Opportunities to Learn and Achievement in Mathematics in a Sample of Sixth Grade Students in Lima, Peru

In recent years, the mathematics achievement of Peruvian students has been evaluated in three national and two international studies. The results in all cases suggest very poor learning. A similar situation is found in many developing countries. In this study, we analyzed the opportunities to learn (OTL) mathematics of sixth grade students from 22 public schools in Lima, Peru. OTL were defined in this study as curriculum coverage, cognitive demand of the tasks posed to the students, percent of mathematical exercises that were correct and quality of feedback. These variables were coded in the workbooks and notebooks of the students, which were gathered at the end of the school year (at the same time, the mathematics achievement test was administered). The results show that: (a) regarding OTL, less than half of the exercises available in the workbooks were solved, teachers overemphasize some topics of the national curriculum ({i.e.} related to Number and Number Sense), they pose tasks that are at very low levels of cognitive demand, and it is common to find mistakes in the students' answers to problems that have no feedback (or even worse, the feedback is wrong); (b) students in relatively poorer, multigrade classrooms have less OTL; (c) OTL, as defined earlier, is positively associated with achievement.A preliminary version of this paper received the Research Medal in the category Knowledge, Education andTechnology at the Annual Meeting of the Global Development Network (GDN) in Cairo, in January 2003.     

全球化与技能发展:来自南部非洲的启示

与西方工业化国家和太平洋地区的新工业化国家相比，全球化的技能发展对于像卢旺达和坦桑尼亚这样的低收入国定来说，其内涵是不同的。在高收的发达国家，关于全球化与技能发展的文献资料很多；而在像卢、坦这样的低收入国家，这类资料极为有限。既使有，也是建立在非理论化的基础之上的。而且这些资料一致认为，对于低收入国家而言，全球化的内涵是相通的。这就完全排除了两国对外关系结构上的差异。另外，人们在理解上还存在误区，即认为全球化给一个国家内部不同的社会群体、不同的经济领域所带来的发展机遇是相似的。事实上全球化的意义不是等同的，它代表了一个国家的决策者们在平衡本国各方利益和需求时经过协调所达成的一系列的共识。     

Is the classroom obsolete in the twenty-first century?

Abstract

Lefebvre’s triadic conception of spatial practice, representations of space and representational spaces provides the theoretical framework of this article, which recognises a productive relationship between space and social relations. Its writing stems from a current and ongoing qualitative study of innovative teaching and learning practices in new technology-rich flexible learning spaces, characterised by large open spaces, permeable boundaries and diverse furnishings emphasising student comfort, health and flexibility. Schooling in the twenty-first century, certainly in the developed world, is required to ensure that children and school-leavers have appropriate life-long skills in preparation for participation in the twenty-first century knowledge economy. This world is characterised as complex and dynamic, deeply influenced by globalisation and the revolution in digital technology. Developing these skills calls into question ‘outmoded’ transmission models of teaching and requires teachers and school leaders to approach their work in radically new ways. Open school design encourages flexibility in learning and teaching, and allows collaborative, team teaching, with designers claiming significant educational benefits. This arrangement of multiple classes using innovatively designed, technology-enriched common space, facilitated by multiple teachers, working in collaborative teams, is far-reaching in its likely implications for community expectations and responses, relationship-building, assessment, student learning, teachers’ work and initial teacher education.     

SCHOOL ADJUSTMENT OF HIGH ABILITY STUDENTS

This article investigates interpersonal relations of high ability children with peers in the same class. Subjects were eighth grade students who, eight years earlier, had started school at the age of 6 (Le., one year in advance of agemates), because they had demonstrated outstanding abilities while in nursery school Of the 51 students from 40 elementary schools in the industrial town of Lodz, 27 were girls and 24 boys. Research instruments included the Chart of Students’ Behaviour, Raven's Matrices, Choynowski's TZT, the sociometric technique of j. L. Moreno and school records including marks. The majority of the students tested displayed high or very high achievement and appropriate interpersonal relations with peers. However, a small group of about one quarter of the total group displayed low achievement and low social acceptance, although they were of high ability. This finding is of considerable interest in view of conflicting conclusions in the relevant literature.

     

Teaching cooperation on television

Conclusion The effects of media on the social behavior of young children is a topic to be treated seriously. Much of the literature has focused on negative outcomes. Little attention has been given to the intentional steps by which producers of children’s television can bring about positive social outcomes. The work of Stein and her associates is an exception (see Stein, 1972; Stein, Friedrich, & Vondracek, undated). It is not enough that we concern ourselves with reducing undesirable effects of television (e.g., removing the violence from Saturday morning cartoons). The means must be found to enhance desirable effects (e.g., positive forms of socialization). By defining and teaching social goals and measuring the results,Sesame Street has taken an important step in this direction. The research described in this paper was performed at Teaching Research, a Division of the Oregon State System of Higher Education, under a contract with Children’s Television Workshop, Inc. D. Lynn McDonald and Sherrill L. Whittemore were research assistants. Sandra Dawson, Sheryl Hirshon, Pearl Roossinck Paulson, Terry Toedtemeier, and Timm Tripplet worked on the project. H. Del Schalock of Teaching Research and Barbara F. Reeves, Patricia L. Hayes, and Edward L. Palmer of CTW provided many of the basic ideas. A complete technical report on the study is available (Paulson, McDonald, & Whittemore, 1973).