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Meredith A. Park Rogers Dionne I. Cross Melissa Sommerfeld Gresalfi Amy E. Trauth-Nare Gayle A. Buck 《International Journal of Science and Mathematics Education》2011,9(4):893-917
The purpose of this study was to examine the extent to which three teachers’ professional experience and existing orientations
toward teaching and learning mathematics and science influenced their implementation of a project-based curriculum (i.e. project-based
learning (PBL)). Data sources included interviews, videotapes of classroom activity, and a teaching philosophy questionnaire.
Data analysis was conducted using an iterative coding technique. We found coherency between the teachers’ perceived orientations
and their emergent ideas about PBL, their sense of PBL as being compatible with their goals, and the specific challenges with
which they struggled. All the teachers wanted their students to be successful; however, different definitions of success led
to quite different approaches toward teaching, and for the most part, these differences appeared to have occurred because
of existing orientations the teachers held for teaching their discipline. Implications for professional development taking
into account teachers’ orientations and thus their professional experience are discussed, as well as disciplinary challenges
to using PBL. 相似文献
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P. J. Rogers 《Educational studies》1989,15(1):37-51
The use of ‘play’ as a means of teaching elementary mathematics is discussed. The games used are described and the underlying theory explained. Results obtained from work with over 150 children are presented and the case for ‘Playway’ argued in the light of these. 相似文献
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ABSTRACT Cities in the United States and across the world have experienced gentrification at the same time as school choice policies have become more popular. This research examines the relationship between gentrification and charter schooling, seeking to understand how together they affect demographic composition of schools across Washington, DC. This study uses geographic information systems (GIS) mapping and statistical techniques to show that gentrified neighborhoods are more likely to have charter schools. Additionally, the demographic compositions of charter schools and traditional public schools differ depending on the gentrification classification of the census tract in which the schools are located. While a handful of diverse charter schools exist in gentrified neighborhoods and some diverse public schools exist in traditionally affluent neighborhoods, schools in Washington, DC remain racially and economically isolated overall. 相似文献
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Twenty acquisition curves were obtained from each of 8 pigeons in a free-operant choice procedure. Every condition began with a phase in which two response keys had equal probabilities of reinforcement, and, as a result, subjects’ responses were divided fairly evenly between the two keys. This was followed by a phase in which one key had a higher probability of reinforcement than the other, and the development of preference was observed. In all but a few cases, response proportions increased for the key with the higher probability of reinforcement. In most conditions, the two probabilities differed by .06, but the actual probabilities varied (from .16 and .10 in one condition to .07 and .01 in another). Development of preference for the key with the higher probability of reinforcement was slower when the ratio of the two reinforcement probabilities was small (.16/.10) than when it was large (.07/.01). This finding is inconsistent with the predictions of several different quantitative models of acquisition, including the kinetic model (Myerson & Miezin, 1980) and the ratio-invariance model (Horner & Staddon, 1987). However, the finding is consistent with a hypothesis based on Weber’s law, which states that the two alternatives are more discriminable when the ratio of their reinforcement probabilities is larger, and, as a result, the acquisition of preference is faster. 相似文献
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Differential Grading Standards Revisited 总被引:2,自引:0,他引:2
The differential grading standards described by Goldman and Widawski (1976) exist in the same magnitude and in roughly the same order a decade later in a different kind of institution. Major fields that attract as majors students who score higher on SATs employ stricter grading standards. These differential grading standards serve to attenuate the correlation between SAT scores and grades, which is, even in highly selective institutions, substantial. 相似文献