46,213 research outputs found
Balancing classroom management with mathematical learning: Using practice-based task design in mathematics teacher education
In this paper we present the results from a study conducted in a UK institution in which 21mathematics pre-service teachers engage with two practice-based tasks featuring incidents where classroom management interferes with mathematical learning. We investigate their considerations when they make decisions in classroom situations and how these tasks can trigger their reflections on the teaching and learning of mathematics. In our analysis we used the constructs of social and sociomathematical norms (Cobb & Yackel, 1996) and Teaching Triad (Jaworski, 1994). Results indicate commendable norms pre-service teachers aspire to establish in their classroom, such as peer respect, value of discussion and investigative mathematical learning. However, they often miss the opportunity to engage students with metacognitive discussions and mathematical challenge as they focus on behavioural issues or endorse dichotomous and simplistic views of mathematical learning. We credit these tasks with allowing insight into pre-service teachers’ considerations and we propose their further implementation in teacher education programs
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Investigating affect in a distance language learning context: approaches and methods
The investigation of affect has been moving (somewhat quietly) up the second language acquisition (SLA) research agenda for a number of years and is now beginning to make a wider impact as the place of emotions becomes more firmly embedded in theories of learning and language learning (Beard et al., 2007; Putwain, 2007; Oxford, 1999; Young, 1999; Arnold, 1999). The distance language learning environment is unique in that learners have to manage to a much larger extent on their own than in classroom settings, and this can have major impact on the way they feel, sometimes exacerbating negative emotions as there is no one to give immediate feedback and reassurance (Hurd, 2006, 2007a; White, 2003, 2005).
This paper gives a brief overview of affect in a distance language context in conjunction with the literature relating to classroom contexts and discusses and evaluates research methods for investigating the affective domain
Estimating a preference-based index from the Japanese SF-36
Objective: The main objective of the study was to estimate a preference-bascd Short Form (SF)-6D index from the SF-36 for Japan and compare it with the UK results.
Study Design and Setting: The SF-6D was translated into Japanese. Two hundred and forty-nine health states defined by this version of the SF-6D were then valued by a representative sample of 600 members of the Japanese general population using standard gamble (SG). These health-state values were modeled using classical parametric random-effect methods with individual-level data and ordinary least squares (OLS) on mean health-state values, together with a new nonparametric approach using Bayesian methods of estimation.
Results: All parametric models estimated on Japanese data were found to perform less well than their UK counterparts in terms of poorer goodness of fit, more inconsistencies, larger prediction errors and bias, and evidence of systematic bias in the predictions. Nonparametric models produce a substantial improvement in out-of-sample predictions. The physical, role, and social dimensions have relatively larger decrements than pain and mental health compared with those in the United Kingdom.
Conclusion: The differences between Japanese and UK valuations of the SF-6D make it important to use the Japanese valuation data set estimated using the nonparametric Bayesian technique presented in this article. (C) 2009 Elsevier Inc. All rights reserved
Using action understanding to understand the left inferior parietal cortex in the human brain
Published in final edited form as: Brain Res. 2014 September 25; 1582: 64–76. doi:10.1016/j.brainres.2014.07.035.Humans have a sophisticated knowledge of the actions that can be performed with objects. In an fMRI study we tried to establish whether this depends on areas that are homologous with the inferior parietal cortex (area PFG) in macaque monkeys. Cells have been described in area PFG that discharge differentially depending upon whether the observer sees an object being brought to the mouth or put in a container. In our study the observers saw videos in which the use of different objects was demonstrated in pantomime; and after viewing the videos, the subject had to pick the object that was appropriate to the pantomime. We found a cluster of activated voxels in parietal areas PFop and PFt and this cluster was greater in the left hemisphere than in the right. We suggest a mechanism that could account for this asymmetry, relate our results to handedness and suggest that they shed light on the human syndrome of apraxia. Finally, we suggest that during the evolution of the hominids, this same pantomime mechanism could have been used to ‘name’ or request objects.We thank Steve Wise for very detailed comments on a draft of this paper. We thank Rogier Mars for help with identifying the areas that were activated in parietal cortex and for comments on a draft of this paper. Finally, we thank Michael Nahhas for help with the imaging figures. This work was supported in part by the NIH grant RO1NS064100 to LMV. (RO1NS064100 - NIH)Accepted manuscrip
Fear-avoidance model of chronic pain the next generation
