8,208 research outputs found
A methodological approach to researching the development of teachers’ knowledge in a multi-representational technological setting.
Get PDFThis chapter details the methodological approach adopted within a doctoral study that sought to apply and expand Verillon and Rabardel’s (1995) triad of instrumented activity as a means to understand the longitudinal epistemological development of a group of secondary mathematics teachers as they began to integrate a complex new multi-representational technology (Clark-Wilson, 2010b). The research was carried out in two phases. The initial phase involved fifteen teachers who contributed a total of sixty-six technology-mediated classroom activities to the study. The second phase adopted a case study methodology during which the two selected teachers contributed a further fourteen activities. The chapter provides insight into the methodological tools and processes that were developed to support an objective, systematic and robust analysis of a complex set of qualitative classroom data. The subsequent analysis of this data, supported by questionnaires and interviews, led to a number of conclusions relating to the nature of the teachers’ individual technology-mediated learning
documentation of new library buildings in Cambridge
No full textThis book has its origins in a paper entitled "Recent developments in Cambridge college libraries", presented by Alison Wilson, Librarian of New Hall, Cambridge, at the LIBER Architecture Group Conference, "Changing Needs, Changing Libraries", which took place in Utrecht in March 2006. At the conference, Professor Elmar Mittler, Chairman of the LIBER Architecture Group, was so struck by the scale and quality of library building that had been undertaken in Cambridge over the last couple of decades that he decided to commission this volume in the series of Göttinger Bibliotheksschriften to document that development
Children's Rights Reading Group - Alison Clark Slow Knowledge and the Unhurried Child
No full textThis recording is of the first half of the reading group session, a discussion between co-lead Dr Jo Albin-Clark and Professor Alison Clark, around her book 'Slow Knowledge and the Unhurried Child', held at Edge Hill University in November 2023.
https://www.edgehill.ac.uk/event/slow-knowledge/
From the publisher:
This book explores the relationship with time in early childhood by arguing for the valuing of slow pedagogies and slow knowledge. Alison Clark points to alternative practices in Early Childhood Education and Care that enable a different pace and rhythm, against the backdrop of the acceleration in early childhood and the proliferation of testing and measurement. Diverse approaches are explored to enable an ‘unhurried child’ and less hurried adults.
Slow Knowledge and the Unhurried Child is divided in three parts. Part 1, Reasons to be slow, looks at the pressures in Early Childhood Education and Care to speed up and for children to be ‘readied’ for the next stage. The book then explores different relationships with time for young children and educators. Part 2, Slow pedagogies and practices, explore some of the forms slow practices can take including outdoors, in the studio, in everyday routines, through stories, in pedagogical documentation and in ‘slow’ research. Part 3, Moving forward, shows what a ‘timefull’ approach to ECEC can look like, whilst debating the challenges and possibilities that exist.
The book serves as a catalyst for urgent discussion about the need to slow down in early childhood education and teacher education and explores case studies of where slow early childhood education are already happening. It will be a key reading for researchers, practitioners and policy-makers about the relationship with time in early childhood and the importance of taking a longer view.</p
SESSION VIII -- HOLOCAUST PERPETRATORS
No full textCHAIR: Alison Avery, Clark University
PANELISTS:
The Perpetrators’ Gaze: SS Photos from Concentration CampsLukas Meissel, University of Haifa, IsraelDOWNLOAD PAPER
Rudolf Höß – Work Behaviour, Interpersonal Relations and Private Life of a Concentration Camp Commandant Anna-Raphaela Schmitz Institute for Contemporary History, Munich, GermanyDOWNLOAD PAPER
Centers of Terror: The Offices of the Commanders of the Security Police and the Security Service in the Reich Commissariat Ukraine Christian Schmittwilken, Institute for Contemporary History, Munich, GermanyDOWNLOAD PAPE
Characterising Features of Secondary Teachers’ Curriculum Scripts for Geometric Similarity with Dynamic Mathematical Technology
Get PDFWe report part of a larger research study that explores secondary teachers’ integration of dynamic mathematical technology (DMT) to their classroom practice with a particular focus on the mathematical domain of geometric similarity (GS). The study adopted a multiple case study approach and was situated in an English lower secondary school setting. The participants were three teachers with different levels of experience and expertise both in teaching and in using digital technology. Data collection involved video-recorded classroom observations, audio-recorded post-observation teacher interviews, and teachers’ resources and students’ work. The Structuring Features of Classroom Practice (SFCP) framework guided the data collection and analysis. The findings presented in this chapter focus specifically on the SFCP construct of ‘curriculum script’ and revealed salient differences between the teachers’ practices that concern several key characteristics of their curriculum scripts for GS with DMT. The contributions of this paper are two-fold: (1) bringing together the research on GS and the SFCP framework to specify a fine-grained mathematics-specific version of curriculum script for GS with DMT, and (2) showing the value of this fine-grained framework for characterising features of teachers’ classroom use of DMT for teaching GS
Teacher Knowledge for Teaching Geometric Similarity with Technology: A Review of Literature
Get PDFTeacher knowledge for the teaching of key topics in secondary mathematics (in
particular geometric similarity) is of prime interest to the mathematics education
community. This theoretical paper, which forms part of a literature review conducted
for a doctoral study, aims to discuss the few existing research studies addressing
teacher knowledge of this topic and to highlight how the integration of digital tools
requires the nature of this knowledge to be reconsidered. The implications of these
findings for the future research agenda are outlined
Navigare tra una costellazione di metafore. Per una lettura dell’approccio a mosaico in chiave metodologica
No full textIl contributo - che accompagna la traduzione italiana dell'opera Listening to young children. The Mosaic approach di Alison Clark e Peter Moss - contiene alcune riflessioni sugli aspetti metodologici dell'approccio a mosaico
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