tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT In Lesotho, when children or adults talk about the importance of schooling, they frequently use the term ho iphelisa. This is usually translated as ‘to survive’, reflecting the uncertainties that people in this small country have confronted over recent decades: rapidly diminishing employment opportunities, extremely high HIV prevalence and environmental crises. Based on nine months of ethnographic fieldwork in two rural primary schools and their neighbouring communities, we examine how the idea of survival motivates engagement with education. We find that ‘survival’ permeates the school curriculum and the discourse of children, parents and teachers, and encompasses three distinct but related dimensions: economic, moral and physical. We also highlight how these aspects of survival are both individual and collective,… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The concept of science capital has a growing influence in science education research for understanding young people’s science trajectories. Popularised in the UK, this paper aims to extend and evaluate the applicability of science capital in the context of China by drawing on PISA2015. More specifically, we make use of existing items in the PISA2015 survey as a proxy for operationalising the construct of science capital to explore the science career aspirations and attainments of 15-year-old Chinese and UK students (n = 23,998). Our findings indicate that science capital has more explanatory power for understanding UK students’ science career aspirations than for Chinese students, where science attainment seems most important. We raise the potential challenge for Chinese students to convert… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract The role of formal education in the reproduction of inequalities is well documented. Less clear is how this lens can be applied to a study of post-conflict state-building. The present study pairs policy analysis with student-centred ethnographic fieldwork to examine education policy in Rwanda. Since the end of the genocide, the government has staked its claim to legitimacy in delivering inclusive development. Its basic education policy is an entitlement programme with broad public support and designed to allow all children to attend primary and secondary school. Students found themselves caught up in a web of contradictions with important symbolic and material dimensions. They went to schools designed to improve access for the poor. But they were also poor… Continue Reading →
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eric.ed.gov har udgivet: Pre-university enabling programs provide an important pathway to university for underprepared and disadvantaged students. In order to adequately prepare students for their university journey, enabling educators need to understand and respond to the evolving needs of their learners; not only their academic disparity, but also their past learning experiences and perceptions towards particular subjects. In the current study, students entering an Australian enabling program, ‘OnTrack’, were surveyed on their attitudes, emotions and aspirations towards the study of science and mathematics. Responses were associated with student perceptions of their past science and maths learning experiences. There was incongruity between student expectations of what future study would entail and the realities of their degree choices and career aspirations. This study suggests the need for social and emotional learning and… Continue Reading →
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