Carol Aldous

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Now showing 1 - 6 of 6
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    Ethnic Inequalities in Education in Kenya
    (Shannon Research Press, 2004-07) Schech, Susanne Barbara; Alwy, Alwiya
    This paper uses Kenya's survey data to explore ethnic inequalities in education in Kenya. It focuses on some ethnic groups that may have resources and opportunities as a result of their geographical location and ethnic proximity to the ruling elite. The factors examined to explain potential educational inequalities among ethnic groups include the Gross Enrolment Ratios, the number of schools, and the number of qualified teachers. The results suggest a close correspondence of differentials between inequalities in education and ethnic affiliation to the ruling elite. Relatively small, clearly defined ethnic groups have accumulated an advantage over the majority in the national population, in terms of the education infrastructure and resources. Based on these results, this paper argues that ethnicity should be placed at the forefront of analyses of educational development in Kenya, as well as in policy efforts to reduce inequalities in education. [Author abstract] Notes: Refereed article. Includes bibliographical references.
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    Measuring cognitive and non-cognitive systems of reasoning: some preliminary findings
    (Shannon Research Press, 2001-11) Aldous, Carol Ruth
    This paper reports on preliminary findings involving a pilot project for a doctoral thesis by research, which seeks to examine the issues of creativity in problem solving and of how such creativity may be fostered in children under instruction. In particular, the design, trial and statistical appraisal of a new self-report instrument (viz: Systems of Reasoning Questionnaire SRQ) that was formulated to assist in the identification, description and measurement of some cognitive and non-cognitive forms of reasoning is described. The SRQ comprises five scales, which tap into Rule---based and Associative forms of reasoning as characterised by Sloman, 1996. The pilot project involved sampling upper primary and lower secondary school students solving novel mathematics problems within the Mathematics Challenge for Young Australians 2000. [Author abstract] Notes: Special Conference Issue. Paper presented at the Educational Research Conference 2001 in Adelaide. Refereed article. Includes bibliographical references.
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    Attending to feeling : productive benefit to novel mathematics problem-solving
    (Shannon Research Press, 2006-09) Aldous, Carol Ruth
    What does attention to feeling have to do with solving problems in mathematics? Can feeling be used to navigate a path to a solution? What is meant by a feeling anyway? To what kind of problem does this productive benefit refer? A study of 405 middle school students solving two novel mathematics problems found that individuals utilising a feeling or free-flowing approach to reasoning were more likely to be successful in reaching a solution than those who did not. Indeed, feeling cognitions were found to have both a direct and indirect effect on the generation of a solution depending on whether mainly spatial or verbal processing was required. This finding is consistent with neuroscience research.