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141.
Daniel Breidenbach Ed Dubinsky Julie Hawks Devilyna Nichols 《Educational Studies in Mathematics》1992,23(3):247-285
Our goal in this paper is to make two points. First, college students, even those who have taken a fair number of mathematics
courses, do not have much of an understanding of the function concept; and second, an epistemological theory we have been
developing points to an instructional treatment, using computers, that results in substantial improvements for many students.
They seem to develop a process conception of function and are able to use it to do mathematics. After an introductory section
we outline, in Section 2, our theoretical epistemology in general and indicate how it applies to the function concept in particular.
In Sections 3, 4, and 5 we provide specific details on this study and describe the development of the function concept that
appeared to take place in the students that we are considering. In Section 6 we interpret the results and draw some conclusions. 相似文献
142.
Districts are increasingly making personnel decisions based on teachers’ impact on student-achievement gains and classroom observations. In some schools, however, a teacher’s practices and their students’ achievement may reflect not just individual but collaborative efforts. In other settings, teachers’ instruction benefits less from the insights and support of their colleagues. This article analyzes multiple measures of teacher and teaching quality for 24 language arts teachers in New York City who teach in different types of school environments. Teachers in different value-added quartiles were observed and scored using two protocols, PLATO and CLASS. Schools were categorized as more and less functional using Department of Education environment grades. To compare the practices of higher and lower value-added teachers in more and less functional schools, we conduct MANOVAs of observation scores and use qualitative coding of field notes. We find value-added measures and observation protocols provide confirmatory information in less functional schools but provide contradictory information about teacher quality in more functional schools. Implications for teacher education, policy, and future research are discussed. 相似文献
143.
ABSTRACTThis article includes findings from a mixed method survey at a large, public midwestern university following the election of Donald J. Trump as the president of the United States. It examines student perceptions about effective engagement in political discourse within social work classes. Survey questions urged students to suggest how instructors might facilitate this dialogue fairly in the classroom given the passionate emotions and differing viewpoints surrounding the election, while acknowledging and educating about values espoused by the profession. Findings from this study illustrate the challenges that students face in having these conversations and outline their recommendations to social work educators for facilitating safe, sensitive, and inclusive classroom discussion about politics. 相似文献
144.
Over the last decade, there has been a steady increase in the number of Indigenous graduate research students in Australia, yet research and pedagogy has not kept pace with changes underway in the sector. From an extensive search of literature published between 2000 and 2017, 15 papers (representing 10 research projects conducted by seven teams or authors) were identified that addressed Indigenous graduate research student experience. Overall, the literature tends to focus on identifying barriers to completion, noting in particular the impact of financial difficulties, social isolation and racism. A research degree is a key site for the assertion and legitimation of Indigenous knowledges, and it is here that Indigenous students are navigating tensions between legitimated disciplinary practices of the centre and the peripheral status of Indigenous knowledges. We, therefore, adopt Herbert's ‘centre–periphery’ model to interpret the research, arguing that this framework explains the focus on barriers, the neglect of pedagogy centred on academic excellence and student strengths, and research relationships between students and Indigenous communities. Our review identifies the need for a systematic research agenda specifically focused on Indigenous student success at the graduate research level, and looking internationally in order to assess the performance and strategies of Australian higher education providers in comparison to international institutions meeting the aims of First Nations research communities. This approach, we suggest, should move beyond an analysis of the nature of enablers and barriers to focus on Indigenous Higher Degree by Research success. 相似文献
145.
146.
This paper exploresthe effects of specific teacher threshold knowledges about boys and gender on the implementation of a so‐called ‘boy friendly’ curriculum at one junior secondary high school in Australia. Through semi‐structured interviews with selected staff at the school, it examines the normalizing assumptionsand ‘truth claims’ about boys, as gendered subjects, which drive the pedagogical impetus for such a curriculum initiative. This research raises crucial questions about the need for the formulation of both school and governmental policy grounded in sound research‐based knowledge about the social construction of gender and its impact on the lives of both boys and girls and their experiences of schooling. This is crucial, we argue, in light of the recent parliamentary report on boys' education in Australia which rejects gender theorizing and given the failure of key staff in the research school to interrogate thebinary ways in which masculinity and femininity are socially constructed and institutionalized in schools through a particular ‘gender regime’. While some good things are happening in the research school, the failure to acknowledge the social construction of gender means that ultimately the school's programs cannot be successful. 相似文献
147.
Julie Matthews 《British Journal of Sociology of Education》2002,23(2):193-207
Based on discussions with Asian-Australian young women at a mixed-sex, Australia State high school, this article argues that the pro-school conformity of Asian-Australian young women sets them in a problematic and precarious relationship to the material and symbolic and processes of racialisation. The first part of the article identifies the limitations of research into the pro-school/anti-school orientations of minority students, arguing that most accounts are based on theories of culture, acculturation, class and gender, and class and race that neglect an analysis of race and sex. I then argue that practices of racialisation and sexualisation actually sustain pro-school culture and Asian female group associations. While these formations are effective in securing Asian female educational success, they are also problematic because they limit the educational possibilities and employment opportunities of Asian young women in Australia. 相似文献
148.
149.
Julie Mathews 《Higher Education》2007,53(5):645-673
In 1993, Turkey’s Higher Education Council (YOK) launched a program to sponsor thousands of students for graduate study abroad,
in the hopes of building up a base of highly qualified, foreign educated faculty for 24 newly established universities nationwide.
With an incoming new YOK administration in 1995, dramatic changes were made in the program’s selection procedures. One of
the key elements of these changes was the inclusion of a high foreign language proficiency requirement, which served both
to meet certain ideological goals of the new administration as well as presuming to reduce the high degree of student failure
abroad. In addition to assessing the overall success of the scholarship program in light of the changes made, this study provides
another look at the connection between language proficiency and academic success, with both qualitative and quantitative data
collected from 23 ‘YOK scholars’. Although finding a positive relation between language proficiency and academic success,
the study suggests that rather than having solved the scholarship program’s problems by imposing high language proficiency
requirements, the new YOK administration actually reduced even further the program’s ability to successfully supply faculty
to the new universities. Recommendations are made for the Turkish and similar foreign study programs. 相似文献
150.
Julie A. Millar Janet Thompson Dorothy Schwab Ana Hanlon‐Dearman Deborah Goodman Gal Koren Paul Masotti 《Journal of Research in Special Educational Needs》2017,17(1):3-17
Fetal alcohol spectrum disorder (FASD ) is a prevalent neurodevelopmental disability with significant implications for learning and behaviour. International research suggests that the prevalence of FASD in school‐aged children is 2.3–6.3%. In this paper, we address the questions: (1) what is FASD ; (2) what is the prevalence of FASD in schools; (3) what is the impact of FASD ; and (4) why develop special FASD education strategies and programmes? We summarise the 18‐year history of W innipeg S chool D ivision's development of its FASD P rogramme of services, describe the specialised FASD classrooms and then present the results from a consensus‐generating workshop comprised of 36 FASD education professionals, with over 209 years of collective FASD education programme experience, who were asked to identify and reach consensus on best strategies and lessons learned in FASD education programmes. We then suggest that effectively educating children with FASD is critical to get right if positive educational outcomes are to be realised. 相似文献