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71.
The Effects of Gender Interaction Patterns on Student Participation in Computer-Supported Collaborative Argumentation 总被引:2,自引:0,他引:2
Allan Jeong Gayle V. Davidson-Shivers 《Educational technology research and development : ETR & D》2006,54(6):543-568
In this study we examined response patterns in exchanges between males and females and their effects on gender participation
in five online debates. Students classified messages into arguments, evidence, critiques, and elaborations while posting messages
to the debates to facilitate argumentation and the sequential analysis of message-response sequences. The findings revealed
no differences in number of critiques posted in response to arguments because females were just as likely as males to critique
messages from both males and females, and because females responded to males with critiques at a higher than expected frequency.
Posthoc analysis revealed strong indications that females posted fewer rebuttals to the critiques of females than males, and
males posted more rebuttals to the critiques of females than females. The methods used in this study illustrate a process-oriented
approach to explain and predict gender differences in participation and serve as a framework for future research on gender
participation, group interaction, and strategies for facilitating collaborative argumentation and problem solving. 相似文献
72.
Quality teacher-child interactions are characteristic of effective classrooms resulting in benefits for all children, but may be particularly important for children from low-income families. The purpose of this study was to explore the perception of Illinois Head Start teachers related to how I am Moving, I am Learning (IMIL) could improve the quality of their instruction as measured by the Classroom assessment scoring system (CLASS®), an observation instrument used to assess the quality of teacher-child interactions across three broad domains and their supporting dimensions. While the study found that early childhood professionals perceive IMIL as a meaningful resource, additional research is needed to substantiate the preliminary findings as well as to guide training initiatives that would help Head Start professionals to make the connection between IMIL and the CLASS®. 相似文献
73.
74.
Allan Walker 《Peabody Journal of Education》2013,88(5):468-485
In this article we discuss how school leaders address challenges when implementing innovative international education curricula, namely International Baccalaureate (IB) programs. Specifically, we frame challenges in curriculum implementation of and transition between IB programs from a “disconnection” perspective. We have often noticed when innovative programs are parceled together without preparation and thrust at great speed at schools, they become disconnected. The hasty implementation of multiple IB programs simultaneously at a school also causes disconnection. Drawing on extensive interview data from principals, mid-level leaders, and teachers in five IB schools adopting multiple IB programs in Asia, we detail curriculum disconnection facing IB schools and how school leaders, including teacher leaders, address such challenges by weaving various disconnected points, namely instrumental, intellectual, cultural, professional, and communicative disconnections. Based on findings from the multisite case study, we argue that school leaders in the case of IB schools adopt a range of leadership strategies to weave disconnection points. We reframe the leadership strategies as two aspects of distributed leadership: distributed instructional leadership and teacher leadership. In conclusion, we suggest that a central facet for successful leadership of IB schools that adopt multiple IB programs is about finding, focusing, and facilitating ways to address disconnections in curriculum implementation of and transition between different IB programs. 相似文献
75.
This study, situated in a multilingual, English-medium educational context, draws on theory from mathematics and language education to capture teachers’ perspectives on the place of language in their mathematics pedagogy. The benchmark study explored this topic through surveying and interviewing teachers. Additionally, it sought to relate teachers’ views to their practice by focusing on observing three teachers’ mathematics lessons at primary one, three, and five. Findings are that mathematics teachers placed importance on teaching language, being specifically concerned with language as input and comprehension. They taught vocabulary and reading skills in supportive ways explicitly yet differently at the three grade levels. Particularly at the lower levels, teachers contextualised language in the concrete examples employed for mathematics teaching. At all three levels, prominence was given to teaching pupils how to read word problems as well as how to solve them. However, at primary three, a tension was observed between the two aims of teaching mathematical vocabulary and teaching the reading skills for word problems. This paper illustrates the tension and discusses its possible causes. 相似文献
76.
No abstract available for this article. 相似文献
77.
Brett D. Jones Sumeyra Sahbaz Asta B. Schram Jessica R. Chittum 《International Journal of Science Education》2013,35(8):1089-1108
ABSTRACTWe investigated students’ perceptions related to psychological constructs in their science classes and the influence of these perceptions on their science identification and science career goals. Participants included 575 middle school students from two countries (334 students in the U.S. and 241 students in Iceland). Students completed a self-report questionnaire that included items from several measures. We conducted correlational analyses, confirmatory factor analyses, and structural equation modelling to test our hypotheses. Students’ class perceptions (i.e. empowerment, usefulness, success, interest, and caring) were significantly correlated with their science identification, which was correlated positively with their science career goals. Combining students’ science class perceptions, science identification, and career goals into one model, we documented that the U.S. and Icelandic samples fit the data reasonably well. However, not all of the hypothesised paths were statistically significant. For example, only students’ perceptions of usefulness (for the U.S. and Icelandic students) and success (for the U.S. students only) significantly predicted students’ career goals in the full model. Theoretically, our findings are consistent with results from samples of university engineering students, yet different in some ways. Our results provide evidence for the theoretical relationships between students’ perceptions of science classes and their career goals. 相似文献
78.
Gareth Elwyn Jones 《Curriculum Journal》2013,24(4):331-344
This article will focus on an event in the educational history of Wales in the 1980s which still impacts both on school practice and on thinking about concepts of Welsh identity. That event was the creation of the History Committee for Wales which was charged with devising a history curriculum for Welsh schools in the wake of the 1988 Education Act. The story will be told largely by using evidence gleaned in elite interviews with the ministers, senior inspectors and civil servants most closely associated with the decision to support or accept the creation of this committee. The significance of the decision will be assessed by charting the progress of curriculum devolution in Wales from the beginnings of state education and the implications of this for ideas of Welshness. This background will be briefly sketched, as will the background to the 1988 Education Act on a wider canvas. General reaction to that act in the Welsh Office will be discussed before the detailed implications for the subject of history will be explored in detail. It will then be argued that wider discussions as to how schools should approach and reflect the history and culture of nations not only shed important light on devolutionary processes which were gathering pace at the time but also reflect the nature of Welshness as perceived by senior figures in the world of education policy-making. 相似文献
79.
80.
Merrill S. Jackson Allan T. Haines 《International Journal of Disability, Development & Education》1983,30(3):230-232
This study examined the responses to Kagan's Reflectivity‐Impulsivity test (and its relevance to temptation to steal dilemmas) of mentally retarded and non‐retarded subjects matched for both MA and CA and for sex. Retarded subjects were less reflective than non‐retarded children when matched on the basis of CA but showed no difference when matched on the basis of MA, confirming findings by Borys and Spitz (1978). 相似文献