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151.
This article draws on data from a three‐year Australian Research Council‐funded study that examined the ways in which young children become numerate in the twenty‐first century. We were interested in the authentic problem‐solving contexts that we believe are required to create meaningful learning. This being so, our basic tenet was that such experiences should involve the use of information and communications technologies (ICT) where relevant, but not in tokenistic ways. This article highlights learning conditions in which young children can become numerate in contemporary times. We consider ‘academic’ or ‘school‐based’ mathematical tasks in the context of a Mathematical Tasks Continuum. This continuum was conceptualised to enable focused and detailed thinking about the scope and range of mathematical tasks that young children are able to engage within contemporary school contexts. The data from this study show that most of the tasks the children experienced in early years mathematics classes were unidimensional in their make up. That is, they focus on the acquisition of specific skills and then they are practiced in disembedded contexts. We suggest that the framework created in the form of the Mathematical Tasks Continuum can facilitate teachers’ thinking about the possible ways in which they could extend children’s academic work in primary school mathematics, so that the process of becoming numerate becomes more easily related to authentic activities that they are likely to experience in everyday life. 相似文献
152.
Rebecca Walker Rachel Spronken-Smith Carol Bond Fiona McDonald John Reynolds Anna McMartin 《Instructional Science》2010,38(6):707-722
This study aimed to use a learning inventory (the Approaches and Study Skills Inventory for Students, ASSIST) to measure the
impact of a curriculum change on students’ approaches to learning in two large courses in a health sciences first year programme.
The two new Human Body Systems (HUBS) courses were designed to encourage students to take a deep approach to learning. ASSIST
was completed by 599 students enrolled in a biology class in 2006 that was part of the old curriculum, and by 705 students
at the beginning and end of the new HUBS courses in 2007. Changes in students’ approaches to learning over time were examined.
The ASSIST scores for both HUBS courses reflected the dominance of a surface approach, followed by a strategic and then a
deep approach. However, by the end of the year, students were taking a deep and strategic approach to their studies to a greater
extent, and a surface approach to a lesser extent. Moreover, students enrolled in the new course adopted a deep approach to
their studies to a significantly greater degree than those studying the old curriculum. Despite the predominance of a surface
approach, the results suggest that it is possible to bring about small but significant positive changes in students’ learning
behaviour in a very large class through curriculum change. The proportion of students preferring a surface approach, and results
showing that high performance on the final exam was significantly correlated with a surface approach, probably reflected contextual
factors, including assessment, and is the focus of ongoing curriculum development. 相似文献
153.
Literacy policy and programming in developing countries continues to be influenced by the assumption that without literacy, an adult is unable to function on an equal basis in society and that an individual can be easily categorised as either literate or illiterate. Although this has led to prioritisation of primary schooling over adult literacy in many national government and donor agency budgets, there has recently been a movement away from regarding adult literacy as only ‘second chance schooling’ to explore how literacy programmes can build on participants’ existing practices. In the context of these changes in international policy discourses, this article analyses how literacy and development policy and programming in Nepal has changed over the past decade. Drawing on interviews with policy makers, trainers and literacy facilitators conducted in the 1990s and 2007, the author explores the shifts taking place. The structure of literacy programmes (including links with formal schooling), literacy materials, language of instruction and concepts of ‘post literacy’ were influenced by political events during this period as well as by donor agency discourses. Findings from the Nepal case have implications for the international policy discourse, such as the need to problematise the term ‘political’ to consider the intended and unintended consequences of literacy interventions. 相似文献
154.
Undergraduate research experiences are being incorporated into degree programs with increasing frequency. However, there has been little study into their effectiveness in preparing students for research or into the learning gains that students realise from one or more research experiences. We surveyed science students in an elite, research‐based undergraduate degree program at a research‐intensive university. These students complete six research projects during their degree and we aimed to delineate factors that students perceive as leading to either good or bad experiences. Two factors stand out as contributing to a successful research experience: the supervisor, with students reporting both pedagogic and affective benefits of good supervision; and the feeling that they are doing authentic science. Surprisingly, given the research‐intensive nature of this degree, the learning gains students report relate to both an appreciation of what research is like and life skills, such as time management, rather than scientific thinking skills. 相似文献
155.
Anna Saiti 《Interchange》2010,41(1):45-60
Regardless of the source of funding, university quality is based on knowledge, teaching, and research, and hence cannot be
run like private enterprises as they are expert organisations that provide solely a public service. The purpose of this paper
is to investigate, through the analysis of case studies, whether or not management theory, principles, and techniques are
being implemented by Greek universities and consequently whether or not university management contributes to the efficiency
and effectiveness of the university’s operation. 相似文献
156.
