Reflections on Practice: Multiple Strategies = Multiple Challenges

1999 ◽  
Vol 4 (8) ◽  
pp. 519-523
Author(s):  
Margaret R. Meyer
Keyword(s):  
Middle School ◽  
Experienced Teacher ◽  
Student Responses ◽  
Solution Strategies ◽  
Multiple Strategies ◽  
Computational Errors ◽  
Multiple Challenges ◽  
Mathematical Skill ◽  
The Right ◽  
School Curricula

When teachers give a problem like “Find 3/4 of 60,” they can anticipate the ways in which students will respond. It is easy to tell whether the student knows how to do the problem and whether she or he got the right answer. The mistakes that students might make on this problem are also predictable. Other problems found in traditional middle school curricula might produce more variety in solution strategies, but usually few surprises greet the experienced teacher. Few judgments need to be made, because the strategy is either appropriate or not; and barring computational errors, the answer is either right or wrong. This familiarity with the mathematics, the problems, and potential student responses produces a desirable level of comfort for teachers, even for those who are sometimes uncertain about their own mathematical skill and understanding. It leaves them free to focus on preparing students for the next skill to be learned and assisting those students who need extra help to become proficient. What happens when the curriculum, some of the mathematics, the problems, and the solution strategies all seem new and unpredictable? What does this situation mean for the teacher and for the students?

Mixed Handedness and Achievement Test Scores of Middle School Boys

2008 ◽  
Vol 107 (2) ◽  
pp. 497-506
Author(s):  
P. S. B. Sarma
Keyword(s):  
Middle School ◽  
At Risk ◽  
Test Scores ◽  
Fourth Grade ◽  
Achievement Test ◽  
Normal Curve ◽  
Left Hand ◽  
Left Handed ◽  
Academic Deficits ◽  
The Right

The purpose of the study was to replicate findings of an earlier study of fourth grade boys manifesting mixed handedness with a sample. Among 32 mixed-handed boys in Grades 6 to 8, the right-handed writer, left-handed thrower group obtained low spelling scores (Normal Curve Equivalent Scores) on the California Achievement Test significantly more frequently than the left-handed writer, right-handed thrower group. These findings are consistent with data for Grade 4 boys in the earlier study. Findings strengthen the hypotheses that mixed handedness is not a unitary neuropsychological entity and that boys who write with the right hand and throw with the left hand might be at risk for certain academic deficits.

scholarly journals Transnational Feminisms, Nonideal Theory, and “Other” Women’s Power

2017 ◽  
Vol 3 (1) ◽  
Author(s):  
Serene J Khader
Keyword(s):  
Amartya Sen ◽  
Gender Justice ◽  
Nonideal Theory ◽  
Epistemic Practices ◽  
Just Culture ◽  
Multiple Strategies ◽  
Women's Power ◽  
Women's Oppression ◽  
The Right ◽  
Key Questions

Postcolonial and transnational feminists’ calls to recognize “other” women’s agency have seemed to some Western feminists to entail moral quietism about women’s oppression. Here, I offer an antirelativist framing of the transnational feminist critiques, one rooted in a conception of transnational feminisms as a nonideal theoretical enterprise. The Western feminist problem is not simple ethnocentrism, but rather a failure to ask the right types of normative questions, questions relevant to the nonideal context in which transnational feminist praxis occurs. Instead of asking which forms of power are gender-justice-enhancing, Western feminists are fixated on contrasting “other” cultures to an idealized Western culture. A focus on ideal theorizing works together with colonial epistemic practices to divert Western feminist attention from key questions about what will reduce “other” women’s oppression under conditions of gender injustice and ongoing imperialism. Western feminists need to ask whether “other” women’s power is resistant, and answering this question requires a focus on what Amartya Sen would call “justice enhancement” rather than an ideal of the gender-just culture. I show how a focus on resistance, accompanied by a colonialism-visibilizing hypothesis and a normative vision that allows multiple strategies for transitioning out of injustice, can guide Western feminists toward more appropriate questions about “other” women’s power.

scholarly journals Educational offer of Pomeranian agritourist farms associated in the National Network of Educational Farms

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Anna Wiśniewska
Keyword(s):  
Rural Areas ◽  
Rural Culture ◽  
National Network ◽  
School Subjects ◽  
Hands On ◽  
Educational Programmes ◽  
The Right ◽  
Education Process ◽  
School Curricula

The aim of the study is to analyse the educational offer of Pomeranian voivodeship agritourism farms which joined the National Network of Educational Farms. The analysis covers the years 2011–2020. The survey involved 25 licensed entities (100%). Their wide offers include educational programmes aiming to teach about farmer’s life and work, the process of food production and acquisition, and the cultural heritage of the Polish rural areas and to promote the right attitudes towards nature and landscape protection. Educational activities are usually organised in the form of one-day group and workshop activities addressed to school children and adolescents. Thanks to that, the school education process is more varied and enriched with school curricula directed at hands-on activities, workshops in different school subjects, alternative venues of education and knowledge about rural culture. Farmers usually play the role of guides or sometimes they hire teachers to do the job. More and more often, people with disabilities and students of Third Age Universities use their services. The farms’ offers are very flexible and their scope and prices are adjusted to the demands, age and number of participants. The educational programmes differ depending on the season of the year.

