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61.
Research on student learning in higher education suggests that threshold concepts within various disciplines have the capacity
to transform students’ understanding. The present study explores students’ understanding in relation to particular threshold
concepts in mathematics—integral and limit—and tries to clarify in what sense developing an understanding of those threshold
concepts involves a transformation of understanding in relation to ways of thinking in mathematics. Drawing on data collected
in interviews with students taking a basic course on calculus the analysis offers an initial characterisation of students’
understandings as algorithmic. It then proceeds to construct a more fine-grained theoretical account for how these understandings
develop in the course of the interview, suggesting that the transformative aspects of threshold concepts may be conceptualised
in terms of shifts in students’ contextualisations allowing the development of conceptions at different levels of abstraction
simultaneously interacting to shape students’ awareness of the ways of thinking and practising in the subject. 相似文献
62.
Nicholas M. Perez Averi R. Fegadel Max L. Bromley 《Journal of Criminal Justice Education》2016,27(3):299-311
Previous studies have shown that additional education for criminal justice professionals can improve individual effectiveness. This higher level of education can facilitate better communication, problem-solving skills, and performance. The University of South Florida offers a unique cohort-style/weekend-based Master’s program (MACJA) that is designed specifically for these professionals. This program has graduated 180 students since 2006, all members of the criminal justice field. The current study aims to determine which student background factors are associated with a higher graduating GPA in the program. This project will also discuss the results of a follow-up survey of MACJA graduates assessing professional advancement following graduation, specifically targeting topics such as promotions, special awards or recognitions, teaching experience, and further education. 相似文献
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64.
Harold W. Stevenson Shin-ying Lee Chuansheng Chen Max Lummis James Stigler Liu Fan Fang Ge 《Child development》1990,61(4):1053-1066
First and fifth graders in Beijing and Chicago were given a battery of mathematics test. Whether tested with problems requiring solely computation or with ones requiring application of knowledge about mathematics, American children's performance was consistently inferior to that of Chinese children. Interviews with American children suggested that they like mathematics, believe they are doing well in mathematics, and do not perceive mathematics as a difficult subject. American children's poor performance appears to be attributable, in part, to low motivation for devoting more attention to mathematics. Low standards held by American parents for academic achievement and lower interest in teaching mathematics by American teachers appear to contribute to American children's poor performance. 相似文献
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66.
Todd Campbell Rebecca Zuwallack Max Longhurst Brett E. Shelton Paul G. Wolf 《International Journal of Science Education》2013,35(11):1815-1848
This research examines how science teaching orientations and beliefs about technology-enhanced tools change over time in professional development (PD). The primary data sources for this study came from learning journals of 8 eighth grade science teachers at the beginning and conclusion of a year of PD. Based on the analysis completed, Information Transmission (IT) and Struggling with Standards-Based Reform (SSBR) profiles were found at the beginning of the PD, while SSBR and Standards-Based Reform (SBR) profiles were identified at the conclusion of PD. All profiles exhibited Vision I beliefs about the goals and purposes for science education, while only the SBR profile exhibited Vision II goals and purposes for science teaching. The IT profile demonstrated naïve or unrevealed beliefs about the nature of science, while the SSBR and SBR profiles had more sophisticated beliefs in this area. The IT profile was grounded in more teacher-centered beliefs about science teaching and learning as the other two profiles revealed more student-centered beliefs. While no beliefs about technology-enhanced tools were found for the IT profile, these were found for the other two profiles. Our findings suggest promising implications for (a) Roberts' Vision II as a central support for reform efforts, (b) situating technology-enhanced tools within the beliefs about science teaching and learning dimension of science teaching orientations, and (c) revealing how teacher orientations develop as a result of PD. 相似文献
67.
Max Van Manen 《课程研究杂志》2013,45(2):315-327
As educators are challenged to develop a moral vocabulary of teaching, such a language needs to be sensitive to the way that pedagogical relations are lived and experienced. This exploration into the meanings of care offers a phenomenological puzzle. It concerns the relation between, on the one hand, commonly accepted and professionally received meanings of the ethical concept of care as we find it in the parental, philosophical, and curriculum literature and, on the other hand, the lived experience of caring. The language of care in the field of commerce and in the helping professions tends to pass over these subtle and deeply-felt sensibilities. It seems that for many parents and teachers caring commonly means worrying. Caring is experienced as worrying responsibility. But this worry ('sorgen' in German) is often neglected for happier or more acceptable understandings of care. This should make us wonder about what happens when language turns professional and theoretical, when it becomes charged with meanings that in everyday life are not always recognizable, and when it becomes discharged of meanings that are existentially at its very centre. 相似文献
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