Storying Joanne, 1 an undergraduate mathematician

In this article two different accounts are juxtaposed. In one, we use a variety of texts to narrate the story of Joanne, a woman undergraduate student of mathematics. Like many of our mature students Joanne came to the university with a ‘non‐traditional’ academic background. We describe how Joanne developed as a learner of mathematics and connect this to our ways of working in the undergraduate mathematics classroom. We believe that our pedagogy is unusual outside (some) school classrooms and suggest it allows our students to develop positive ‘disciplinary relationships’. In the other, we grapple with the issues raised by telling other people’s stories especially when we are also characters within it. Our intention has been that, in interweaving these two threads, each helps us understand more about the other.     

Using failure cases to promote veterinary students’ problem-solving abilities: a qualitative study

Educational technology research and development - Failure is an inevitable human experience, which can offer great learning opportunities. Yet, in current educational contexts, failure has largely...     

Computer science and engineering: utilizing action research and lesson study

ABSTRACT

This article explores one group’s use of action research (AR) and lesson study in three US university-level computer science courses affecting 85 undergraduate computer science and engineering students. It offers an overview of three areas including AR, lesson study, and engineering soft skills. The research group identified a problem: undergraduate engineering student soft skill understanding. The group collaborated to enhance participant engagement with this problem by utilizing one lesson focused on soft skills over three research lesson iterations in three distinct university semesters (2017-2018). Field notes were the main data collection method. Observational field notes were recorded in the three research lesson iterations, and themes from the notes were identified. The group valued peer interactions, and the research lesson adaptations as well as pedagogical changes were based on evidence. Four themes were identified, and participant comments were considered as the lessons became more focused . The research group argues that AR and lesson study are separate and distinct ventures based on this yearlong experience, which is counter to some other literature presented. Implications are large for all stakeholders interested in AR, lesson study, soft skill utilization, conflict management, and participant learning impact. Possibilities for enhanced participant engagement exists with honed lesson pedagogy.     

Family‐centered positive psychology: Focusing on strengths to build student success

Family‐centered positive psychology (FCPP) is defined as a framework for working with children and families that promotes strengths and capacity building within individuals and systems, rather than one focusing solely on the resolution of problems or remediation of deficiencies. This approach to family‐based services is predicated on the belief that child and family outcomes will be enhanced if members participate in identifying needs, establishing social supports and partnerships, and acquiring new skills and competencies, rather than simply receiving services from professionals. In this article, we present a rationale for FCPP, outline its primary principles, highlight one model for working with families that exemplifies FCPP practice, and illustrate its use through an authentic data‐based case study. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 7–17, 2004.     

Questioning Styles and Students' Learning: Four case studies

A study of the relationships between students' questioning and learning styles is being conducted on data collected in two university semesters with a sample of 300 students. This report discusses the results of case studies looking in depth at four of the students. These were involved in further data collection through written and oral questions, interviews and classroom observation experiments. The main aim is to unravel the interrogative bases of the students' learning by looking at the quality and quantity of questions they ask. This means that among other characteristics, the nature and the deliberative or spontaneous use of questions by the four students were investigated. It was possible to distinguish question‐askers by tallying their questions. Their learning styles were characterised using Kolb's Learning Styles Inventory. The study also allowed for snapshots of how particular learners shape questions. Looking at the way in which these questioning styles fit with their orientations to learning, and how this drives learning, informs what teaching might best then ensue.     

数字时代的远程教育和终身学习——第16届亚洲开放大学协会年会主题报告

引言人们现在都一致认为:新的数字技术以其快速的信息存储和传输引起了世界经济、国家经济乃至整个社会的巨变。在数字时代,知道怎样获得信息并把信息转化为知识是经济、社会、个人发展的主要驱动力,个别人可能还会认为这也是政治发展的主要驱动力。对于知识产业、知识工人以及帮助人们在成指数增长的信息中找到定位感的知识系统的话题我们已习以为常。据统计,世界信息量每两年翻两番。知识爆炸使得我们所学的知识必须很快更新。例如,理工系的学     

Knowing,Believing, and Understanding: What Goals for Science Education?

Science &; Education - What is a teacher to do when confronted with a student who says “I understand that theory (e.g., evolution), but I don't believe it”? The purpose of this...     

Current conceptions of literacy – insights from work with children and older learners with sensory needs

There have been many efforts to conceptualise literacy, both in terms of its essence and component parts, but it has proved difficult to define. This paper considers work that is undertaken with children and older learners with sensory needs in order to promote the early stages of literacy. Recent government initiatives aimed at fostering literacy development have caused teachers of children with sensory needs to re-examine their practice. The paper discusses early literacy as part of children's attempts to communicate and describes children with sensory needs engaging in a range of activities that are termed 'literacy' by those working with them. By taking into account these activities, the authors endeavour to throw light on the broader questions around concepts of literacy.     

Observed peer victimization during early elementary school: continuity, growth, and relation to risk for child antisocial and depressive behavior

The rate at which 266 boys and girls ages 5 to 7 years old were victimized by peers was observed on multiple occasions in kindergarten and first grade. Individual differences in victimization were observed at kindergarten entry and in growth over the subsequent 2 years. Victimization increased for some children but decreased for others. Growth in victimization was reciprocally related to growth in teacher-reported antisocial and depressive behavior for boys. For girls, kindergarten victimization was related to growth in parent-reported antisocial behavior, teacher-reported depressive behavior to growth in victimization, and growth in victimization to parent-reported depression. At a short-term group level, antisocial behavior had a lagged suppressive effect on victimization for boys but a facilitating effect for girls.     

International organizations,educational development,and conflict: A (world) cultural perspective

PROSPECTS - Many analyses of globalized education have directed growing attention to a problematic local-global nexus, with a particular focus on international organizations (IOs) as coercive and...