Objective: The fear-avoidance (FA) model of chronic pain describes how individuals experiencing acute pain may become trapped into a vicious circle of chronic disability and suffering. We propose to extend the FA model by adopting a motivational perspective on chronic pain and disability. Methods: A narrative review. Results: There is ample evidence to support the validity of the FA model as originally formulated. There are, however, some key challenges that call for a next generation of the FA model. First, the FA model has its roots in psychopathology, and investigators will have to find a way to account for findings that do not easily fit within such framework. Second, the FA model needs to address the dynamics and complexities of disability and functional recovery. Third, the FA model should incorporate the idea that pain-related fear and avoidance occurs in a context of multiple and often competing personal goals. Discussion: To address these 3 key challenges, we argue that the next generation of the FA model needs to more explicitly adopt a motivational perspective, one that is built around the organizing powers of goals and self-regulatory processes. Using this framework, the FA model is recast as capturing the persistent but futile attempts to solve pain-related problems to protect and restore life goals
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Affect and strategy use in independent language learning
Affect is about emotions and feelings, moods and attitudes, anxiety, tolerance of ambiguity and motivation. For some it is also connected with dispositions and preferences (Oatley & Jenkins, 1996). It is generally accepted that the affective domain encompasses a wide range of elements which reflect the human side of being, and play a part in conditioning behaviour and influencing learning. We are becoming more knowledgeable about the importance of attention to affective factors, but there is still a huge gap in terms of our knowledge of the affective strategies that students use or could use to promote more effective language learning. Moreover, the research that has been carried out into affect over several years has largely concentrated on language learning in the classroom (Arnold, 1999; Ehrman, 1996; MacIntyre, 1999; Young, 1999) with very few studies devoted to independent learning settings. Independent language learners, whether learning through self-access, distance or other modes, are a fast-growing group, and we need to know more about them, in particular the ways in which their affective needs differ from those of classroom learners (Harris, 2003; Hurd, 2002; White, 2003).
This chapter investigates affect and strategy use in independent settings. It looks first at the concept of affect and its interrelationships with other domains, continues with an exploration of strategy definitions and classification schemes in relation to affect, and concludes with a study carried out with a small group of distance language learners using think-aloud verbal protocols
Emotional and behavioral reaction to intrusive thoughts.
A self-report measure of the emotional and behavioral reactions to intrusive thoughts was developed. The article presents data that confirm the stability, reliability, and validity of the new seven-item measure. Emotional and behavioral reactions to intrusions emerged as separate factors on the Emotional and Behavioral Reactions to Intrusions Questionnaire (EBRIQ), a finding confirmed by an independent stress study. Test-retest reliability over 30 to 70 days was good. Expected relationships with other constructs were significant. Stronger negative responses to intrusions were associated with lower mindfulness scores and higher ratings of experiential avoidance, thought suppression, and intensity and frequency of craving. The EBRIQ will help explore differences in reactions to intrusive thoughts in clinical and nonclinical populations, and across different emotional and behavioral states. It will also be useful in assessing the effects of therapeutic approaches such as mindfulness
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Guidelines: The do's, don'ts and don't knows of direct observation of clinical skills in medical education.
IntroductionDirect observation of clinical skills is a key assessment strategy in competency-based medical education. The guidelines presented in this paper synthesize the literature on direct observation of clinical skills. The goal is to provide a practical list of Do's, Don'ts and Don't Knows about direct observation for supervisors who teach learners in the clinical setting and for educational leaders who are responsible for clinical training programs.MethodsWe built consensus through an iterative approach in which each author, based on their medical education and research knowledge and expertise, independently developed a list of Do's, Don'ts, and Don't Knows about direct observation of clinical skills. Lists were compiled, discussed and revised. We then sought and compiled evidence to support each guideline and determine the strength of each guideline.ResultsA final set of 33 Do's, Don'ts and Don't Knows is presented along with a summary of evidence for each guideline. Guidelines focus on two groups: individual supervisors and the educational leaders responsible for clinical training programs. Guidelines address recommendations for how to focus direct observation, select an assessment tool, promote high quality assessments, conduct rater training, and create a learning culture conducive to direct observation.ConclusionsHigh frequency, high quality direct observation of clinical skills can be challenging. These guidelines offer important evidence-based Do's and Don'ts that can help improve the frequency and quality of direct observation. Improving direct observation requires focus not just on individual supervisors and their learners, but also on the organizations and cultures in which they work and train. Additional research to address the Don't Knows can help educators realize the full potential of direct observation in competency-based education
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