Ioana Literat Anna Conover Elizabeth Herbert-Wasson Karen Kirsch Page Joseph Riina-Ferrie Rachael Stephens 《高等教育研究与发展》2018,37(3):565-578
In this article, we suggest that we are witnessing a challenge to the hegemony of text-based knowledge in academic scholarship, brought about by newly available modes of expression, and a cultural shift in our notions of reading and writing, authorship, and networked knowledge production. The central question we address here concerns the implications of widening our ideas of acceptable forms of inquiry, analysis and representation in academic scholarship. As a collective of scholar-practitioners exploring new modes of expression and working both within and outside the formal structures of academia, we argue for the increasing significance of multimodal research in the contemporary context of academic inquiry. By more equitably valuing different ways of thinking, knowing and communicating, multimodal research can facilitate wider and more diverse participation in the production of knowledge, offer a more nuanced and ethical mode of inquiry, emphasize different ways of knowing and connecting, and make scholarship more broadly accessible beyond academic contexts. Here, we analyze the key opportunities facilitated by multimodal inquiry, as well as the obstacles that stand in the way of a wider adoption of this type of research in higher education. 相似文献
157.
This study aimed to verify the factorial structure, internal validity, reliability, and criterion validity of The Sentiments, Attitudes and Concerns about Inclusive Education Revised Scale (SACIE-R) in an Italian sample. The SACIE-R is a useful tool to measure three aspects of teachers’ perceptions about inclusion, which are Sentiments, Attitudes and Concerns, providing valuable information to address the needs of teachers working with special students. A measure of this construct is currently not available in Italian, and a validation process is required. In order to provide an initial psychometric evaluation of the Italian adaptation, the SACIE-R was translated for use in Italian-speaking populations. Four hundred Italian teachers enrolled in educational teaching courses completed the SACIE-R. Confirmatory factor analyses demonstrated a good fit to the hypothesised 3-factor model, and adequate internal consistency for the scale was evidenced. A confirmatory factor analysis showed the same factor structural validity as the original instrument (although some items in the original version were deleted). Furthermore, taken together, the results showed a good level of reliability, and convergent and discriminant validity. Finally, the Italian version of the SACIE-R has good psychometric characteristics that can make it a useful measure of teacher attitude toward inclusion in the Italian educational context. 相似文献
158.
Mireia Felez-Nobrega Charles H. Hillman Kieran P. Dowd Eva Cirera Anna Puig-Ribera 《Journal of sports sciences》2018,36(20):2311-2316
The aim of this study was to examine relationships between activPAL?-determined sedentary behavior (SB) and physical activity (PA) with academic achievement. A total of 120 undergraduates (N = 57 female; 20.6 ± 2.3 years) participated in the study. Academic achievement was measured as the grade point average obtained from all completed courses. Participants wore on the right tight an activPAL? for 7 days to determine total sedentary time, total number of sedentary breaks, sedentary bouts, standing time, light and moderate-to-vigorous physical activity (MVPA). Separate multiple linear regression models were performed to examine associations between SB variables and academic achievement. Light PA, MVPA, total sedentary time, total standing time, or total number of sedentary breaks were not related to academic achievement. Independently of PA, the amount of time spent in sedentary bouts of 10-20min during weekdays was positively related to academic achievement. Given that college students spend the majority of their workday in environments that encourage prolonged sitting, these data suggest that interruptions in prolonged periods of sitting time every 10-20min via short breaks may optimize cognitive operations associated with academic performance. 相似文献
159.
Using a randomised cross-over design, free-living lunch intake and subjective appetite were examined in 10 children (9.8 ± 0.6 years) following high-intensity interval training (HIIT) versus a control sedentary (SED) period, within a school setting. The 22-min HIIT took place during a regular PE lesson and consisted of two rounds of 4 × 30 s sprints. Foods were offered at a regular school lunch immediately following HIIT and SED and were matched between conditions. All food was covertly weighed before and after the meal. Hunger, fullness and prospective consumption were reported immediately before and after HIIT/SED, using visual analogue scales. Heart rate was higher during HIIT than SED (159.3 ± 23.1 vs. 76.9 ± 2.2 bpm, P < 0.05). Lunch energy intake was not different (P = 0.52) following HIIT, compared to SED (2.06 ± 0.35 vs. 2.09 ± 0.29 MJ, respectively). There were no significant differences in macronutrient intake or subjective appetite (P > 0.05). Results suggest that HIIT can be implemented in a PE lesson immediately before lunch, without causing a compensatory increase in food consumption. 相似文献
160.
Anna Bezulska M. Naczk Z. Adach J. Arlet J. Celichowski 《Journal of sports sciences》2018,36(5):565-570
Numerous motor abilities depend on the activity of proprioceptors, which has been suggested to be genetically determined. To test this hypothesis, the control of torque generated by knee extensors and knee position was studied in 30 father–son pairs both before and immediately after running. After stabilisation of the participant in a sitting position, the knee joint of his dominant leg was flexed to 90°, and the maximal voluntary torque (MVT) of the dominant knee extensors under static conditions was measured. The participant then tried five times to produce 50% of the MVT. Next, the participant extended the knee to 45° five times without visual control. Significant correlations between the reproducibility of successive trials for groups of fathers and their sons were found. The correlation coefficients for the repeatability of the knee extension torque were 0.69 (confidence interval [CI] = 0.45–0.84; P < 0.01) and 0.75 (CI = 0.54–0.87; P < 0.01) before and after the fatiguing exercise, respectively, whereas the coefficient for the reproducibility of positioning the knee was 0.49 (CI = 0.16–0.72; P < 0.01) after the fatiguing exercise. Our results indicate a significant influence of hereditary factors on the control of limb torque and position. 相似文献