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21.
The aim of this study was to investigate how participation and reification of ideas about mathematics teaching are constituted
in on-line discussions when prospective primary mathematics teachers analysed video-cases about mathematics teaching. Prospective
teachers enrolled in a mathematics methodology course participated for 4 weeks in two virtual learning environments that integrated
the analysis of video-clips, on-line discussions and writing essays about key aspects of mathematics teaching. Three aspects
were considered relevant to explain the prospective teachers’ learning: the way in which the theoretical information was used
to frame and to interpret the events from mathematics teaching; the characteristics of engagement with others participating
in the on-line discussions and the role played by prospective teachers’ beliefs. Possible reasons for the importance of these
features include the specific questions posed in on-line discussions and the use of video-clips of mathematics teaching. These
findings are considered useful in designing virtual learning environments and the kinds of tasks through which the understanding
of mathematics teaching and learning-to-notice skills can be developed. 相似文献
22.
This study used eye-tracking methodology to assess audiovisual speech perception in 26 children ranging in age from 5 to 15 years, half with autism spectrum disorders (ASD) and half with typical development. Given the characteristic reduction in gaze to the faces of others in children with ASD, it was hypothesized that they would show reduced influence of visual information on heard speech. Responses were compared on a set of auditory, visual, and audiovisual speech perception tasks. Even when fixated on the face of the speaker, children with ASD were less visually influenced than typical development controls. This indicates fundamental differences in the processing of audiovisual speech in children with ASD, which may contribute to their language and communication impairments. 相似文献
23.
English education policy‐makers have targeted classroom time as a key area for regulation and intervention, with ‘brisk pace’ widely accepted as a feature of good teaching practice. We problematise this conventional wisdom through an exploration of objective and subjective dimensions of lesson pace in a corpus of 30 Key Stage 2 literacy lessons from three classrooms in one London school. Systematic classroom observation produced an anomaly: the lessons we experienced as fast‐paced were rated objectively as slowest, and vice‐versa. We contrasted the fastest and slowest episodes in the corpus, demonstrating that for these episodes the accepted measure of pace primarily reflected differences in utterance length. Linguistic ethnographic micro‐analysis of the episodes highlighted predictability, stakes, meaning and dramatic performance as key factors contributing to pace as experienced. We argue, among other claims, that sometimes accelerating pupils' experience—and learning—necessitates slowing down the pace of teaching, and that government calls for urgency may, perversely, make lessons slower. 相似文献
24.
Research Findings: This study simultaneously examined parental depression and parent involvement as predictors of satisfaction with an early childhood intervention program. Parents (N = 203) of Head Start children participated in this short-term longitudinal study. Measures of parent involvement and satisfaction assessed multiple dimensions of these constructs. Nearly 40% of low-income mothers reported being sometimes or chronically depressed over the course of 1 year of the Head Start program. Compared with mothers who were never depressed, those who were sometimes depressed reported less involvement in home- and school-based activities as well as fewer interactions with their child's teacher. Never depressed parents were more likely to be satisfied with their child's teacher compared with either group of depressed mothers. Higher levels of parent involvement and parent–teacher interaction predicted optimal satisfaction with Head Start services. Practice or Policy: Implications of results for practice are considered in terms of teacher training to recognize unique needs involved in working to establish a home–school connection with mothers experiencing depression. Strategies for building community partnerships to assist with mental health needs are discussed. 相似文献
25.
Karen Peterman Jenny L. Daugherty Rodney L. Custer Julia M. Ross 《International Journal of Science Education》2013,35(14):1913-1931
ABSTRACTScience teachers are being called on to incorporate engineering practices into their classrooms. This study explores whether the Engineering-Infused Lesson Rubric, a new rubric designed to target best practices in engineering education, could be used to evaluate the extent to which engineering is infused into online science lessons. Eighty lessons were selected at random from three online repositories, and coded with the rubric. Overall results documented the strengths of existing lessons, as well as many components that teachers might strengthen. In addition, a subset of characteristics was found to distinguish lessons with the highest level of engineering infusion. Findings are discussed in relation to the potential of the rubric to help teachers use research evidence-informed practice generally, and in relation to the new content demands of the U.S. Next Generation Science Standards, in particular. 相似文献
26.
Lucio Lubiana Julia A. Gammon 《Library Collections, Acquisitions, and Technical Services》2005,28(4):373-396
The book market in European countries is different than the U.S. market for various political, geographical, and cultural reasons. The authors outline these differences and provide background on the move to electronic commerce and future. The article includes many electronic and print sources of and bibliographic tools for locating books in the European market. 相似文献
27.
The widespread use of handheld computers and other mobile devices in the healthcare environment and their potential for providing access to information has prompted health sciences librarians everywhere to learn more about this technology. Early in 2001, the Health Sciences Library (HSL) at the University of North Carolina at Chapel Hill began exploring ways to support mobile computing. This paper describes the four basic approaches taken by the librarians that helped establish the HSL as a leader in the area of mobile technologies. 相似文献
28.
This article examines the stories of 24 social sciences doctoral students in three universities, one in Canada and two in the UK, who experienced challenging roads to completion. While their stories confirm earlier findings, they also provide insight into how students' agency and personal networks of relationships may be critical, both as resources and constraints. We argue that these ‘untold stories’ of student agency coupled with supervisor narratives of students ‘not measuring up’ can contribute to a culture of institutional neglect. Pedagogies emphasizing an ethic of care and relational rather than regulatory practices are essential if these conditions are to change. 相似文献
29.
Julia D. Plummer Valerie M. Zahm Rebecca Rice 《Journal of Science Teacher Education》2010,21(4):471-493
This study investigated the impact of an open inquiry experience on elementary science methods students’ understanding of
celestial motion as well as the methods developed by students to answer their own research questions. Pre/post interviews
and assessments were used to measure change in participants’ understanding (N = 18). A qualitative approach was used to describe the nature of each participant’s investigation through an analysis of
their science journal and poster presentations. A comparison of participants’ inquiry projects with the change in their understanding
revealed that while most participants improved in both their area of inquiry and beyond, elementary science methods students
may need more guidance to reach a full scientific understanding across all aspects of celestial motion. 相似文献
30.