Comment les enseignants lisent-ils Candide de Voltaire et La fée carabine de Pennac avec leurs élèves de 16 ans? Au-delà des effets différenciés liés à la longueur et au statut des textes, cet ouvrage montre que les enseignants recourent à des activités scolaires pour aborder les textes littéraires et assurer les liens avec les lectures des élèves.
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In the anthology Didactic classroom studies. A potential research direction didactic classroom studies are characterized and discussed in relation to, on the one hand, didactics and, on the other hand, classroom studies. It is argued that classroom studies has particular potential for realizing the ambitions that constitute didactics in empirical studies – to simultaneously focus processes of teaching and learning as well as the content of these processes and how they interact, and at the same time emphasize that teaching and learning as classroom work is intentional and flows towards specific goals. Classroom studies are not limited to pay (empirical) attention to the student, teacher or content, but have the capacity to focus on how these aspects interact and depend on each other. The research is delimited in contextual and situational terms of teaching-learning wholes, rather than primarily in terms of components (e.g., student, teacher or content). This translates to that classroom studies can capture and examine teaching and learning processes including their dependence of specific contexts in which they are conducted.
The potential that lies in the work of classroom studies for didactics is attended to and described in more detail than previous research has done along with a set of example studies, which is a significant contribution of the anthology as a whole. The book gives examples of eight different classroom studies that focus different content areas with varied but related theoretical perspectives and specific methodological approaches. Through these concrete examples, as described and discussed in relation to each other in two concluding commentary chapter, the didactic value of the studies is made visible and didactic classroom studies are described as constituting ‘a potential research direction’. Through a detailed analysis of the chapters with empirical studies – in terms of their research questions and knowledge interests, research contexts, theoretical and analytical perspectives, specific empirical designs and didactical consequences – a number of issues are identified that could be addressed and further developed. In this way, the volume contributes not only to identifying didactic classroom studies as a potentially central research focus in educational science but also outlines a further direction for this research.
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I antologin Didaktiska klassrumsstudier. En potentiell forskningsriktning karaktäriseras och diskuteras didaktiska klassrumsstudier med avseende på å ena sidan didaktik och å andra sidan klassrumsstudier. Det hävdas att klassrumsstudier har särskild potential när det gäller att realisera de ambitioner som är didaktikens grund i empiriska studier – att samtidigt fokusera processer för undervisning och lärande samt innehållet i dessa processer och hur de interagerar samtidigt som det betonas att undervisning och inlärning som klassrumsarbete är avsiktligt och rör sig i riktning mot specifika mål. Klassrumsstudier är inte begränsade till att ha (empirisk) uppmärksamhet på studenten, läraren eller innehållet, utan kan fokusera hur dessa aspekter interagerar och är beroende av varandra. Forskningen är avgränsad kontextuellt och situationellt inom ramen för undervisningshelheter, snarare än utifrån enskilda variabler eller delar (t.ex. elev, lärare eller innehåll). Det betyder att klassrumsstudier kan fånga och undersöka undervisnings- och lärandeprocesser inklusive deras beroende av de specifika sammanhang där de utförs.
Den potential som ligger i arbetet med klassrumsstudier för didaktik studeras och beskrivs i detta arbete mer i detalj än vad tidigare forskning har gjort, och redovisas tillsammans med en rad exempelstudier, vilket också är ett viktigt bidrag från antologin som helhet. I boken redovisas åtta olika klassrumsstudier som fokuserar på olika innehållsområden med olika men relaterade teoretiska perspektiv och specifika metoder. Genom dessa konkreta exempel, som beskrivs och diskuteras i förhållande till varandra i två sammanfattande kommenterande kapitel, görs det didaktiska värdet av studierna synligt och didaktiska klassrumsstudier beskrivs som ”en potentiell forskningsriktning”. Genom en detaljerad analys av kapitlen med empiriska studier - vad gäller deras forskningsfrågor och kunskapsintressen, forskningssammanhang, teoretiska och analytiska perspektiv, specifika empiriska mönster och didaktiska konsekvenser - identifieras ett antal problem som kan hanteras och vidareutvecklas. På så sätt bidrar volymen inte bara till att identifiera didaktiska klassrumsstudier som ett potentiellt centralt forskningsfokus inom didaktik, utan också till en förnyande inriktning för denna forskning.
