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Educational Journal Feeds::Educational Magazines and Journal Feeds
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Cultural Studies of Science Education
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Abstract This paper addresses the power of intonation to convey interpersonal or attitudinal meaning. Speakers have been shown to accommodate
to each other in the course of conversation, and this convergence may be perceived as a sign of empathy. Accommodation often
involves paradigmatic choices—choosing the same words, gestures, regional accent or melodic pattern, but this paper suggests
that affective meaning can also be conveyed syntagmatically through the relationship between prosodic features in successive
utterances. The paper also addresses the use of prosody in situations of conflict, particularly in institutional settings.
The requirement of the more powerful participant to exercise control may conflict with the expression of empathy. Situations
are described where divergent rather than convergent behaviour is more successful both in keeping control and in maintaining
rapport.
- Content Type Journal Article
- Category Forum
- DOI 10.1007/s11422-010-9263-9
- Authors
- Anne Wichmann, University of Central Lancashire School of Journalism, Media and Communication Preston PR1 2HE UK
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Education and Information Technologies
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Abstract There has been numerous developments in education disciplines, which set fundamental approaches to support experiential learning
indexes. On the other hand, learning technology research efforts have been largely focusing on containing education into reusable
templates. This paper elevates this reusability quest to map advocated patterns of learning which have proven their pedagogical
effectiveness, to guide domain learning-providers meeting dynamic learning profiles. In doing so, we identify sound techniques
for learner-profiling based on recommended standards and propose an integration of learner attributes into a learning design
model which encapsulates best practice instructional patterns. Taking their roots from behavioral learning discipline, these
learning patterns mold contents as a separate process in learning production workflows. The goal of this paper is to form
pedagogical pattern specification and design courseware by composing patterns. We suggest a semantic Web implementation of
the proposed learning design approach and evaluate its usability and learning performance based on a prototyped framework.
- Content Type Journal Article
- DOI 10.1007/s10639-010-9125-9
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- Yacine Atif, United Arab Emirates University College of Information Technology P.O. Box 15551 Al-Ain United Arab Emirates
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Educational Psychology Review
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Abstract In this paper, we review research on parental expectations and their effects on student achievement within and across diverse
racial and ethnic groups. Our review suggests that the level of parental expectations varies by racial/ethnic group, and that
students' previous academic performance is a less influential determinant of parental expectations among racial/ethnic minority
parents than among European American parents. To explain this pattern, we identify three processes associated with race/ethnicity
that moderate the relation between students' previous performance and parental expectations. Our review also indicates that
the relation of parental expectations to concurrent or future student achievement outcomes is weaker for racial/ethnic minority
families than for European American families. We describe four mediating processes by which high parental expectations may
influence children's academic trajectories and show how these processes are associated with racial/ethnic status. The article
concludes with a discussion of educational implications as well as suggestions for future research.
- Content Type Journal Article
- Category Review Article
- DOI 10.1007/s10648-010-9121-z
- Authors
- Yoko Yamamoto, Brown University Department of Education Box 1938 Providence RI 02912 USA
- Susan D. Holloway, University of California Graduate School of Education Berkeley CA USA
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Educational Studies in Mathematics
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Abstract In order to give insights into cross-national differences in schooling, this study analyzed the development of multiplication
and division of fractions in two curricula: Everyday Mathematics (EM) from the USA and the 7th Korean mathematics curriculum (KM). Analyses of both the content and problems in the textbooks
indicate that multiplication of fractions is developed in KM one semester earlier than in EM. However, the number of lessons
devoted to the topic is similar in the two curricula. In contrast, division of fractions is developed at about the same time
in both curricula, but due to different beliefs about the importance of the topic, KM contains five times as many lessons
and about eight times as many problems about division of fractions as EM. Both curricula provide opportunities to develop
conceptual understanding and procedural fluency. However, in EM, conceptual understanding is developed first followed by procedural
fluency, whereas in KM, they are developed simultaneously. The majority of fraction multiplication and division problems in
both curricula requires only procedural knowledge. However, multistep computational problems are more common in KM than in
EM, and the response types are also more varied in KM.
- Content Type Journal Article
- DOI 10.1007/s10649-010-9229-6
- Authors
- Ji-Won Son, University of Tennessee at Knoxville Knoxville TN USA
- Sharon L. Senk, Michigan State University East Lansing MI USA
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Higher Education
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Abstract To date, much of the research on internationalization and globalization of higher education has focused on the institution
or higher education system as the unit of analysis. Institution based studies have focused on the analysis of institutional
practices and policies designed to further internationalization. System-level studies focus on state policy initiatives or
approaches. In this paper we explore the inter-relationships among multiple levels of authority within a higher education
system through an analysis of research policies and activities related to internationalization. While we are interested in
the internationalization of university research, our primary objective is to explore the relationships between policy initiatives
and approaches at different levels. Using the “Global Higher Education Matrix” as a framework, we discuss the policy emphasis
on the internationalization of research at the federal, provincial (Ontario), and institutional levels of authority, as well
as the international research activities associated with two large professional schools operating at the understructure level.
