This study examines changes in teachers’ thinking as they participated in a video club designed to help them learn to notice and interpret students’ mathematical thinking. First, we investigate changes in teachers’ talk about classroom video segments before and after participation in the video club. Second, we identify three paths along which teachers learned to notice students’ mathematical thinking in this context: Direct, Cyclical, and Incremental. Finally, we explore ways the video club context influenced teacher learning. Understanding different forms of teacher learning provides insight for research on teacher cognition and may inform the design of video-based professional development. 相似文献
This study explored the abilities of 5th, 8th, and 10th graders, and College students to reason logically about what they read. Both students’ metacognitive behavior (looking back at previously read text) and their performance on logical deduction questions were recorded and analyzed in a reading task. Conditional logic premises and deductive questions were embedded in three narratives containing premise information that was factual (True Story), contrary to fact (False Story), or unverifiable via common world knowledge (Neutral Story). The texts and questions were presented one sentence at a time on a computer screen; participants controlled the presentation of sentences. For answering the questions, three response tasks were devised. One task (labeled Generate) required readers to generate their own logical conclusions in response to deduction questions. Two tasks (labeled Valid and Invalid) required readers to evaluate logically valid or logically invalid conclusions drawn by story characters in the texts. Students in early and late adolescence looked back more when asked to evaluate logical conclusions than when asked to generate conclusions on their own; College students’ lookback frequencies were not significantly affected by response task, but were greater overall than those of younger students. With conditional forms requiring an uncertainty response (Affirmed Consequent and Denied Antecedent), readers looked back more when evaluating logically invalid conclusions than when evaluating logically valid ones. Readers of all ages were more likely to agree with story characters’ (valid) uncertain conclusions with the AC and DA forms than they were to disagree with story characters’ (invalid) certain conclusions to these forms. Both lookback frequency and performance on logic questions were lowest when readers were required to reason from contrary to fact premises. 相似文献
OBJECTIVE: This exploratory study examines the reported dating violence and its association with sexual risk behavior among Israeli adolescents, who are at risk for dropping out of school. METHODOLOGY: A convenience sample of 105 at-risk youth (51 boys and 54 girls) completed self-administered anonymous, questionnaires in small same-gender groups. The questionnaire included a Hebrew version of the Conflict in Adolescent Dating Relationships Inventory, a valid scale developed in the US especially for adolescents, the Hebrew version of the Conflict Tactics Scale and the Self-Efficacy to Refuse Sexual Behavior Scale. RESULTS: We found high rates of perpetration of verbal-emotional abuse for both girls and boys. Rates of reported victimization by physical abuse were higher among boys but that by sexual abuse were higher among girls. We found a moderate inverse association between victimization by dating violence and practicing safe sex among girls. There was a similar but much stronger association for boys who were victims of dating violence. CONCLUSIONS: The high rates of various types of dating violence in Israel, at least among at-risk adolescents, should raise concern and motivate designing and implementing specific prevention interventions. The high reported rates of victimization from dating violence among boys are somewhat surprising and call for special attention and more indepth studies. 相似文献
The ongoing ‘rationalisation’ of tertiary education in Australia is symptomatic, it is argued here, of the deeper tensions inherent in corporate capitalism. This paper examines one aspect of the rationalisation process — amalgamation — based on research carried out at two amalgamated colleges, with the aim of ‘demystifying’ the rhetoric of ‘efficiency and effectiveness’ underpinning current managerialist approaches to education.
The impact of amalgamation on college life — increased bureaucratisation and centralisation of power harnessed to a form of ‘entrepreneurial zeal’, resulting in administrative inefficiencies and increasing staff alienation — may be partly explained, it is suggested, by the contradictions and limitations of the ideological/economistic parameters within which the amalgamation policy was conceived, namely the ‘Razor Gang’ proposals of the former Liberal government. This in turn, it is suggested, reflects something of the interrelationship between education policy, the fiscal crisis’ of capitalism, and the ‘legitimation crisis’ of the State. 相似文献
Attachment has been assessed in the extreme environment of orphanages, but an important issue to be addressed in this chapter is whether in addition to standard assessment procedures, such as the Strange Situation, the lack of a specific attachment in some institutionalized children should be taken into account given the limits to the development of stable relationships in institutionalized care. In addition, this chapter discusses disinhibited or indiscriminately friendly behavior that is often seen in institutionalized children. Enhanced caregiving quality alone appears to be insufficient to diminish indiscriminate behavior, at least in some children, as evidenced by the persistence of indiscriminate behavior in children adopted out of institutions into adoptive families. We suggest that the etiology and function of indiscriminate, “friendly” behavior may be different for institutionalized versus not‐institutionalized children. In the first case it may reflect a distortion or disruption of early attachment relationships; in the latter case it is likely to result from the lack of expected input in the form of contingent interactions with a stable caregiver in early life. We try to delineate infant and caregiver characteristics that are associated with secure attachment in institutional settings, given the inevitable fact that large numbers of infants worldwide are being raised, and will be raised, in contexts of institutional care. We conclude that much further study is needed of the development of children's attachments following adoption out of an institutional setting. 相似文献
This short report identifies the academic and environmental experiences that support the reclaiming of students at high academic risk and describes an applicable school‐wide programme emanating from the call for educational change in Israel. The proposed structured academic programme demonstrates how schools can achieve broad student knowledge and set high performance standards while accommodating diverse student needs. As such, the programme provides school practitioners with intervention targets that promote school engagement and higher school performance. In addition, the report provides illustrative examples of the implemented programme within schools for students at high academic risk in Israel. It is argued that a movement towards an adaptive model of schooling as portrayed within the structured academic programme may prove to be effective in academically engaging students at academic risk, thus providing all students with democratic possibilities for learning and knowing. 相似文献
The aim of the research described in this article was the development of an instrument to measure social emotional characteristics
and special educational and pedagogical needs of students in the last grade of primary education. Questionnaires were developed
for teachers as well as for students.
Exploratory factor analyses showed that the factors underlying the structure of the teacher questionnaire corresponded for
the larger part with the negative poles of four factors of the Big Five, i.e., conscientiousness, agreeableness, extraversion,
and emotional stability. A stepwise regression analysis was conducted to examine which factors contribute to the prediction
of type of secondary education. Intelligence was the most important predictor; lack of conscientiousness accounted for another
nine percent of the variance in level of secondary education. 相似文献