The geek is male. Or so it seems. As is well documented, there is a distinct under-representation of girls studying computing at high school level and, correspondingly, going on to have careers in IT.
To address this problem in 2007 the authors of this book, with backgrounds in secondary teaching or IT, trialled a new and revolutionary program in schools: ‘Digital Divas’.
The Digital Divas program, based on the idea that it was possible to change girls’ perceptions of IT careers with educationally sound materials that tapped into their interests and were delivered in all-girl classes within the school curriculum, was a great success.
In Digital Divas: Putting the Wow into Computing for Girls, Fisher, Lang, Craig and Forgasz recount what they did and how they did it and reflect on the significance of this program, which has indisputably led to an increased self-sufficiency with IT amongst girls, challenged stereotyped understandings of IT as a male activity, and increased the pursuit of IT careers by young women.
Print edition available from Monash University Publishing.
Describes how to conceptualize, conduct, and communicate research in education Focuses on developing a conceptual understanding of the research process Informs beginning and early-career researchers about the importance of performing solid, legitimate research
This open access book discusses several didactic traditions in mathematics education in countries across Europe, including France, the Netherlands, Italy, Germany, the Czech and Slovakian Republics, and the Scandinavian states. It shows that while they all share common features both in the practice of learning and teaching at school and in research and development, they each have special features due to specific historical and cultural developments. The book also presents interesting historical facts about these didactic traditions, the theories and examples developed in these countries.
This open access book discusses several didactic traditions in mathematics education in countries across Europe, including France, the Netherlands, Italy, Germany, the Czech and Slovakian Republics, and the Scandinavian states. It shows that while they all share common features both in the practice of learning and teaching at school and in research and development, they each have special features due to specific historical and cultural developments. The book also presents interesting historical facts about these didactic traditions, the theories and examples developed in these countries.
The book provides an overview of the state of research in developing countries – Africa, Latin America, and Asia (especially India) and why research and publications are important in these regions. It addresses budding but struggling academics in low and middle-income countries. It is written mainly by senior colleagues who have experienced and recognized the challenges with design, documentation, and publication of health research in the developing world. The book includes short chapters providing insight into planning research at the undergraduate or postgraduate level, issues related to research ethics, and conduct of clinical trials. It also serves as a guide towards establishing a research question and research methodology. It covers important concepts such as writing a paper, the submission process, dealing with rejection and revisions, and covers additional topics such as planning lectures and presentations.
The book will be useful for graduates, postgraduates, teachers as well as physicians and practitioners all over the developing world who are interested in academic medicine and wish to do medical research.
The book provides an overview of the state of research in developing countries – Africa, Latin America, and Asia (especially India) and why research and publications are important in these regions. It addresses budding but struggling academics in low and middle-income countries. It is written mainly by senior colleagues who have experienced and recognized the challenges with design, documentation, and publication of health research in the developing world. The book includes short chapters providing insight into planning research at the undergraduate or postgraduate level, issues related to research ethics, and conduct of clinical trials. It also serves as a guide towards establishing a research question and research methodology. It covers important concepts such as writing a paper, the submission process, dealing with rejection and revisions, and covers additional topics such as planning lectures and presentations.
The book will be useful for graduates, postgraduates, teachers as well as physicians and practitioners all over the developing world who are interested in academic medicine and wish to do medical research.
This open access book is the first major publication on the topic of “Interdisciplinary Mathematics Education” and arose from the work of the first International Topic Study Group of the same name at the ICME-13 conference in Hamburg in 2016. It offers extensive theoretical insights, empirical research, and practitioner accounts of interdisciplinary mathematics work in STEM and beyond (e.g. in music and the arts).
