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What's In A Name? Why We Can't Learn With Mobile Phones, Elizabeth Hartnell-Young
What's In A Name? Why We Can't Learn With Mobile Phones, Elizabeth Hartnell-Young
Dr Elizabeth Hartnell-Young
A team from the University of Melbourne is exploring the potential of mobile camera phones to support learning in schools and TAFE colleges. This article discusses some of the findings of the study.
Are There National Patterns Of Teaching? Evidence From The Timss 1999 Video Study, Karen Givvin, James Hiebert, Jennifer Jacobs, Hilary Hollingsworth, Ronald Gallimore
Are There National Patterns Of Teaching? Evidence From The Timss 1999 Video Study, Karen Givvin, James Hiebert, Jennifer Jacobs, Hilary Hollingsworth, Ronald Gallimore
Dr Hilary Hollingsworth
Why do teachers today teach as they do, and why has teaching evolved in the way that it has evolved? In order to improve teaching, it is important to understand why teaching looks the way that it now does and how its general form can be explained. One way to address this question is at the classroom level. In this article we build on ethnographic research by using the 1999 Third International Mathematics and Science Study (TIMSS) video archives. Here we consider two possible explanations for the general patterns that have developed in school teaching. One explanation is that there …
Mathematics Teaching In The United States Today (And Tomorrow) : Results From The Timss 1999 Video Study, James Hiebert, James Stigler, Jennifer Jacobs, Karen Givvin, Helen Garnier, Margaret Smith, Hilary Hollingsworth, Alfred Manaster, Diana Wearne, Ronald Gallimore
Mathematics Teaching In The United States Today (And Tomorrow) : Results From The Timss 1999 Video Study, James Hiebert, James Stigler, Jennifer Jacobs, Karen Givvin, Helen Garnier, Margaret Smith, Hilary Hollingsworth, Alfred Manaster, Diana Wearne, Ronald Gallimore
Dr Hilary Hollingsworth
The Third International Mathematics and Science Study (TIMSS) 1999 Video Study examined eighth-grade mathematics teaching in the United States and six higher-achieving countries. A range of teaching systems were found across higher-achieving countries that balanced attention to challenging content, procedural skill, and conceptual understanding in different ways. The United States displayed a unique system of teaching, not because of any particular feature but because of a constellation of features that reinforced attention to lower-level mathematics skills. The authors argue that these results are relevant for policy (mathematics) debates in the United States because they provide a current account of what …
Statement Of Jeanne M. Woods And Hope Lewis Prepared For The Hearings Of The United Nations Special Rapporteur On Extreme Poverty, Dr. Arjun Sengupta On The Aftermath Of Hurricane Katrina, Hope Lewis, Jeanne Woods
Statement Of Jeanne M. Woods And Hope Lewis Prepared For The Hearings Of The United Nations Special Rapporteur On Extreme Poverty, Dr. Arjun Sengupta On The Aftermath Of Hurricane Katrina, Hope Lewis, Jeanne Woods
Hope Lewis
This Statement was submitted to the UN Independent Expert on Human Rights and Extreme Poverty, Dr. Arjun Sengupta in the aftermath of the Hurricane Katrina disaster on the Gulf Coast of the United States in 2005. The Statement, submitted during the Independent Expert’s fact-finding visit, expresses concern about the extensive and alarming human rights implications of United States federal, state and local government policy and activities before, during, and after Hurricane Katrina. The Statement argues that the inadequate response of government officials at all levels reflects the impact of “globalization in miniature” on the poor and other vulnerable and subordinated …
Transcending False Dichotomies: The Dynamics Of Doubt And Certainty, Thomas Kelly
Transcending False Dichotomies: The Dynamics Of Doubt And Certainty, Thomas Kelly
Thomas E. Kelly
No abstract provided.
Applying A Communities Of Practice Model To Research Partnerships, Elizabeth Hartnell-Young, Keryn Mcguinness
Applying A Communities Of Practice Model To Research Partnerships, Elizabeth Hartnell-Young, Keryn Mcguinness
Dr Elizabeth Hartnell-Young
The quality and relevance of research is determined by those it affects, not just those who fund it or engage in it. A communities of practice model can bring together these diverse interests to meet national and local needs. Practice, the social production of meaning, is the source of coherence of a community. The specific practice of educational research is building and testing knowledge, and through the learning process necessary for this practice, numerous communities emerge, with complex boundaries and peripheries depending on people’s roles, purposes and expertise. Communication technologies can facilitate communities of practice, so that online dialogue, rather …