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991.
992.
John Settlage 《Cultural Studies of Science Education》2011,6(4):803-836
The desire to extinguish deficit thinking within education majors is laudable. However, there are indications that many teacher
educators harbor deficit perspectives about the preservice teachers, presuming that their lack of exposure to economically,
ethnically and linguistically diverse settings renders them deficient as future educators. This project began with the premise
that counternarratives generated by typically mainstream education majors might reveal a more complex and a less caricatured
representation. In collaboration with his own preservice teachers, the author uncovered shifting identities that indicate
that mainstream future teachers do not fit the “damaged goods” label that ardent multiculturalists might be tempted to impose.
In the end, the practice of essentializing education majors because of their perceived deficiencies born of privilege are
inaccurate and unproductive. 相似文献
993.
John A. Malone 《Cultural Studies of Science Education》2011,6(3):737-746
In this paper I examine the history of the integration of mathematics education into the Science Education Centre, which had
been established by physicist, John de Laeter, within the School of Science and Engineering at Curtin University in Perth,
Australia. De Laeter’s vision for science education was that teachers should have access to professional education that allowed
them to extend their discipline and pedagogical knowledge using strategies that brought together theory and practice in ways
that were meaningful for teachers. This model was expanded when mathematics education was also included, paving the way also
for technology education. I present the history of this integration laying out the themes that are important for the continued
educational effectiveness of the Science and Mathematics Education Centre (SMEC) and the role that mathematics education has
played in this process. As the title suggests, this article focuses on the activities of the group of mathematics educators
who have worked within the Science and Mathematics Education Centre of Curtin University since it was established 30 or so
years ago and who have contributed to its reputation. The two streams operated then and now more-or-less independently in
matters of student thesis topic choice but offered students opportunities for interaction that might not have been available
if the “M” had not been incorporated into the Science Education Centre (SEC). This article’s focus is on the mathematics educators
who contributed to the Centre’s success and reputation, highlighting the synergistic relationship between mathematics and
science that helped to make SMEC a leading center for mathematics and science education. 相似文献
994.
The study investigated how well report card grades communicate to students and parents that state educational standards are
being met, standards that are objectively measured by infrequently administered mandated assessments. Data sources were report
card grades and external assessment scores for 2006–09 for Ontario Canada. The information that parents and students received
about student performance from report cards and external assessments were similar (r
s
= .47) to the r = .40–.60 range previously reported. Teachers assigned higher grades than external assessments warranted, even after a major
source of construct irrelevant variance in report card grades (teacher ratings on multiple scales measuring student effort
and school commitment) was controlled. The relationship of grades to assessment scores was robust across genders, school district
types (Public versus Catholic) and language (English and French). Agreement of assessments was higher for grade 6 than for
grade 3 and for Writing than for Reading or Mathematics. Report cards provided information about students’ future achievement
that was accurate and delivered up to 2 years prior to the administration of external assessments. Seventy to 80% of students
who reached the provincial achievement standard on one or both prior report cards were successful on the subsequent external
assessment, compared to 30–50% of students who failed to meet the report card standard at least once. 相似文献
995.
Sammy Perone Stephen J. Molitor Aaron T. Buss John P. Spencer Larissa K. Samuelson 《Child development》2015,86(3):812-827
Executive functions enable flexible thinking, something young children are notoriously bad at. For instance, in the dimensional change card sort (DCCS) task, 3‐year‐olds can sort cards by one dimension (shape), but continue to sort by this dimension when asked to switch (to color). This study tests a prediction of a dynamic neural field model that prior experience with the postswitch dimension can enhance 3‐year‐olds' performance in the DCCS. In Experiment 1A, a matching game was used to preexpose 3‐year‐olds (n = 36) to color. This facilitated switching from sorting by shape to color. In 3 , 3‐year‐olds (n = 18) were preexposed to shape. This did not facilitate switching from sorting by color to shape. The model was used to explain this asymmetry. 相似文献
996.
