An Onto-Semiotic Analysis of Combinatorial Problems and the Solving Processes by University Students

In this paper we describe an ontological and semiotic model for mathematical knowledge, using elementary combinatorics as an example. We then apply this model to analyze the solving process of some combinatorial problems by students with high mathematical training, and show its utility in providing a semiotic explanation for the difficulty of combinatorial reasoning. We finally analyze the implications of the theoretical model and type of analysis presented for mathematics education research and practice.     

A chronology of Hong Kong’s umbrella movement: January 2013–December 2014

Abstract

The Umbrella Movement in Hong Kong is a 79 days political protest and occupy campaigns in major areas in the city. This chronology lists the key events prior to and during the movement.     

Science and technology management: Designing an undergraduate course

This research focusses on the role of science educators in preparing technically educated graduates for their careers. A comparison was made between the skills and abilities in science and technology students desired by industrial employers and whether New Zealand graduates exhibit these qualities. To address some of the management-based issues identified by the research, the design of a new Science and Technology Management course is outlined. Specializations: science and technology education, co-operative education, development of professional skills. Specializations: co-operative education programmes.     

Caregiver perceptions of inclusive playgrounds targeting toddlers and preschoolers with disabilities: has recent international and national policy improved overall satisfaction?

The purpose of the current study was to survey and interview caregivers of children with disabilities (ages 2–5 years) to obtain their input as to whether current playground equipment meets their child's needs. A total of 149 participants agreed to participate. Caregivers (i) indicated that their child with a disability could not fully participate in the playground's offerings, (ii) felt that the playground was not appropriate for their child with a disability and (iii) dreamed of a fully inclusive playground that met their child's needs. The results also demonstrate that social participation barriers continue to remain for families who have children with disabilities despite the passing of international human rights standards targeting individuals with disabilities and a global focus in improving the overall well‐being of children with disabilities.     

Validating a model of effective teaching behaviour and student engagement: perspectives from Spanish students

Research consistently shows that teaching behaviour is a highly-important indicator of learning environments. Based on a teacher effectiveness model with six observable teaching behaviour domains (safe learning climate, efficient classroom management, clarity of instruction, activating teaching, teaching–learning strategies, and differentiation), the present paper examines the psychometric quality of the My Teacher questionnaire for capturing student perceptions of teaching behaviour in the Spanish secondary-education context. Additionally, this study validated the model of teaching behaviour and student engagement and its relevance in Spain. 7114 students of 410 teachers attending 56 public and private Spanish schools constituted the sample. The six teaching behavioural dimensions model were confirmed in the Spanish context. Regarding student academic engagement, the presence of two domains (behavioural and emotional engagement) were confirmed. Furthermore, results of a multiple-group structural equation modeling path analysis, examining the relationship between teaching behaviour and student engagement across different teaching experiences, revealed differential effects of teaching behaviour influences on students’ engagement. The percentage of explained variance was larger for emotional engagement than for behavioural engagement. Furthermore, teachers’ teaching experience explained differences in the relationship between perceived teaching behaviour and engagement. Two domains (learning climate and activating teaching) appeared to be the two most-important teaching domains for students’ behavioural engagement while, for emotional engagement, the most important domains for student engagement were learning climate and teaching learning strategies.

     

Women in the Academy: the politics of speech and silence

This paper examines women's voice and silence in the academy. It begins with a discussion of the theoretical underpinnings of feminine voice and silence, and then analyses the gendered production of girls'/women's voices throughout their schooling careers from the primary to university classroom. This is followed by a discussion of the contradictory politics of voice when differences clash among women (students) of colour. I argue here that ‘granting’ spaces for women's speech may be pedagogically desirable but has potentially silencing effects. In closing, I consider some pedagogical strategies that can potentially enable women to better partake in the management of their own academic, social, and political interests.     

How headmasters perceive their role: A case study in Botswana

This study investigates the extent to which junior secondary school headmasters in Botswana differ in their beliefs about the impact of their activities in instructional supervision, school management, and communications between the school and the community about student achievement. The study reveals that groups of headmasters who differ in these beliefs also differ in the way they view the dynamics of their school. Implications for headmaster selection, headmaster training, and decentralization of educational management are discussed.

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Zusammenfassung Diese Studie untersucht, inwieweit die Auffassungen der Lehrer an der junior secondary school (auf die Sekundarstufe vorbereitende Schule) in Botswana über den Einfluß ihrer Aktivitäten auf Unterrichtsüberwachung, Schulleitung und die Kommunikation zwischen den Schulen und der Gemeinde zu den Leistungen der Schüler voneinander abweichen. Die Studie zeigt auf, daß die Schulleiter, die unterschiedliche Meinungen vertreten auch die Dynamik ihrer Schulen unterschiedlich bewerten. Diskutiert werden auch die Auswirkungen auf die Auswahl von Schulleitern, Fortbildungen für Schulleiter und auf die Dezentralisierung der Bildungsverwaltung.

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Résumé Cette étude examine dans quelle mesure les jeunes directeurs des écoles secondaires du Botswana conçoivent différemment l'impact de leur activité sur l'orientation pédagogique, la gestion scolaire et la manière dont l'école informe la communauté des résultats scolaires. L'étude révèle que certains groupes de directeurs affichant des conceptions divergentes sur ces thèmes diffèrent également dans leur façon de considérer la dynamique de leur école. Il s'ensuit une discussion des conséquences à envisager dans la sélection des directeurs, leur formation et la décentralisation de la gestion scolaire.