改变之美

没有什么是一成不变的。从某种程度上说,自我积极、主动地改变是适应社会、自我发展所必需的。本文作者对广大年轻人提出了接受改变乃至享受改变之美的观点,令人回味。     

Are we all in this together?: mathematics teachers’ perspectives on equity in remote instruction during pandemic

Educational Studies in Mathematics - The COVID-19 pandemic is an unprecedented situation that influenced all aspects of society, including education. Millions of students found themselves adjusting...     

Prosocial and Aggressive Behavior: A Longitudinal Study

Developmental theorists have made strong claims about the fundamental prosocial or aggressive nature of the human infant. However, only rarely have prosocial behavior and aggression been studied together in the same sample. We charted the parallel development of both behaviors from infancy to childhood in a British community sample, using a two-construct, multimethod longitudinal design. Data were drawn from the Cardiff Child Development Study (CCDS), a prospective longitudinal study of a volunteer sample of parents and their firstborn children. A sample of 332 mothers was recruited from National Health Service (NHS) prenatal clinics and general practice clinics in Wales, UK, between Fall of 2005 and Summer of 2007. Potential participants represented the full range of sociodemographic classifications of neighborhoods. Participating families were divided about equally between middle- and working-class families, were somewhat more likely to have sons than daughters, and the majority (90%) were in a stable partnership. In response to standard categories recommended for use in Wales at the time, the majority (93%) of mothers reported themselves as Welsh, Scottish, English, or Irish; most others named a European or South Asian nationality. Of the 332 families agreeing to participate, 321 mothers (M_age = 28 years) and 285 partners (M_age = 31 years) were interviewed during the pregnancy and 321 of the families contributed data at least once after the child's birth. After an initial home visit at 6 months, data collection occurred in four additional waves of testing when children's mean ages were approximately 1, 1.5, 2.5, and 7 years. Data collection alternated between family homes and Cardiff University. Of those families seen after the child's birth, 89% were assessed at the final wave of testing. Data collection ended in 2015. Methods included direct observation, experimental tasks, and collection of reports from mothers, fathers, other relatives or family friends, and classroom teachers. Interactions with a familiar peer were observed at 1.5 years. Interactions with unfamiliar peers took place during experimental birthday parties at 1 and 2.5 years. At 7 years, parents were interviewed, parents and teachers completed questionnaires, and the children engaged in cognitive and social decision-making tasks. Based on reports from parents and other informants who knew the children well, individual differences in both prosocial behavior and aggression were evident in children. Both types of behavior showed stability across the second and third years. The association between prosocial behavior and aggression changed over time: at 1.5 years, they were not significantly related (the association approached zero), but they became negatively correlated by 3 years. Different patterns were seen when children played with familiar versus unfamiliar peers. At 1.5 years, when children were observed at home with a familiar peer, prosocial behavior and aggression were unrelated, thus showing a pattern of results like that seen in the analysis of informants' reports. However, a different pattern emerged during the experimental birthday parties with unfamiliar peers: prosocial behavior and aggression were positively correlated at both 1 and 2.5 years, contributing to a general sociability factor at both ages. Gender differences in prosocial behavior were evident in informants' reports and were also evident at the 1-year (though not the 2.5-year) birthday parties. In contrast, gender differences in both prosocial behavior and aggression were evident by 7 years, both in children's aggressive decision-making and in their parents' and teachers' reports of children's aggressive behavior at home and school. By age 7, children's aggressive decision-making and behavior were inversely associated with their verbal skills, working memory, and emotional understanding. Some children had developed aggressive behavioral problems and callous-unemotional traits. A few (12%) met diagnostic criteria for conduct disorder or oppositional-defiant disorders, which had been predicted by early angry aggressiveness and lack of empathy for other people. Taken together, the findings revealed a gradual disaggregation of two ways in which children interact with other people. Individual differences in both prosocial behavior and aggression revealed continuity over time, with gender differences emerging first in prosocial behavior, then in aggression. Restrictions in the participant sample and the catchment area (e.g., all were first-time parents; all were drawn from a single region in the United Kingdom) mean that it is not possible to generalize findings broadly. It will be important to expand the study of prosocial behavior and aggression in other family and environmental contexts in future work. Learning more about early appearing individual differences in children's approaches to the social world may be useful for both educational and clinical practice.     

