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191.
Richard Noss Arthur Bakker Celia Hoyles Phillip Kent 《Educational Studies in Mathematics》2007,65(3):367-384
We investigate the use and knowledge of graphs in the context of a large industrial factory. We are particularly interested
in the question of “transparency”, a question that has been extensively considered in the general literature on tool use and,
more recently, by Michael Roth and his colleagues in the context of scientific work. Roth uses the notion of transparency
to characterise instances of graph use by highly educated scientists in cases where the context was familiar: the scientists
were able to read the situation “through” the graph. This paper explores the limits of the validity of the transparency metaphor.
We present two vignettes of actual graph use by a factory worker, and contrast his actions and knowledge with that of a highly
qualified process engineer working on the same production line. We note that in neither case the graphs were transparent.
We argue that a fuller account that describes a spectrum of transparency is needed, and we seek to achieve this by adopting
some elements of a semiotic approach that enhance a strictly activity-theoretical view. 相似文献
192.
International authors have argued that social class inequalities can influence parental engagement in education. Lareau argued that middle-class families possess the resources to actively cultivate their children to succeed academically, whereas working-class and poor families feel they lack such resources and allow their children to develop limited and passive relations with school. This article applies a core element of Lareau’s typology of child rearing to examine disadvantaged British mothers’ experience of engaging with schools. A study involving 77 parents and caregivers of secondary school children, considered disadvantaged, sought to understand the experiences of parental engagement in primary and secondary education. Selective case studies have been chosen from this larger study, using a thematic analysis, to understand how these mothers interpreted their experiences of engaging with secondary education, their feelings of frustration, powerlessness and distance from secondary school. The stories presented illustrate that the ‘accomplishment of natural growth’ provides a contemporary class analysis framework to interpret the experiences of some disadvantaged British parents. Recommendations are made advising how Lareau’s typology of child rearing can inform policy and practice in the British education system and recommendations for future research are made with the purpose of promoting equal access to educational engagement and opportunities. 相似文献
193.
Suzanne E. Hidi John A. McLaren 《European Journal of Psychology of Education - EJPE》1991,6(2):187-197
The primary objective was to investigate the effect of an important motivational variable — interest ∶ on sixth-grade children’s performance on a writing task. Because our previous research showed that prior knowledge has an inordinate effect on writing, we augmented the children’s knowledge of the topics they were to write about. Students studied one of four texts (two high-interest/moderate-knowledge and two low-interest/high-knowledge) and then were assigned to either a tutorial condition, in which they studied and wrote about the same topic, or a control condition, in which they studied one topic and wrote about a companion topic at the same interest and knowledge level. Our general expectation, that children writing with tutorial support on high-interest topics would do better than all other groups because of the motivational effect, was not supported. The results unexpectedly showed that low-interest topics supported by tutorials resulted in longer productions. In addition high interest topics facilitated only better quality ideas, but not qualitatively better writing. These results indicate that the motivational power of generally interesting topics in writing is confounded with the role of prior knowledge. It is further suggested that attentional factors may explain why topic interest has a limited effect on children’s writing performance. 相似文献
194.
Johnson DJ Jaeger E Randolph SM Cauce AM Ward J;National Institute of Child Health Human Development Early Child Care Research Network 《Child development》2003,74(5):1227-1244
Evidence is presented of the different cultural and ecological contexts affecting early child care for families of color. It is argued that improvements on previous research require a fundamental shift in how race, ethnicity, and culture as psychological variables are examined. Furthermore, to avoid the pitfalls and failures of previous research, new research must incorporate expanded models of child care and development in childhood. The integrative model of development for children of color proposed by Garcia Coll et al. (1996) is presented as a basis for developing more specific ecological models relevant to addressing child care issues in ethnic minority families. Finally, priority areas for future research are recommended to stimulate and enable child care researchers to adopt a more inclusive view of child care and its effects. 相似文献
195.
Suzanne Ogden 《Higher Education》1982,11(1):85-109
This article addresses the rapidly changing situation in higher education in the People's Republic of China. Although it is impossible to predict the nature of the final product, there can be little doubt that the present vibrant period of intellectual searching and questioning in China is having beneficial effects on Chinese higher education, and on educational exchange with foreign universities. The article examines the state of higher education in China today and investigates why, rather than just the ten bad years of a Cultural Revolution (1966–1976) for the entire country, higher education has suffered from a full twenty bad years. The effects of constant changes in the Party line and the use of class struggle to achieve objectives in higher education are examined as they relate to university administration, curriculum, the university structure, faculty, and libraries. The article focuses on the issues that are now being raised, and the parameters within which future changes in higher education will occur. 相似文献
196.
197.
Judith Gill Rhonda Sharp Julie Mills Suzanne Franzway 《European Journal of Engineering Education》2008,33(4):391-402
Women's low enrolment in post-school engineering degrees continues to be a problem for engineering faculties and the profession generally. A qualitative interview-based study of Australian women engineers across the range of engineering disciplines showed the relevance of success in math and science at school to their enrolling in engineering at university. However, for a significant number of the women the positive self-image connected with school success was not maintained by their workplace experience. Using a mixed methods approach, further investigations of the attitudes and experiences of working engineers at three large firms suggest that engineering workplaces continue to be uneasy environments for professional women. Particular issues for women working as professional engineers are identified in this paper and some educational strategies are suggested in order to better prepare engineers for an inclusive and participatory professional life. 相似文献
198.
Kerry J. Kennedy Simon Jimenez Di Mayer Suzanne Mellor Janet Smith 《Asia Pacific Education Review》2002,3(1):69-82
Civic education has been a priority for many countries in the Asia Pacific region over the past decade. Governments of different
persuasions have recognized the need to provide stability and cohesion in their societies. This has been particularly so at
a time when globalization and other forces threaten to fragment the nation state and co-opt its citizens into broader realms
of allegiance and commitment.
Policy makers have not been slow to come up with new directions for civic education in the school curriculum and the literature
now abounds with examples from different countries. Yet missing from this flurry of policy development has been recognition
of the role that teachers play in constructing civic education programs at the school level. In the end, it is teachers in
classrooms who determine how centralized polices are understood and implemented.
Drawing on a sample of Australian teachers, the purpose of this paper is to highlight the role that teachers play in constructing
and reconstructing civic education policy in schools and classrooms. Interviews conducted with teachers in four Australian
States/Territories have revealed that teachers ’ personal views of civics are more likely to influence them than external
policies, their focus is more on citizenship than formal civics programs and that they are reluctant to develop programs where
civic knowledge is formalized and disciplined based.
The research reported in this paper was funded by the Australian Research Council (ARC). The views expressed are those of
the authors and not the ARC. 相似文献
199.
200.
Interpersonal expectancy effects are less thoroughly understood in children than in adults, yet they can have practical implications for children's interactions. To understand better children's expectancies, this study extended earlier work to include expectancies of adults, preexisting (i.e., noninduced) expectancies, and joint effects of expectancies and subsequent perceptions. Children (N = 81) in Grades 4 through 6 (i.e., 9- to 12-year-olds) indicated their expectancies of adults who subsequently interacted with them using a style of either autonomy support (AS) or control (CN). After each interaction, children reported on perceived AS and on rapport. Results indicated that children's expectancies and subsequent perceptions interact to predict rapport, adult AS is associated with increased rapport, and the effect of children's expectancies on rapport is only partially mediated by their perceptions. 相似文献