Making Links Between Solutions to an Unstructured Problem

2017 ◽  
pp. 152-175
Author(s):  
Sheila Evans
Keyword(s):  
Link Invariant ◽  
Teaching Resources ◽  
Student Responses ◽  
Solution Strategies ◽  
Invariant Properties

In the study described here, teaching resources have been developed to provide students with explicit opportunities to link invariant properties across a range of different solution strategies, and make comparative judgments about the same solutions. After tackling an unstructured problem, students complete, compare and critique pre-designed student responses to the same problem. The framework used to analyze the data focuses on the types of links students may make between responses. The findings indicate students made varied links when completing them. The outcome of these links appeared to be influenced by how students perceived the representation being completed. Students made further assorted links that focused on invariant properties and the comparative validity of the completed responses.

scholarly journals Panophthalmitis in a patient with dengue fever

2019 ◽  
Vol 12 (6) ◽  
pp. e229588
Author(s):  
Vimal Kumar ◽  
Vaibhav Deorari ◽  
Shekhar Swaroop ◽  
Ashutosh Biswas
Keyword(s):  
Dengue Fever ◽  
Staphylococcus Epidermidis ◽  
Early Stage ◽  
Supportive Therapy ◽  
Unusual Complication ◽  
Life Threatening ◽  
Brain Abscesses ◽  
Multiple Challenges ◽  
The Right ◽  
Spread Of Infection

Dengue fever is known for its life-threatening complications of bleeding and capillary leak syndrome. We report an unusual complication of dengue fever causing panophthalmitis, leading to rapidly progressive painful visual loss within days. Later on, the patient developed secondary bacterial infection of the eyeball and developed multiple brain abscesses due to spread of infection from the eyeball. Culture from pus swab of the right eye grew Staphylococcus epidermidis. The patient was promptly treated with broad spectrum antibiotics and after stabilisation, evisceration of the affected eye was done. Supportive therapy in the form of mechanical ventilation in view of poor sensorium, platelet transfusions for thrombocytopenia and guided fluid therapy was also provided. After multiple challenges in the management of the patient, fortunately, the patient survived but we failed to save his right eye. Therefore, it is necessary to carefully examine all vital organs at an early stage to prevent unfortunate outcome.

Investigating Creativity-Directed Tasks in Middle School Curricula

2021 ◽  
pp. 100823
Author(s):  
Ali Bicer ◽  
Aylin Marquez ◽  
Karla Valesca Matute Colindres ◽  
Angela Ann Schanke ◽  
Libni Berenice Castellon ◽  
...  
Keyword(s):  
Middle School ◽  
School Curricula

scholarly journals Student Responses to a Tough Early Assessment: A Useful “Kick up the Bum”?

2019 ◽  
Vol 11 (2) ◽  
pp. 28-40 ◽  
Author(s):  
Kate Wilson ◽  
Kate F Wilson
Keyword(s):  
Engineering Students ◽  
Diagnostic Assessment ◽  
First Year ◽  
Mixed Methods Design ◽  
High Failure Rate ◽  
Early Assessment ◽  
Student Responses ◽  
First Semester ◽  
The Right ◽  
Depth Interviews

First year is a delicate time for students. Many have little idea what to expect of university, and their sense of identity as tertiary students is fragile. A diagnostic assessment early in first semester may reassure students that they have chosen the right path. However, some academics, particularly in engineering, argue that this early assessment should be very demanding – so tough, in fact, that some students fail - in order to alert students to the hard work required to pass the course. This study uses a mixed methods design (weekly surveys and in-depth interviews) to explore the effects of a purposefully tough early assessment on first year engineering students at an Australian university. We find that, across the cohort, the high failure rate was not associated with a significant slump or spike in motivation. Although some students were initially dismayed by their results, most went on to address their study with resilience, and appreciated the “kick up the bum”, as they described it.

scholarly journals Early Introduction of AI in Spanish Middle Schools. A Motivational Study

2021 ◽  
Author(s):  
Carmen Fernández-Martínez ◽  
Isidoro Hernán-Losada ◽  
Alberto Fernández
Keyword(s):  
Artificial Intelligence ◽  
Middle School ◽  
Middle Schools ◽  
Current Trend ◽  
Early Age ◽  
Early Introduction ◽  
The World ◽  
Before And After ◽  
And Robotics ◽  
School Curricula

AbstractThis paper describes the practical initiative to include Artificial Intelligence (AI) in the Spanish educational system’s curriculum at an early age. This proposal is in line with the current trend of introducing AI in school curricula all over the world. To this end, we propose an Artificial Intelligence workshop for middle schools within the existing subject, Technology, Programming and Robotics. In order to test the suitability of introducing AI at an early age, we conducted the activities at a bilingual middle school in Madrid. As evaluation tools, a quiz and motivational study of the students concerning AI was carried out using Situational Motivational Scale (SIMS) before and after introducing the activities. Responses of 84 students were analysed and the conclusion was reached that it is slightly better to introduce AI at an early age.

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