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381.
Lisa O’Keeffe Kay L. O’Halloran Peter Wignell Sabine Tan 《The Australian Educational Researcher》2017,44(3):233-253
In 2015, the Australian Council for Educational Research (ACER) was tasked with developing literacy and numeracy skills testing for pre-service teachers. All undergraduate and postgraduate trainee teachers are now required to pass these literacy and numeracy tests at some stage on their journey to becoming a teacher; for commencing students from 2017 in all states (except New South Wales), successfully passing these tests is a requirement for graduation. Following this announcement, ACER released a number of sample test items for both literacy and numeracy. This study used multimodal analysis to study the nature of the language, symbolic notation and visual representations in the sample test items for numeracy, with a focus on the linguistic complexity of the questions. The findings suggest that the types of linguistic constructions found in the assessment questions create significant challenges in terms of reading and comprehension which could impact on how the students engage with the numeracy assessment items. 相似文献
382.
Kay Whitehead 《Asia-Pacific Journal of Teacher Education》2007,35(4):367-385
This paper focuses on a cohort of B.Ed. students' understandings about social difference and social justice as recorded in their professional journals in the first semester of third year. It shows that their reasons for choosing teaching as a career, reflections on their school experiences and discussions about future students are grounded in the culture of individualism that is commonplace in Australian society. However, some also acknowledge that class, race, gender and ethnicity shape their lives and their future students' worlds. Furthermore, most were prepared to engage with social justice in their professional journals. Keeping these findings in mind, the paper identifies discursive spaces where teacher educators might work with prospective teachers to promote critical reflection about social difference and facilitate a commitment to social justice in education. 相似文献
383.
Kay Bussey 《Child development》1992,63(1):129-137
Preschool ( M = 4.9 years), second- ( M = 7.8 years), and fifth- ( M = 11.0 years) grade children's definitions of, moral standards for, and internal evaluative reactions to both lies and truthful statements were investigated. The influence of 4 factors on these judgments was also examined: the falsity of the statement, the content of the statement, whether or not the statement was believed, and whether or not the statement resulted in punishment. Results revealed that while the older children identified almost all statements correctly, preschoolers correctly identified about 70% of lies and truthful statements. Lies were rated as worse than truthful statements by all age groups; however, only the second and fifth graders ascribed feelings of pride to story characters after truthfulness. Implications of these findings for children's moral development are discussed. 相似文献
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385.
Kay J. Wijekumar Bonnie J.F. Meyer Diane Wagoner Lon Ferguson 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(2):191-209
Computer technologies for learning environments have been introduced with great expectations for improved learning outcomes. However, the great improvements have not materialised; some of these extant studies are examined. Of all the explanations for these disappointing results, the least examined are the affordances of the computer tools. This paper provides a rationale for studying affordances and presents two studies in K‐12 and undergraduate settings showing how powerful affordances are in affecting outcomes. Finally, the paper presents guidelines on how to gradually move students from a game affordance of a computer to a learning mode. 相似文献
386.
This article traces the ways in which the British suffragette Emily Wilding Davison was represented in national newspapers between 1913—the year she died—and 2013, the centenary of her death. We identify three key discourses through which Davison has been represented in four British newspapers throughout the twentieth century and into the twenty-first: delegitimisation, recuperation and trivialisation. In doing so, this paper provides original insights into the ways that the fight for women’s rights has been figured in different historical moments. A key argument is that over time, Davison’s militant actions—once cast as those of a hysterical lunatic—have slowly come to be recuperated and legitimised as part of the story of British democracy. However, this discursive shift cannot be straightforwardly celebrated as a progressive move in representations of women’s movements, as Davison is frequently invoked to delegitimise contemporary feminism. Our analysis charts the extent to which Davison has been visible (or not) in newspapers through different historical periods; the specific ways in which Davison’s image was transformed along with broader changes in women’s status; and it considers the political implications of these (in)visibilities and representations for contemporary feminism. 相似文献
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388.
Manuel Madriaga Katie Hanson Helen Kay Ann Walker 《British Journal of Sociology of Education》2011,32(6):901-920
This article advocates for socially just pedagogies in higher education to challenge senses of normalcy that perpetuate elitist academic attitudes towards the inclusion of disabled students. Normalcy is equated here with an everyday eugenics, which heralds a non-disabled person without ‘defects’, or impairments, as the ideal norm. This article attempts to mark the pervasiveness of normalcy in higher education by presenting findings from a systematic experience survey of disabled students and non-disabled students within one higher education institution in the United Kingdom. The findings indicate that disabled students who have institutional disability support express more difficulties in their learning and assessment than students with no known disability. However, it was found that there was no significant difference in academic achievement between the two cohorts of students. In relation to the latter point, the evidence also shows that disabled students who do not receive institutional disability support underperform. 相似文献
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