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111.
Eric Hsu Judy Kysh Katherine Ramage Diane Resek 《Journal of Mathematics Teacher Education》2007,10(4-6):325-332
In this paper we describe a strand of activities for teachers of mathematics that we used with two cohorts of participants
in a professional development program called Revitalizing Algebra (REAL). We first discuss our goals and describe the participants,
and then we describe the construction and selection of the tasks followed by teacher responses. Finally, we reflect on different
iterations of the tasks, their impact on the teachers’ thinking and practice, and the role of school and department culture
in the process of change. 相似文献
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ABSTRACT This paper analyzes challenges indigenous Peruvian college students face in completing their studies, based on field research that included interviews with Peruvian higher education leaders, administrators, researchers, and faculty, and a review of published research. Since 2012, the government of Peru has sponsored Beca 18, a comprehensive scholarship designed to attract and support students from underrepresented populations, namely impoverished and largely indigenous communities. While the program has provided opportunities to thousands of students from all provinces, the struggles they have mirror those of other indigenous students around the world, including discrimination, unpreparedness, and attrition. The analysis pinpoints areas in which lessons from international scholarship and success strategies with other indigenous populations may enhance the success of the Beca 18 scholarship program and the experiences of its students. It discusses the critical role higher education institutions play in developing future leaders through future identity formation. 相似文献
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Learning & Behavior - As a test of differential processing of identity and conditional relations, subjects were first highly trained on 0-sec delay identity matching (IM) and conditional... 相似文献
118.
Eric G. Poitras Jason M. Harley Yang S. Liu 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(6):3345-3360
The purpose of this study is to experimentally manipulate discourse processes hypothesized to impact the emotions students experience when interacting with handheld augmented reality devices in informal learning settings. Research conducted in the field is often limited by practical constraints, requiring heavy investments in time and resources to collect data from large samples of students. To demonstrate the feasibility of our proposed method, a guided walking tour with 60 students using a location-based augmented reality app was simulated in the context of a controlled laboratory setting. The difference between groups of students clustered into distinct profiles of positive and negative self-reported emotions was attributed to patterns in the mined dialog between students and tour guide. Furthermore, student engagement predicted the ability to recall topics covered in the tour. We discuss the implications and directions for future research in tour simulations conducted in a laboratory setting as a means to evaluate the role of mobile technologies in enhancing learning and desirable emotions. 相似文献
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School readiness and functioning in children diagnosed with Reactive Attachment Disorder (RAD) are important issues due to the dramatic impact RAD has on multiple areas of development. The negative impact of impaired or disrupted early relationships, characterized by extreme neglect, abuse, parental mental illness, domestic violence, and repeated changes in caregivers is examined. A key component of social and emotional development is self‐regulation, which is a critical variable in school readiness and is often impaired in children with RAD. Highlighted topics include the academic and school areas which may exacerbate attachment disturbances as well as ways in which teachers and other school professionals can encourage the development of more productive relationships. Interventions are provided which lead to greater success in school for these children. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 471–479, 2006. 相似文献
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Computers in education have been around for more than 30 years. They have been the vector not only of diverse forms of educational technology, but also of many new kinds of learning activities using software instruments. With the gradual trivialization of computer systems, the initially rather positive expectations about computers in education have progressively turned into more skeptical attitudes about the use of ICT. What is really working with computers in education? Was the investment worth the outcomes? The number of scientific studies focusing on these issues is huge. Most of their results have been obtained either by very focused experiments on some educational technology, generally involving a limited number of students, or by surveys, taking into account large numbers of learners but with little control about the kind of activities that were actually organized. Overall, hardly any conclusive results about possible causal implications of using ICT in learning have been obtained and there is no evidence about the stability of existing results over time. This paper, particularly taking into account the French experience, draws attention on the specific case of software instruments. These instruments do not exactly aim at performing more efficiently existing activities, but lead to invent new learning activities better in line with constructivist views. It suggests that, besides studies about what works, more research is in order about how it works and contends that what will work in the future is linked to the capability of the teaching profession and their allies to collectively build and discuss new interrogations and solutions to pedagogical problems, which will sustain and regulate the many discoveries of innovators. 相似文献