How Do Teachers Use Comics to Promote Engagement,Equity, and Diversity in Science Classrooms?

Research in Science Education - Equitable learning opportunities are critical to the goals of science education. However, major curriculum standards are vague on how to achieve equity goals, and...     

Ideas: A system for international data exchange and access for science

An operational prototype inhomogeneous distributed database system has been built to provide homogeneous access for researchers and managers of science policy to data on research projects held in three countries. The architecture is sufficiently general not only to accommodate additional countries and databases on research projects, but also to provide a general framework for other international collaborative projects aimed at the provision of information. The design exhibits an optimal compromise between sufficient data to satisfy a retrieval request and the minimal data for transmission to maintain the database.     

Power and energy in linearized physical systems

Although no truly linear physical systems exist, linearized system models are very often used in practice to study the dynamics of real systems and components. Here, the relations between the power and energy in a non-linear physical system and the analogous quantities associated with variables representing small deviations from steady-state values are studied. Sometimes a linearized system is energetically similar to the non-linear system from which it was derived, and in other cases, new types of energy elements appear which were not present in the original system. In order to show the structure of the systems, the results are presented in both equation form and in the form of bond graphs which are unique in exhibiting the power and energy structure of system models.     

试论学习型学校

一定的学校管理模式总是与一定的学校发展水平相适应。当学校发展处于较高阶段的情况下,需要构建学习型学校管理模式,使之与较高层次的学校发展阶段相适应。一所学校的生存与发展并不仅仅是由物质条件和师资水平决定的,学校发展的关键指标--学校的核心精神,起着重要的作用。必须在组织结构和知识载体两方面构建平台,对学习型学校建设提供支持。     

“人的全面发展”内涵新析

把握“人的全面发展”内涵的实质,应确立两个理论前提:第一,“人的全面发展”在很大程度上是一种理想、一种追求、一种社会和人生的信念;第二,“人的全面发展”是一个相对的概念,而不具有绝对的意义。同时,“人的全面发展”还应包含四个层面的内涵,即完整发展、和谐发展、多方面发展、自由发展。     

Seeking big ideas in algebra: the evolution of a task

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.     

Response bias in follow-up studies of college students

The problems of response bias in longitudinal studies of college students are examined. An extensive follow-up questionnaire was sent to 1,253 college seniors who had participated in a similar survey as freshman four years earlier. Careful measure of student responsiveness in relation to various techniques designed to increase the proportion of responders (e.g., postcard, telephone contact) were kept.The less responsive groups were significantly different from their more responsive counterparts on nearly a dozen variables representing a wide variety of content areas, including academic achievement, self-concept, alcohol consumption, social deviance, and major choice preferences. Controlling for sex and socioeconomic status served to reduce, but not eliminate, these biases. Overall, the results indicate that researchers cannot account for follow-up nonresponse bias by making statistical adjustments according to data available at initial testing. The results are discussed in light of identifying the reasons for nonresponse, and attempting to develop categories of nonresponders who may be motivated to cooperate by different types of follow-up techniques.     

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.     

课程改革与教学模式转变

新一轮基础教育课程改革以空前的力度和崭新的面貌令世人关注,要实现课程改革的预期目标,关键在于教学模式的转变。现行教学模式必须从教师本位向学生本位转变,从独白式教学向对话式教学转变,从封闭式向开放式转变,从传递接受式教学向以引导探究为主要特征的多样化教学转变。