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491.
Peter Lindsay 《体育哲学杂志》2013,40(2):299-305
This article presents a critique of two arguments made by S.P. Morris in his recent piece ‘The Trouble with Mascots’. The first argument is that the wrong of mascots is rooted in the falsity of the stereotyping generalizations that they create and perpetuate. The second is that when the group provides the name to itself (as with the Fighting Irish of Notre Dame), it is, in light of that fact, no less morally objectionable. These two arguments are related, for the second would be correct if falsity were in fact the issue. As I argue, however, if we take a different view of the problem that generalizations present, the moral relevance of who does the naming becomes clear. 相似文献
492.
Leigh N. Wood Glyn Mather Peter Petocz Anna Reid Johann Engelbrecht Ansie Harding Ken Houston Geoff H. Smith Gillian Perrett 《International Journal of Science and Mathematics Education》2012,10(1):99-119
We report on an international study about mathematics students’ ideas of how they will use mathematics in their future study
and careers. This builds on our previous research into students’ conceptions of mathematics. In this paper, we use data from
two groups of students studying mathematics: those who participated in an in-depth interview and those who completed an open-ended
questionnaire. We found that their responses could be grouped into four categories: don’t know; procedural skills; conceptual
skills; and professional skills. Although some students held clear ideas about the role of mathematics, many were not able
to articulate how it would be used in their future. This has implications for their approach to learning and our approach
to teaching. 相似文献
493.
494.
495.
Lindsay J. Flynn Xinhua Zheng H. Lee Swanson 《Learning disabilities research & practice》2012,27(1):21-32
This article synthesizes the experimental literature on reading interventions for upper elementary and middle school students identified with reading disabilities on norm‐referenced reading measures. Ten studies (12 independent samples) yielded 70 effect sizes on norm‐referenced reading measures with an aggregated mean of 0.41 (SE= .04) in favor of the experimental condition. Moderate effect sizes emerged on norm‐referenced measures of word identification (M= 0.41), decoding (M= 0.43), and comprehension (M= 0.73) and low effect sizes for fluency (M=–.29). Intervention outcomes did not significantly vary as a function of the reading skills measured, type of reading instruction, and/or variations in sample characteristics. Studies yielding low and relatively moderate effect sizes shared a number of instructional components. Overall, the magnitude of the results for experimental reading intervention studies for students with reading disabilities in the middle school age range was small to moderate. Implications of the study were discussed. 相似文献
496.
497.
Social trajectories or disrupted identities? Changing and competing models of teacher professionalism under New Labour 总被引:2,自引:0,他引:2
Since the 1988 Education Reform Act, the teacher’s role in England has changed in many ways, a process which intensified under New Labour after 1997. Conceptions of teacher professionalism have become more structured and formalized, often heavily influenced by government policy objectives. Career paths have become more diverse and specialised. In this article, three post‐1997 professional roles are given consideration as examples of these new specialised career paths: Higher Level Teaching Assistants, Teach First trainees and Advanced Skills Teachers. The article goes on to examine such developments within teaching, using Bourdieu’s concept of habitus to inform the analysis, as well as Bernstein’s theories of knowledge and identity. The article concludes that there has been considerable specialization and subsequent fragmentation of roles within the teaching profession, as part of workforce remodelling initiatives. However, there is still further scope for developing a greater sense of professional cohesion through social activism initiatives, such as the children’s agenda. This may produce more stable professional identities in the future as the role of teachers within the wider children’s workforce is clarified. 相似文献
498.
Mairi Ann Cullen Geoff Lindsay Julie E. Dockrell 《Journal of Research in Special Educational Needs》2009,9(2):100-112
The transition from school to the world of post-compulsory education is a major landmark in the lives of young people with special educational needs (SEN). In England the Connexions service set up to support young people during transition was planned to provide both a universal service and one that provided special support to vulnerable young people, particularly those at risk of not being in education, employment or training (NEET). The present paper reports the findings of a study of 46 Connexions personal advisers (PAs) who were supporting young people with specific speech and language difficulties (SSLD) or general learning difficulties, as part of a longitudinal study of these young people's development. Interviews were held with the PAs to identify patterns of organisation, the nature of services delivered to these young people and the factors that influenced successful support. The findings highlight the diversity among Connexions services, the limited expertise with young people with SEN and the structural barriers that may limit effectiveness. In addition, the Assessment, Planning, Implementation and Review Framework was not consistently used. The Connexions service has the potential to provide important support to young people with SEN at this key transition point but our study indicates the need for modifications to its operation. 相似文献
499.
Mark A. Sabbagh Lindsay C. Bowman Lyndsay E. Evraire Jennie M. B. Ito 《Child development》2009,80(4):1147-1162
Baseline electroencephalogram (EEG) data were collected from twenty-nine 4-year-old children who also completed batteries of representational theory-of-mind (RTM) tasks and executive functioning (EF) tasks. Neural sources of children's EEG alpha (6–9 Hz) were estimated and analyzed to determine whether individual differences in regional EEG alpha activity predicted children's RTM performance, while statistically controlling for children's age and EF skills. Results showed that individual differences in EEG alpha activity localized to the dorsal medial prefrontal cortex (dMPFC) and the right temporal–parietal juncture (rTPJ) were positively associated with children's RTM performance. These findings suggest that the maturation of dMPFC and rTPJ is a critical constituent of preschoolers' explicit theory-of-mind development. 相似文献
500.
Patricia M. King Marcia B. Baxter Magolda James P. Barber Marie Kendall Brown Nathan K. Lindsay 《Mind, Brain, and Education》2009,3(2):108-118
ABSTRACT—Many national studies have identified types of experiences that are associated with enhancing college students' learning. This study contributes to the small but growing body of research on transformative educational experiences that assist and enable college students to develop ways of understanding and being in the world that help them adapt and respond to life's complexities and prepare for future civic, occupational, and family roles. The focus of this exploratory study is on those experiences that had a positive impact on college students' development toward self-authorship ( Baxter Magolda, 2001 ; Kegan, 1994 ). Using interview data from the Wabash National Study of Liberal Arts Education, we analyzed 300 selected experiences from 174 students. We found that students' approaches to interpreting and understanding their experiences was the major student characteristic that affected their learning (the effect of the experience). We then mapped these findings onto a sequenced developmental curriculum designed to promote self-authorship. 相似文献