1,720,968 research outputs found
Girls (and Boys) and Technology (and Toys)
Get PDFIn this inquiry, I have examined how 11- to 14-year-old students used technology to design and produce toys. While most students created toys by hand, I explored the range of computer use, and male and female students’ views of this integrated unit. In addressing three specific research questions, I found that a project-based unit allowed students to use technology in meaningful ways, that the wide variety of computer use disrupted typical gender-technology patterns, and that computer use allowed some shifts in traditional gender-technology relations. L’étude porte sur les diverses utilisations de l’ordinateur et sur la manière dont les garçons et les filles de 11 à 14 ans perçoivent l’unité intégrée qu’est un jouet conçu par ordinateur. Les résultats suggèrent qu’une unité axée sur un projet permet aux élèves de se servir de la technologie de manière intéressante, que la variété des utilisations de l’ordinateur modifie profondément les modèles typiques quant à la technologie et aux différences entre les sexes et que l’utilisation de l’ordinateur permet certains changements dans les rapports traditionnels entre la technologie et les sexes.
School Architecture and Complexity
No full textRecent studies document the importance of well-designed facilities on the academic performance of students in language and mathematics, but there is very little research on how space dictates what is learned and how it is learned. What about learning that is not directly measurable by standardized test scores? How does architectural space affect what is learned in the “non-core” disciplines such as music, drama, dance, and the visual arts? How does the built environment affect the ways that teachers and students operate in what might be viewed as a learning collective? These are some of the central questions addressed in the present paper. These issues are first explored through a brief discussion of the main themes in school architecture research and discourse, followed by a description of how Froebel kindergartens, Reggio Emilia schools, and Waldorf schools have given attention to some of the physical elements that affect learning. Next, I explore engaging forms of adult learning and the perspectives of John Dewey. Then follows a discussion of the ways that classrooms and schools can be seen as collectives, using complexity science theory as a theoretical framework. Finally, the complexity science model is extended by including the actual physical spaces as important ‘agents’ in influencing a non-linear and dynamic system, and by drawing implications for school design based on the principles of complexity
As if it Could be Otherwise: A Tribute to Maxine Greene, December 23, 1917 – May 29, 2014
Get PDFTribute to Maxine Green
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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