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51.
Kathryn L. Fletcher Lisa F. Huffman Norman W. Bray Lisa A. Grupe 《Early education and development》1998,9(4):357-373
In this paper, we advocate the use of the microgenetic method, a methodology that combines dense sampling of observations across time and extensive trial-by-trial analysis, to examine strategy change in children with disabilities. This methodology has revealed new information about normally achieving children's cognition, such as large individual variability in strategy use among children of the same age and more gradual patterns of strategy change than previously assumed. In this paper, we review data from three different microgenetic studies in the domains of memory, arithmetic, and reading with children with or at risk for mental retardation and normally achieving children. Our review indicates that there are similar sequences of strategy change, similar rates of strategy change, and similar frequency of strategy discovery and use in children with and without mental retardation (compared to mental age peers). Implications are discussed for the use of this methodology to design instructional techniques for children with disabilities. 相似文献
52.
Norman Graves 《Prospects》1998,28(2):263-270
Conclusion If ideology is a nexus of ideas which represent the values of a society and the way that society operates, then clearly such
ideas, in so far as they are held by those who have power in society, are bound to affect what is taught within the system
of education. This may not be openly avowed, though in totalitarian regimes the education system is determinedly used to enforce
the only ideology—that of those in power. The saving grace in a democratic system is that those being educated have access
ideologies other than the dominant one. In England and Wales and to some extent elsewhere in the United Kingdom, there is
little doubt that the geography curriculum has tended to serve the dominant ideology during the heyday of the British Empire
and even during its period of decline in the 1930s and 1940s. In the 1960s and 1970s, an alternative ideology stressing the
rights of the underprivileged became manifest in a geography curriculum that was not controlled centrally. The 1980s saw a
reversal of this trend by those who had political power, though the reason advanced for the greater control of the curriculum
was couched in terms of the economic needs of the nation and the desire to raise standards. But clearly those in power considered
that theraison d'être of education was to promote an enterprise culture. However, in practice no ideology is ever pure. When the enterprise culture
came into contact with long-cherished ideas of national sovereignty, marrying the two proved difficult. This was reflected
in the neutral (not to say negative) position of the national curriculum in geography with respect to the European Union.
Original language: English
Norman Graves (United Kingdom) Professor Emeritus of Geography Education at the University of London Institute of Education. He is consultant to UNESCO
in association with the International Geographical Union. Author of numerous works on geography education, he is involved
in curriculum and textbook planning and is an acknowledged expert in his field of research. 相似文献
53.
Rachel Brooks Achala Gupta Sazana Jayadeva Jessica Abrahams Predrag Lažetić 《British Educational Research Journal》2020,46(6):1193-1209
Drawing on data from students, higher education staff and policymakers from six European countries, this article argues that it remains a relatively common assumption that students should be politically engaged. However, while students articulated a strong interest in a wide range of political issues, those working in higher education and influencing higher education policy tended to believe that students were considerably less politically active than their predecessors. Moreover, while staff and policy influencers typically conceived of political engagement in terms of collective action, articulated through common reference to the absence of a ‘student movement’ or unified student voice, students’ narratives tended not to valorise ‘student movements’ in the same way and many categorised as ‘political’ action they had taken alone and/or with a small number of other students. Alongside these broad commonalities across Europe, the article also evidences some key differences between nation-states, institutions and disciplines. In this way, it contributes to the comparative literature on young people’s political engagement specifically, as well as wider debates about the ways in which higher education students are understood. 相似文献
54.
Two theories of assessing function knowledge were compared for intuitive physics. The choice assessment theory, derived from Piaget, presents subjects with two physical situations, each specified by the values of two physical variables; subjects choose the situation which will yield the greater value of a dependent variable. Functional measurement presents subjects with a single physical situation; subjects make a quantitative estimate of the dependent variable. Forty subjects made both choice and functional measurement responses for two situations of intuitive physics. The choice theory showed substantial frequencies of stepwise rules, implying that subjects failed to integrate the two given physical variables. Functional measurement, in contrast, showed that most subjects integrated the two variables, following exact addition or multiplication rules. It is concluded that functional measurement gives a more correct assessment of function knowledge and should be useful in science instruction. J Res Sci Teach 34: 359–376, 1997. 相似文献
55.