Scholars and practitioners from four continents contributed to this comprehensive book, and present studies on: the conceptualizations of interdisciplinarity; implementation cases at schools and tertiary institutions; teacher education; and implications for policy and practice. Each chapter, and the book itself, closes with an assessment of the most significant aspects that those involved in policy and practice, as well as future researchers, should take into account.
This open access book is the first major publication on the topic of “Interdisciplinary Mathematics Education” and arose from the work of the first International Topic Study Group of the same name at the ICME-13 conference in Hamburg in 2016. It offers extensive theoretical insights, empirical research, and practitioner accounts of interdisciplinary mathematics work in STEM and beyond (e.g. in music and the arts).
Scholars and practitioners from four continents contributed to this comprehensive book, and present studies on: the conceptualizations of interdisciplinarity; implementation cases at schools and tertiary institutions; teacher education; and implications for policy and practice. Each chapter, and the book itself, closes with an assessment of the most significant aspects that those involved in policy and practice, as well as future researchers, should take into account.
This open access book, inspired by the ICME 13 Thematic Afternoon on “European Didactic Traditions”, takes readers on a journey with mathematics education researchers, developers and educators in eighteen countries, who reflect on their experiences with Realistic Mathematics Education (RME), the domain-specific instruction theory for mathematics education developed in the Netherlands since the late 1960s. Authors from outside the Netherlands discuss what aspects of RME appeal to them, their criticisms of RME and their past and current RME-based projects.
It is clear that a particular approach to mathematics education cannot simply be transplanted to another country. As such, in eighteen chapters the authors describe how they have adapted RME to their individual circumstances and view on mathematics education, and tell their personal stories about how RME has influenced their thinking on mathematics education.
This open access book, inspired by the ICME 13 Thematic Afternoon on “European Didactic Traditions”, takes readers on a journey with mathematics education researchers, developers and educators in eighteen countries, who reflect on their experiences with Realistic Mathematics Education (RME), the domain-specific instruction theory for mathematics education developed in the Netherlands since the late 1960s. Authors from outside the Netherlands discuss what aspects of RME appeal to them, their criticisms of RME and their past and current RME-based projects.
It is clear that a particular approach to mathematics education cannot simply be transplanted to another country. As such, in eighteen chapters the authors describe how they have adapted RME to their individual circumstances and view on mathematics education, and tell their personal stories about how RME has influenced their thinking on mathematics education.
A prison arts program attempts to reverse the trends of incarceration in America
Highlights LHS+ individuals’ activism in addressing unique health issues and disparities across the U.S. Describes the current state of LHS+ identified individuals in the physician workforce Describes the social, cultural, and political factors that have influenced LHS+ identified individuals Relays engaging stories on LHS+ identified individuals' pursuit of medical careers
Highlights LHS+ individuals’ activism in addressing unique health issues and disparities across the U.S. Describes the current state of LHS+ identified individuals in the physician workforce Describes the social, cultural, and political factors that have influenced LHS+ identified individuals Relays engaging stories on LHS+ identified individuals' pursuit of medical careers
This is an open access book, which means you have free and unrestricted access Sensitive and perceptive analysis of diversity's significance for individuals and societies Case studies of young ethnicized people A phenomenological approach
This open access book presents 8 novel approaches to measure and improve diagnostic competences with simulation. The book compares the effects of interventions on these diagnostic competences in both teacher and medical education. It includes analyses showing that important aspects of diagnostic competences and effects of instructional interventions aiming to facilitate them are comparable for teachers and doctors.
Through closely analyzing projects from medical education, mathematics education, biology education, and psychology, the reader is presented with multiple options for interventions that may be used in each of the subject areas and the improvements in diagnostic skills that could be expected from each simulation.
The book concludes with an outline of promising future research on the use of simulations to facilitate professional competences in higher education in general, and for the advancement of diagnostic competencies in particular.