Individual Differences in Childhood Behavior Disorders Associated With Epigenetic Modulation of the Cortisol Receptor Gene
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Mark R. Dadds Caroline Moul David J. Hawes Antonio Mendoza Diaz John Brennan 《Child development》2015,86(5):1311-1320
Behavioral/emotional difficulties in children are the first sign of mental health problems. These problems are however, heterogeneous. A domain that may identify homogenous subgroups is hypothalamic–pituitary–adrenal function. This study tested whether epigenetic regulation of glucocorticoid receptor gene could explain the co‐occurrence of anxiety problems in children with behavior problems. Four‐ to 16‐year‐old clinically referred children (N = 241) were measured for psychiatric symptoms, methylation of target CpG sites in blood or saliva, and morning cortisol levels in those who gave blood. Increased methylation of promoter 1F CpG sites was associated with higher vulnerability to co‐occurring internalizing symptoms and morning cortisol. The results support increasing optimism that epigenetic regulation of key neuroendocrine systems might help explain hitherto unfathomable individual differences in susceptibility to psychiatric symptom profiles. 相似文献
997.
998.
Merilyn Gladys Carter Valentina Klenowski Christina Chalmers 《The Australian Educational Researcher》2015,42(5):595-611
The Australian Curriculum identified seven General Capabilities, including numeracy, to be embedded in all learning areas. However, it has been left to individual schools to manage this. Whilst there is a growing body of literature about pedagogies that embed numeracy in various learning areas, there are few studies from the management perspective. A social constructivist perspective and a multiple case study approach were used to explore the actions of school managers and mathematics teachers in three Queensland secondary schools, in order to investigate how they meet the Australian Curriculum requirement to embed numeracy throughout the curriculum. The study found a lack of coordinated cross-curricular approaches to numeracy in any of the schools studied. It illustrates the difficulties that arise when teachers do not share the Australian Curriculum cross-curricular vision of numeracy. Schools and curriculum authorities have not acknowledged the challenges for teachers in implementing cross-curricular numeracy, which include: limited understanding of numeracy; a lack of commitment; and inadequate skills. Successful embedding of numeracy in all learning areas requires: the commitment and support of school leaders, a review of school curriculum documents and pedagogical practices, professional development of teachers, and adequate funding to support these activities. 相似文献
999.
John Parry 《International Journal of Early Years Education》2015,23(4):352-364
This paper reports on a small-scale study of the social interactions between six children labelled with special educational needs and their peers in their respective early years settings. Data from play observations, photographs and staff interviews is used to examine the dynamics of the connections that they make with other children. The position of these six children as active agents in making decisions about their peer interactions is highlighted and the ways that this agency is expressed is analysed. By focusing on the personal strategies that the children use to make social connections the findings contribute to the developing understanding of children's relationships within inclusive early years settings. In particular compatible play interests and personalities are identified as significant factors that attract children to one another in this case study. It also emerged that recurrent playmates did not feature consistently in the social exchanges involving this group of children. This factor is considered in the context of it being indicative of the social connections that children labelled with special educational needs pursue. Suggestions for further investigation are proposed and key practice messages offered around developing awareness and facilitation of social connections between children. 相似文献
1000.
Ian Hembry Rommel Bunuan John M. Ferron Wim Van den Noortgate 《Journal of Experimental Education》2015,83(4):514-546
A multilevel logistic model for estimating a nonlinear trajectory in a multiple-baseline design is introduced. The model is applied to data from a real multiple-baseline design study to demonstrate interpretation of relevant parameters. A simple change-in-levels (ΔLevels) model and a model involving a quadratic function (Quadratic) for the nonlinear intervention phase data were also estimated. In addition, a simulation study was conducted to assess Markov chain Monte Carlo estimation of the logistic model and compare its trajectory recovery with use of the ΔLevels and Quadratic models. While most of the logistic model's parameter values were recovered well, trajectory recovery was very reasonable using the simpler Quadratic model. Results are discussed along with recommendations for practitioners and directions for future research. 相似文献