilities and, ultimately, a search for a renewed sense of self, as each sought to understand herself differently within a new professional context. 相似文献