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11.
Melissa Sommerfeld Gresalfi Jacqueline Barnes Dionne Cross 《Educational Studies in Mathematics》2012,80(1-2):249-267
Drawing on ecological psychology, this paper considers how student engagement is an accomplishment of the classroom system. Specifically, this paper presents an analysis of two teachers and their students who were using a project-based unit in their mathematics classes. The two teachers used identical curricular materials, but had dramatically different personal histories of teaching and different instructional practices. Our goal is to investigate the role of the teacher in supporting student engagement by considering the kinds of opportunities to learn that were presented by the teacher, and the relationship between those opportunities to learn and the ways their students engaged. Pragmatically, this paper contributes to our understanding of how teachers’ framing of activity significantly impacts the ways that students are likely to engage tasks. Theoretically, this paper highlights the interactional nature of learning, with the goal of clarifying why learning is not simply an individual accomplishment. 相似文献
12.
AbstractAlthough social acceptance of gender and sexuality diversity is growing in Australian society, in schools, visibility and inclusion of knowledge pertaining to those who are gender- and/or sexuality-diverse, such as lesbians, gay men and transgender people, remain marginalised. This may be due, in part, to a belief that parents are opposed to such content inclusions in their children’s education; yet, virtually no Australian research supports this belief nor have parental perspectives on gender and sexuality diversity inclusion been specifically examined. This paper draws on a broader research study that examined New South Wales parents’ perceptions about the visibility of gender and sexuality diversity and the inclusion or exclusion of related content in school curriculum. It focuses on one particular focus group comprised of only mothers who lived in a specific enclave of Sydney known for its gender and sexuality diversity. The discussion highlights their awareness of gender and sexuality diversity and the dynamics surrounding it; and their perceptions of local school approaches to, and limitations around, gender and sexuality diversity in school curricula, policy and practices, despite potential support for it. 相似文献
13.
The value of research-informed classroom practices is well recognized and thus this qualitative study was designed to explore, from multiple perspectives, the experiences and influences of classroom practices for students with Fetal Alcohol Spectrum Disorders (FASD). The inductive analysis of 11 focus groups and three interviews involving 60 individuals working closely with this student population—31 teachers, seven administrators, 16 allied professionals, and six caregivers—generated three themes: understanding the whole student, responding within dynamic environments, and optimizing student-centered programming. This study provides an essential step toward better-prepared educators for meeting the learning and developmental needs of students with FASD as well as other complex populations. The implications for developing professional learning opportunities reflective of intentional, reflective, and assimilative classroom practices are discussed. 相似文献
14.
As the American population continues to become more diverse there is a need to provide children in early education with factual information about all ethnic groups to decrease prejudice. First, teachers must examine their own beliefs prior to implementing a multicultural approach into the curriculum. Three questions are presented that will assist teachers in evaluating their views and behaviors toward ethnic groups. Informative resources are provided for teachers to educate themselves, parents, and students. Through children's literature, instructional materials, and Internet sources, teachers can promote more positive attitudes among students and educate children to be respectful and accept the individuality of others. 相似文献
15.
This paper presents results of research concerning the construction of the concept of natural integers by children. By testing the same children, whose school history was known with accuracy, at one year in tervals, we have sought to determine: — How their competence in counting and numeration evolved during this period. — What the mechanisms of this evolution were. — What role school learning played. 相似文献
16.
Raphael Jacqueline Tobias Sheila Greenberg Richard 《Journal of Science Teacher Education》1999,10(2):147-158
Journal of Science Teacher Education - 相似文献
17.
Research demonstrates that children can make more significant gains through explicit instruction of vocabulary than implicit instruction (Blachowicz and Fisher in Teaching vocabulary in all classrooms, Allyn & Bacon, Boston, MA, 2010; Dalton and Grisham in Read Teach 64(5):306–317, 2011). Effective explicit instruction often includes high quality conversations with teachers and peers (Towson et al. in J Early Interv 38(4):230–246, 2016; Wasik in Read Teach 63(8):621–633, 2010). Data for this study were collected from a larger study designed to explore students’ use of vocabulary words following explicit instruction with the words during an interactive read-aloud. A deeper microanalysis of student discussion, scaffolded by adults, was conducted. The transcribed student discussions, recorded during peer talk, were analyzed using NVivo 10 (QSR International in NVivo (version 10). NVivo qualitative data analysis software, QSR International, Doncaster, VIC, 2012) software. These case studies describe the vocabulary development of two children with diagnosed speech and language disorders and one child without a speech and language impairment. 相似文献
18.
“HPT has had a significant impact on the instructional design and technology field.”
Cynthia Conn is working on her Ph.D. in educational technology at the University of Northern Colorado
Jacqueline Gitonga is currently working on her Ph.D. in human resource education at the University of Illinois at Urbana-Champaign.
Her research interests are in training and development, instructional design and human performance technology. 相似文献
19.
Ursina Meyer Dominique Ernst Silvia Schott Claudia Riera Jan Hattendorf Jacqueline Romkes 《Journal of sports sciences》2015,33(16):1702-1709
The purpose of this study was to assess the validity of accelerometers using force plates (i.e., ground reaction force (GRF)) during the performance of different tasks of daily physical activity in children. Thirteen children (10.1 (range 5.4–15.7) years, 3 girls) wore two accelerometers (ActiGraph GT3X+ (ACT), GENEA (GEN)) at the hip that provide raw acceleration signals at 100 Hz. Participants completed different tasks (walking, jogging, running, landings from boxes of different height, rope skipping, dancing) on a force plate. GRF was collected for one step per trial (10 trials) for ambulatory movements and for all landings (10 trials), rope skips and dance procedures. Accelerometer outputs as peak loading (g) per activity were averaged. ANOVA, correlation analyses and Bland–Altman plots were computed to determine validity of accelerometers using GRF. There was a main effect of task with increasing acceleration values in tasks with increasing locomotion speed and landing height (P < 0.001). Data from ACT and GEN correlated with GRF (r = 0.90 and 0.89, respectively) and between each other (r = 0.98), but both accelerometers consistently overestimated GRF. The new generation of accelerometer models that allow raw signal detection are reasonably accurate to measure impact loading of bone in children, although they systematically overestimate GRF. 相似文献
20.