By focusing on the inter-relationships among initiatives at different levels of authority, this study explores the complexity
of policy perspectives within the internationalization of research in the context of multi-level governance.
- Content Type Journal Article
- DOI 10.1007/s10734-010-9324-8
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- Glen A. Jones, University of Toronto Toronto ON Canada
- Anatoly Oleksiyenko, University of Hong Kong Pokfulam Hong Kong
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Innovative Higher Education
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Abstract We investigated the conflict management preferences of graduate students with their faculty advisors and assessed the effects
of participating in a conflict resolution workshop on those preferences. One hundred and twenty-one graduate students completed
the pre-workshop surveys, and 69 participants completed the post-workshop surveys after seven workshops conducted over a 3 year
period. Nineteen subjects participated in three post-workshop focus groups. The quantitative pre-workshop data showed that
avoidance and accommodation styles for managing conflict were preferred among participants. Participants showed a trend towards
a statistically significant increase in the collaborating score post-workshop relative to pre-workshop levels. The qualitative
data indicated that students applied skills taught during the workshop, including interest-based principles, when interacting
with faculty.
- Content Type Journal Article
- DOI 10.1007/s10755-010-9142-z
- Authors
- Julie L. Brockman, Michigan State University The Graduate School 110 Linton Hall East Lansing MI 48824 USA
- Antonio A. Nunez, Michigan State University Psychology/Neuroscience East Lansing MI USA
- Archana Basu, Michigan State University Clinical Psychology Program East Lansing MI USA
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Instructional Science
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Abstract This paper presents an ecological model of developing researcher competence, with a particular focus on doctoral students’
use of research software. The model extends on theoretical work done by Young et al. (Instructional Science 30(1): 47–63, 2002), modelling the intentional dynamics of technological learning contexts. The development of the ecological
model is linked to existing ways of understanding the doctoral experience. This includes the recent emphasis on pedagogy and
learning, as well as different conceptualisations of context. The experiences of three doctoral student informants are used
to exemplify aspects of the ecological model. A description of an e-learning resource, designed to support Education doctoral
students’ use of research software, illustrates a concrete pedagogical contribution of the model. The paper concludes with
a more general discussion of contributions of the model to the field of ecological psychology and the literature on doctoral
education.
- Content Type Journal Article
- DOI 10.1007/s11251-010-9132-7
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- Juup Stelma, University of Manchester School of Education, Ellen Wilkinson Building Oxford Road Manchester M13 9PL UK
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International Journal of Computers for Mathematical Learning
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Abstract This paper presents the methodology developed within TELMA for connecting and integrating the theoretical frames used by the
different teams for studying the design and use of interactive learning environments in mathematics education. Two case studies
are then analysed and compared in order to illustrate the methodology and the results it can lead to. The papers ends by a
more general discussion about the outcomes of the experimental work developed within TELMA and the perspectives it offers
for approaching theoretical fragmentation.
- Content Type Journal Article
- DOI 10.1007/s10758-009-9157-7
- Authors
- Michèle Artigue, University Paris 7 Paris France
- Michele Cerulli, C.N.R. of Genoa Institute of Educational Technology Genoa Italy
- Mariam Haspekian, University Paris 7 Paris France
- Mirko Maracci, University of Siena Siena Italy
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International Journal of Science and Mathematics Education
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ABSTRACT This study explored gender differences in the relationship between young people's mathematics attitudes and their perceptions
toward virtual manipulatives. Seven hundred eighty junior high school adolescents who participated in the problem-solving
activity using virtual manipulatives were selected for examination. The study found the male adolescents' views on motivation
and enjoyment of mathematics could explain many aspects of their perceptions toward virtual manipulatives. The female adolescents'
views on the importance of mathematics and freedom from fear of mathematics could explain many aspects of their perceptions
toward virtual manipulatives. However, motivation, enjoyment, and importance of mathematics were more prominent than freedom
from fear of mathematics in predicting male adolescents' perceptions toward virtual manipulatives, and freedom from fear and
importance of mathematics were more prominent than enjoyment and motivation of mathematics in predicting female adolescents'
perceptions toward virtual manipulatives. Two implications can be drawn from this study. First, teachers could provide males
with appealing problem contexts not only to be used to remove the fear of mathematics, but also to be used for enjoyment and
as motivation to see the importance of mathematics. Then male students could be encouraged to have more confirmed positive
perceptions toward virtual manipulatives when engaging in the activities of computer-based mathematics. Second, teachers could
provide females with interesting teaching activities, not only to be used for motivation and the enjoyment of mathematics,
but also to be used to remove the fear of mathematics and for experiencing the importance of mathematics. Then female students
could have positive perceptions toward virtual manipulatives when technology was integrated into the classroom to enhance
learning and to support effective mathematics teaching.