Supporting Teachers' Professional Learning by Navigating Openings in the Curriculum

Researchers agree that achieving thefundamental changes called for by currentreforms in mathematics education requires newlearning on the part of teachers. Currently,across the United States there exists atremendous variety of teacher-enhancementprojects representing a range of perspectivesand approaches to supporting teachers'learning. This paper presents a comparativeanalysis of three teacher educators using acurriculum designed for use with elementaryteachers in an inquiry-group setting. The aimof the study was to examine the process anddemands of supporting teachers' learning andteachers' efforts to reform their practices. Analyses revealed that the central demand ofsupporting teachers' learning through inquiryinvolved navigating through what we have calledopenings in the curriculum. Theseopenings took the form of unanticipatedquestions, challenges, observations, or actionsby participating teachers that requiredfacilitators to make on-the-spot judgmentsabout how to guide the discourse. Examinationsof the facilitators' processes of navigatingthese openings revealed a set of threeactivities they employed in determining how torespond. Analysis of the activities offacilitators in response to openings furtherilluminates the work involved in supportingteachers' learning and has implications for theskills needed by teacher educators engaged inthis work.     

Science and Mathematics Literacy: PISA for Better School Education

In this study, we explored how a teacher used a new mobile application that enables students to collect data inside and outside the classroom, and then use the data to create scientific explanations by using claim-evidence-reasoning framework. Previous technologies designed to support scientific explanations focused on how these programs improve students’ scientific explanations, but these programs ignored how scientific explanation applications can support teacher practices. Thus, to increase our knowledge about using mobile devices in education, this study aims to portray the synergy with an emphasis on a teacher’s practices when using mobile devices in 2 different units (water quality and plants). Synergy can be thought of as various scaffolds (scaffolds in the mobile application and the teacher support) working together to enable students to support creating explanations when using the mobile application. The findings of this study showed that the decrease in the teacher’s support for claims did not affect the quality of the students’ claims. On the other hand, the quality of students’ reasoning was linked with the teacher’s practices. This suggests that when supporting students’ explanations, focusing on components that students find challenging would benefit students’ construction of explanations. To achieve synergy in this process, the collaboration between teacher’s practices, professional development days, and scaffolds designed to support the teacher played a crucial role in aiding students in creating explanations.     

Health sciences librarians' research on medical students' use of information for their studies at the medical school, University of Queensland, Australia

This study reports the findings of research undertaken by health sciences librarians at the University of Queensland Library into how medical students use information for their studies, particularly resources and services provided by the Library. The methods utilized were an online survey and focus groups. Results indicated that students favor print resources over electronic, value accessing resources on a one-stop basis, and prefer training to be delivered flexibly. The implication of these results for future resource selection, service provision, and instructional design and delivery is discussed.     

Beyond the Classroom: A Framework for Growing School Capacity in a Digital Age

Abstract

Rapid technological advancements promise unprecedented educational opportunities to foster student-centered and personalized learning, yet many schools are underprepared, lacking comprehensive organizational strategies for technology enhanced learning. This study sought to provide a framework to guide K-12 school leaders to build and evaluate digital-age school capacity by identifying essential criteria for digital learning in schools, resulting in the development of the Digital Learning Implementation Framework for Education (D-LIFE). Geographically dispersed digital learning experts contributed to a six-round Delphi study gaining consensus on 148 essential criteria for school administrators and policymakers to appraise strategic evaluation of technology implementation. When compared to prominent frameworks, D-LIFE confirmed high-level alignment with ISTE Essential Conditions, providing a comprehensive evaluation framework for K–12 schooling not addressed in prominent standards or frameworks.     

Games for math: Thoughts to grow on

Every child is different when it comes to math. One child loves big numbers. Another child loves addition. A third sinks into despair at the sight of mathematical symbols — until suddenly, at age eight, an unexpected math talent develops. In one way, though, all children are the same: they like math games. Put the right game in front of a child, explain the rules, and that child will eagerly play, happy and alert.Excerpted fromGames for Math, by Peggy Kaye. © 1987. Reprinted by permission of Pantheon Books, 201 East 50th St., New York, NY 10022.     

Serpents and Sheep: The Harriman Expedition, Alaska, and the Metaphoric Reconstruction of American Wilderness

This article examines one mechanism for the radical change in public perception of wilderness. The published papers of the Harriman Expedition, a scientific expedition at the end of the nineteenth century, are used to illustrate a process that I call “metaphoric reconstruction.” I argue that conceptual metaphors are one of the tools through which texts and rhetorical contexts can be mutually transformative.