Norman G. Lederman 《科学教学研究杂志》1999,36(8):916-929
The purpose of this multiple case study was to investigate the relationship of teachers' understanding of the nature of science and classroom practice and to delineate factors that facilitate or impede a relationship. Five high school biology teachers, ranging in experience from 2 to 15 years, comprised the sample for this investigation. During one full academic year, multiple data sources were collected and included classroom observations, open‐ended questionnaires, semistructured and structured interviews, and instructional plans and materials. In addition, students in each of the teachers' classrooms were interviewed with respect to their understanding of the nature of science. Using analytical induction, multiple data sources were analyzed independently and together to triangulate data while constructing teacher profiles. The results indicated that teachers' conceptions of science do not necessarily influence classroom practice. Of critical importance were teachers' level of experience, intentions, and perceptions of students. The results have importnat implications for teacher education as well as the successful implementation of current reforms. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 916–929, 1999 相似文献
56.
Norman Richert 《Cataloging & classification quarterly》2013,51(6):521-527
The Physics-Astronomy-Mathematics Division Vendor Update Session at the Special Libraries Association 2010 Annual Conference in New Orleans had a panel of four representatives of organizations involved in author authority work. In my presentation I described the involvement of Mathematical Reviews/MathSciNet in author authority work, from the hand work done with file cards in 1940 through the present day work combining computer systems and hand work. This article is an expanded version of my comments. 相似文献
57.
The study was designed to assess the development of Family Independence (FI), Peer Independence (PI), Liberalism (L), Social Conscience (SC), and Cultural Sophistication (CS) among students attending three predominantly black colleges. Responses to the Attitudes section of the College Student Questionnaires were obtained from 334 students when they were entering freshmen, end-of-year freshmen, and graduating seniors. The data were analyzed with a repeated measures multivariate analysis of variance design. College, Sex, and Time were the independent variables, and the five attitude scales were the dependent variables. The tests for the main effects of time revealed overall gains on all five scales. A significant Sex × Time interaction indicated that PI scores for males increased, while females' PI scores decreased, during the freshman year; the females' PI scores increased during the subsequent three year period. Significant College × Time interactions were found for FI and CS. College × Sex × Time interactions were significant for L and CS. The results indicated that students who attended these predominantly black colleges developed greater self-reliance and autonomy and broadened interests in political, social, and cultural affairs. The extent of change in these attitudes varied, however, according to the college attended and/or sex of the student. 相似文献
58.
Anatomy has historically been a cornerstone in medical education regardless of nation or specialty. Until recently, dissection and didactic lectures were its sole pedagogy. Teaching methodology has been revolutionized with more reliance on models, imaging, simulation, and the Internet to further consolidate and enhance the learning experience. Moreover, modern medical curricula are giving less importance to anatomy education and to the acknowledged value of dissection. Universities have even abandoned dissection completely in favor of user‐friendly multimedia, alternative teaching approaches, and newly defined priorities in clinical practice. Anatomy curriculum is undergoing international reformation but the current framework lacks uniformity among institutions. Optimal learning content can be categorized into the following modalities: (1) dissection/prosection, (2) interactive multimedia, (3) procedural anatomy, (4) surface and clinical anatomy, and (5) imaging. The importance of multimodal teaching, with examples suggested in this article, has been widely recognized and assessed. Nevertheless, there are still ongoing limitations in anatomy teaching. Substantial problems consist of diminished allotted dissection time and the number of qualified anatomy instructors, which will eventually deteriorate the quality of education. Alternative resources and strategies are discussed in an attempt to tackle these genuine concerns. The challenges are to reinstate more effective teaching and learning tools while maintaining the beneficial values of orthodox dissection. The UK has a reputable medical education but its quality could be improved by observing international frameworks. The heavy penalty of not concentrating on sufficient anatomy education will inevitably lead to incompetent anatomists and healthcare professionals, leaving patients to face dire repercussions. Anat Sci Educ 3: 83–93, 2010. © 2010 American Association of Anatomists. 相似文献
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