- Content Type Journal Article
- DOI 10.1007/s10763-010-9193-8
- Authors
- Chun-Yi Lee, National Taiwan Normal University Graduate Institute of Information and Computer Education 162, Ho-Ping E. Road, Section 1 Taipei Taiwan 10610
- Yuan Yuan, Chung Yuan Christian University Jhongli Taiwan
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International Journal of Technology and Design Education
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Abstract This research explores the design practice of three prominent New Zealand designers. It seeks to identify the key elements
and methodologies they employ and to answer the research question: How do designers design? The need to gain understanding on how designers work, gave me occasion to visit and speak with designers about their approach
to design. To look inside a designer’s practice has left me with an overriding impression that these designers know and trust
their own way of working, they do not map their thoughts onto a pre-existing process; rather, each new work dictates its own
direction. Their understanding has come about through a wealth of design experiences, a way of seeing, and perceptive reflection-in-action.
- Content Type Journal Article
- DOI 10.1007/s10798-010-9116-6
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- A. A. Mc Glashan, University of Auckland School of Science, Mathematics and Technology, Faculty of Education Auckland 1150 New Zealand
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Journal of Science Education and Technology
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Abstract This study investigates the possibility of analyzing educational data using the theory of rough sets which is mostly employed
in the fields of data analysis and data mining. Data were collected using an open-ended conceptual understanding test of the
living things administered to first-year high school students. The responses of randomly selected 60 students among the participants
were analyzed using rough set approach on the basis of “nine attitudinal typologies toward wildlife” defined by Kellert (1996). Student responses were tabulated to be used in rough sets and upper and lower approximation analyses were carried out.
Students were found to display the characteristics of four out of nine typologies. Analyses revealed that some students who
possessed characteristics of a certain typology may partially display the characteristics of other typologies and these typologies
could be determined using rough set theory.
- Content Type Journal Article
- DOI 10.1007/s10956-010-9213-z
- Authors
- Serkan Narli, Dokuz Eylul University Department of Secondary Science and Mathematics Education Izmir Turkey
- Nurettin Yorek, Dokuz Eylul University Department of Secondary Science and Mathematics Education Izmir Turkey
- Mehmet Sahin, Dokuz Eylul University Department of Secondary Science and Mathematics Education Izmir Turkey
- Muhammet Usak, Dumlupinar University Department of Science Education Kutahya Turkey
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Journal of Science Teacher Education
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Erratum to: What Are They Thinking? The Development and Use of an Instrument That Identifies Common Science Misconceptions
- Content Type Journal Article
- Category Erratum
- DOI 10.1007/s10972-010-9184-1
- Authors
- Mary Stein, Oakland University School of Education and Human Services Rochester MI 48309-4404 USA
- Charles R. Barman, Indiana University Purdue University Indianapolis School of Education Indianapolis IN 46202-5155 USA
- Timothy Larrabee, Oakland University School of Education and Human Services Rochester MI 48309-4404 USA
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Latest News from The Paragon School of Sporting
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Tune in for the latest news releases from The Paragon School of Sporting. Events and updates will be released here.
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LEA: Cognition and Instruction: Table of Contents
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Table of Contents for Cognition and Instruction. List of articles from both the latest and ahead of print issues.
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LEA: Cognitive Science: A Multidisciplinary Journal: Table of Contents
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Table of Contents for Cognitive Science: A Multidisciplinary Journal. List of articles from both the latest and ahead of print issues.
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LEA: Creativity Research Journal: Table of Contents
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Table of Contents for Creativity Research Journal. List of articles from both the latest and ahead of print issues.
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LEA: Ecological Psychology: Table of Contents
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Table of Contents for Ecological Psychology. List of articles from both the latest and ahead of print issues.
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LEA: Educational Assessment: Table of Contents
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Table of Contents for Educational Assessment. List of articles from both the latest and ahead of print issues.
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LEA: Educational Psychologist: Table of Contents
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Table of Contents for Educational Psychologist. List of articles from both the latest and ahead of print issues.
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LEA: Educational Studies: A Jrnl of the American Educ. Studies Assoc.: Table of Contents
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Table of Contents for Educational Studies: A Jrnl of the American Educ. Studies Assoc.. List of articles from both the latest and ahead of print issues.
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LEA: Human-Computer Interaction: Table of Contents
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Table of Contents for Human-Computer Interaction. List of articles from both the latest and ahead of print issues.
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LEA: International Journal of Human-Computer Interaction: Table of Contents
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Table of Contents for International Journal of Human-Computer Interaction. List of articles from both the latest and ahead of print issues.
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LEA: Journal of the Learning Sciences: Table of Contents
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Table of Contents for Journal of the Learning Sciences. List of articles from both the latest and ahead of print issues.
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LEA: Mathematical Thinking and Learning: Table of Contents
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Table of Contents for Mathematical Thinking and Learning. List of articles from both the latest and ahead of print issues.
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LEA: Metaphor and Symbol: Table of Contents
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Table of Contents for Metaphor and Symbol. List of articles from both the latest and ahead of print issues.
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