Challenging teacher beliefs about student engagement in mathematics

This study explored the beliefs about student engagement in mathematics of three Year 5 and 6 teachers, focusing on the shifts that occurred during a 10-week intervention. Data obtained from teacher surveys, interviews, video-recorded workshop observations and artefacts from teachers’ classrooms reveal variations in their reactions to the professional learning experiences. Teacher responses were mediated by personal and contextual elements including teacher efficacy beliefs, teacher confidence in mathematics and their conceptions of student engagement. Theories of teacher conceptual change are used to account for variations to teacher beliefs.     

STEAM Designed and Enacted: Understanding the Process of Design and Implementation of STEAM Curriculum in an Elementary School

Journal of Science Education and Technology - Educators are now moving classroom instructional objectives away from what content do we need to know towards how can we support learners in the...     

城市道路曲线放样的一种新方法

在城市道路曲线的放样过程中,由于受交通、现场施工条件的影响,传统的测量方法偏角法、切线支距法已不适应工程建设的需要.本文利用坐标转换方法,将曲线上各点在曲线坐标系中的坐标转换为城市坐标系坐标,然后用极坐标法进行曲线放样,精度可靠,方便决捷,极大地满足了工程建设的需要.     

"My Ladies Aren't Interested in Learning": Managers, Supervisors and the Social Context of Learning

This paper is based on a research project which examines the opportunities for and barriers to workplace learning amongst low-grade staff in the UK public sector. It examines the key role of managers and supervisors, who make many of the decisions about individuals' access to learning opportunities. Their perception of staff's willingness and need to learn is influenced by factors such as age, gender or the likelihood of career development. It is these managers who control the immediate work environment and the flow of information about learning opportunities. Innovative examples of workplace learning are described, yet the paper concludes that the reality for many low grade manual and routine clerical staff continues to be one of limited opportunities for workplace learning.     

Post-school transitions in Ireland: a case study of Russian-speaking students

ABSTRACT

This article examines the post-school pathways of Russian-speaking students in Ireland after completing secondary education; the importance of personal and institutional factors in shaping their transition process, and the role of parents and schools in achieving the post-school goals. The article draws on the qualitative exploratory study of 14 Russian-speaking migrant-origin students, to see how this group progresses beyond secondary schooling in the Irish education system. The study found that all participants had high educational aspirations. Most students achieved their desired first-choice post-school pathway, despite coming from a different linguistic and cultural background. The article points to a range of factors, which affect the post-school transition of migrant young people. The findings are discussed in light of Ireland’s liberal welfare state model with neo-liberal tendencies where those in positions of power can buy into the advantages of the more neo-liberal side of the regime.