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Jeff D. Farmer Helen Gerretson Marshall Lassak 《Journal of Mathematics Teacher Education》2003,6(4):331-360
In this article, we report on an 18-month longmathematics professional development projectwith elementary school teachers. Using a modelwe developed, three participant case studieswere analyzed with respect to not only theprofessional development milieu, but also howthese teachers interacted with the professionaldevelopment experience. In particular we foundthat having teachers reflect on new, authenticreform-oriented mathematics learningexperiences leads some teachers to take aninquiry stance concerning their own teaching,resulting in self-sustaining changes in theirmathematics instructional practices. Thisimplies that professional development forelementary mathematics teachers should includechallenging mathematics learning experiencescomplete with opportunities to reflect on personal and professional implications. 相似文献
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Kelly B. Cartwright Timothy R. Marshall Nathan A. Hatfield 《Mind, Brain, and Education》2020,14(2):114-123
Executive function (EF) contributes significantly to reading comprehension across the lifespan. Emerging research indicates domain‐specific assessments of EF are better suited for assessment and intervention in academic contexts. For example, graphophonological‐semantic cognitive flexibility (GSF), the ability to flexibly switch between the graphophonological and semantic components of printed words, contributes uniquely to reading comprehension across the lifespan, and GSF training improves children's reading comprehension. This study compared the original GSF measure, which is problematic for use in schools due to its subjectively interpreted explicit explanation component, to an abbreviated implicit task that is better suited for assessment of GSF in practical contexts in 68 first and second grade students. Implicit and explicit GSF contributed uniquely to reading comprehension concurrently and longitudinally when children (n = 31) were in third and fourth grades, beyond verbal ability, decoding ability, and matrix reasoning. 相似文献
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David Marshall 《International Journal of Educational Development》1985,5(1):41-48
In this paper, the author argues that there is some inevitability to the educational use of computers both in the First and the Third World. One of the issues that will be re-examined as a result of the spreading of computer technology into education will be the distinction between non-formal, formal and informal education. Distinctions between these three modes of educational transmission are usually made on the basis of (i) the type of learning and instruction involved, (ii) the organization of the instruction and learning, and (iii) the purpose or intent of the instructional process. Issues in the educational use of computer technology will affect each of these defining characteristics and present some special challenges to educational managers in the coming decade. The author makes special mention of the implications and challenges for managers in developing educational settings. 相似文献
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Bethan Marshall Anne Turvey Sue Brindley 《Changing English: An International Journal of English Teaching》2001,8(2):189-201
Much has been made in recent years of the different views teachers of English hold of their subject, but little work has been done on how these views are formed, or indeed how they may change over time. This paper, based on a longitudinal study conducted over two years, tracks one cohort of student English teachers, through their one-year post graduate course, at one department of education, into their first year of teaching. The research also provides detailed case studies from two other institutions. 相似文献