Sue Helme

Identifying cognitive engagement in the mathematics classroom

This paper reports an analysis of videotape and interview data from four Year 8 mathematics lessons from the perspective of student cognitive engagement. The study extends our understanding of cognitive engagement by locating empirical evidence for its occurrence within the classroom. On the basis of the data we have examined, it appears that cognitive engagement can be consistently recognised by specific linguistic and behavioural indicators and is promoted by particular aspects of the classroom situation, the task, and the individual.

International Studies in Educational Inequality, Theory and Policy

Download PDF Ebook and Read OnlineInternational Studies In Educational Inequality Theory And Policy%0D. Get International Studies In Educational Inequality Theory And Policy%0D This book international studies in educational inequality theory and policy%0D is anticipated to be one of the very best vendor publication that will certainly make you feel completely satisfied to purchase and review it for finished. As understood could typical, every book will have particular points that will certainly make someone interested a lot. Even it originates from the author, type, material, and even the author. However, many people likewise take guide international studies in educational inequality theory and policy%0D based on the theme and title that make them impressed in. as well as here, this international studies in educational inequality theory and policy%0D is very advised for you because it has intriguing title and motif to check out. Suggestion in picking the most effective book international studies in educational inequality theory and policy%0D to read this day can be gotten by reading this web page. You can find the very best book international studies in educational inequality theory and policy%0D that is marketed in this world. Not just had the books published from this country, yet additionally the other nations. As well as currently, we mean you to review international studies in educational inequality theory and policy%0D as one of the reading products. This is only one of the very best books to accumulate in this site. Check out the web page as well as browse the books international studies in educational inequality theory and policy%0D You could discover lots of titles of guides offered. Are you truly a follower of this international studies in educational inequality theory and policy%0D If thats so, why do not you take this publication now? Be the first individual who such as and also lead this book international studies in educational inequality theory and policy%0D, so you could obtain the reason and messages from this book. Never mind to be perplexed where to get it. As the various other, we discuss the link to see as well as download and install the soft file ebook international studies in educational inequality theory and policy%0D So, you might not carry the published publication international studies in educational inequality theory and policy%0D all over.

THE EFFECT OF EPISTEMIC FIDELITY AND ACCESSIBILITY ON TEACHING WITH PHYSICAL MATERIALS: A COMPARISON OF TWO MODELS FOR TEACHING DECIMAL NUMERATION

Multi-base arithmetic blocks (MAB) are the most frequently used physical materials for teaching about decimal numbers, despite published reservations about their appropriateness. This paper presents an alternative, LAB (linear arithmetic blocks) and compares the two materials on the basis of epistemic fidelity and accessibility for students. Two teaching experiments involving 30 matched students indicated that LAB is considerably more accessible for students, and identify three contributing factors (LAB modeling number with length rather than volume, MAB incorporating an apparent dimensional shift and having prior use). Use of LAB was associated with more active engagement by students and deeper discussion. Epistemic fidelity is critical to facilitate teaching with the models, but we attribute the enhanced classroom environment to the greater accessibility of the LAB material. Further research is warranted, so that teaching of mathematics with physical materials can be improved.

Indigenous Students and Vocational Education and Training in Schools: Ladder of Opportunity or Corrugated Iron Ceiling?:

Indigenous students complete secondary education at about half the rate of non-Indigenous students, yet are twice as likely to participate in Vocational Education and Training (VET) in Schools subjects. This paper explores the reasons for this phenomenon. It draws on data from two national studies: a survey of 20 000 young people and their experience of vocational learning, and a qualitative study that included interviews with 118 Indigenous VET in Schools students and 160 school staff and other stakeholders. It discusses the role of VET in addressing the needs and aspirations of Indigenous students, and identifies key aspects of good practice in the provision of VET for Indigenous students. The paper argues that VET in Schools cannot succeed as a ‘stand alone’ solution to the problem of Indigenous educational disadvantage, but must be offered within the context of educational provision that accommodates the diverse educational needs and aspirations of Indigenous students.

Rurality and Inequality in Education

In the literature on educational inequality, differences between rural and urban locations receive little attention. Yet, in many systems, inequalities of place are both persistent and powerful. For example, in a recent study using Programme for International Student Assessment (PISA) 2000 data, Williams (2005) examined cross-national variation in rural mathematics achievement among 15-year-olds in 24 industrialised nations. He found that in 14 of the 24 countries mathematics scores for students in rural schools were significantly lower than scores for students attending schools in urban and medium-size communities.

From the sidelines to the centre: Indigenous support units in vocational education and training

Indigenous Australians are significantly disadvantaged in comparison with non‐Indigenous Australians on all socioeconomic indicators. Education and training are seen as a means of reducing inequality, and high levels of Indigenous participation in vocational education and training (VET) indicate that this sector has a central role in this process. This paper draws from an interview study undertaken to investigate the VET experiences of Indigenous adults in Victoria, Australia. Retrospective interviews were conducted with a sample of 128 current and former students, and teachers and other stakeholders in order to identify the factors that promote engagement in the system and improve qualifications and employment pathways. A major finding of the study was the vital role played by Indigenous Support Units in enabling Indigenous students to successfully negotiate their pathways through the VET system.

Career Decision-Making: What Matters to Indigenous Australians?

This article brings together and discusses three research projects that examined the vocational education and career-decision making of Indigenous Australians. These studies focused on the experiences of Indigenous people themselves, in order to provide an Indigenous perspective on vocational and career development. Four main barriers that limit the career opportunities of Indigenous people are identified, and the characteristics of education and training settings that promote effective career development are described. The article concludes by suggesting ways to respond to the career development needs of Indigenous people that may lead to improved educational and employment outcomes.

Education Inequality and Indigenous Australians

There are around 410,000 Indigenous people in Australia, comprising about 2.1 percent of the total population of 20 million. As the most disadvantaged minority group in the country they encounter, on a daily basis, the historical legacy of a society built on invasion, dispossession, colonisation and racism.