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 Exploring the Roles that Peers, Parents, Schools and Society Play in Producing Socially Differentiated Student Outcomes in Mathematics Mathematics Learning Trajectories and School Transfer.
Наименование:

Exploring the Roles that Peers, Parents, Schools and Society Play in Producing Socially Differentiated Student Outcomes in Mathematics Mathematics Learning Trajectories and School Transfer.

автор Andrew N. издательство Книга по Требованию Экономическая теория
Cтраниц 192        мягкая обложка       
Аннотация:There is considerable interest in the educational and social challenges faced by young people when transferring between schools, in particular the hiatus in academic progress experienced by many. This book explores how a group of young people in England make this transition and focuses on their learning of mathematics. Employing a case study methodology, including the use of video diaries, four young people are tracked through their final year in primary school and into "the big school". Bourdieu' s theoretical tools - habitus, field and capital - are used to develop new perspectives on the social complexities of this transition and on the mathematics "learning landscape" more generally. In so doing the book presents a framework for understanding learning trajectories and the roles that peers, parents, schools and society play in producing socially differentiated student outcomes in mathematics. Mathematics qualifications act as gatekeeper to many educational, employment and life opportunities and this study explores the ways in which school transfer tends to diffract the educational trajectories of socially distanced learners.
Автор: Andrew N.
Издательство: Книга по Требованию
Год:2010
Цена:
2783 руб
Нет в наличии
Поиск: Exploring the Roles that Peers, Parents, Schools and Society Play in Producing Socially Differentiated Student Outcomes in Mathematics Mathematics Learning Trajectories and School Transfer.
НОВЫЙ ГОД СИМВОЛ 2013 ГОДАУКРАШЕНИЯ
КАРНАВАЛ НА НОВЫЙ ГОД РАСПРОДАЖА
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Ролевые игры на уроках английского языка на основной ступени обучения в средней...

Wha will Khoma say? Pupil 3: I is o rai y oday, e c. Лялька – знак ситуації Перед класом з'являється незнайома лялька. Це створює стимул до діалогу – розпиту: “Wha is your ame? How old are you? Do you go o school? Wha marks do you ge a school?” і т.д. За діалогом випливає узагальнення усього, що учні довідалися про ляльку. Лялька – партнер, адресат мови Ось приклади ігрових завдань з лялькою в цій функції: eacher: We are all grow -ups, a d he dolls are our childre . ell your childre how hey mus cross he s ree . ell your childre o pu o warm clo hes because i is cold a d wi dy oday. ell your childre o read ( o walk he dog, o feed he ca , e c.) whe hey come home from school. Якщо при звичайній парній роботі такого роду половині групи приділяється роль слухаючих (часто пасивна), то за допомогою ляльки – партнера збільшується індивідуальний час говоріння учнів удвічі. Лялька – третій персонаж, об’єкт розмови Учитель може дати дітям таке завдання. eacher: “Your doll is ow big. I ca ru , i ca jump, i ca si g, i ca da ce. I ca do ma y hi gs. ell your frie d wha your doll ca do a d ask him wha his doll ca do.
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