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A favorite book of Julia, age three, wasThe Little Engine That Could. When her teacher asked her if she could eat nicely with the class next door, she replied, I think I can, I think I can. As Jenny tramped across a bridge on a bike, she called to her mom, Hey, mom, trip trap trip trap; I hope there's no ugly troll down there. One of her favorite bedtime stories at age four was The Three Billy Goats Gruff.Sharen Halsall is an Assistant Professor in Child Development at Santa Fe Community College, Gainesville, FL. Connie Green is an Associate Professor in Curriculum and Instruction at Appalachian State University, Boone, NC. 相似文献
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Elizabeth Jennings 《Children‘s Literature in Education》1990,21(1):45-52
What Katy Didwas the second of more than twenty books written for children by Susan Coolidge, the pen name of Sarah Chauncey Woolsey (1835–1905). Early in Sarah's childhood, the Woolseys moved from Cleveland to Connecticut, where she and her younger sisters and brother grew up. They and her relations provided the models for the fictional Carr family of the Katy novels, Sarah having much in common with Katy herself. What Katy Didwas published by Roberts Brothers of Boston in 1872 and is often compared with Louisa M. Alcott's Little Women,published very successfully by the same firm only four years earlier. Katy Carr was as immediately popular as Jo March, who may well have created an eager market for her.
Elizabeth Jennings was born in 1926 in Boston, Lincolnshire, but since the age of six has lived mostly in Oxford. She was educated at Oxford High School and read English Language and Literature at Oxford University. Her first book,Poems (1953), won an Arts Council Award, andA Way of Looking brought her the Somerset Maugham Award in 1956. The latter enabled her to make the first of many visits to Rome, a city which has had a formative influence on her work. She has published fifteen volumes of poetry as well asCollected Poems (1986), which was awarded the W. H. Smith Award in 1987. She has also written two books of poems for children (now out of print) calledThe Secret Brother andAfter the Ark, has translated Michelangelo'sSonnets (reissued in 1988), has edited four anthologies, and has written four critical books, includingEvery Changing Shape andRobert Frost. Over the years she has received five Arts Council prizes or bursaries.CLE invited her to revisit a favorite book of her childhood. 相似文献
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The Norwegian picture book What a Girl! (original title Snill) by Gro Dahle and Svein Nyhus was published 2011 and immediately gained a large audience. The book tells the story about a girl who always behaves in the ways expected of her: she never confronts her parents, her teacher or her classmates. This behaviour makes her invisible; she disappears into a wall, causing those around her to take notice. After a while, she fights herself out of the wall, emerging a completely different girl, a strong girl with a will of her own. However, she does not come alone: she has taken with her all the silent females, who had disappeared into the wall before her. The picture book story has fascinated both young and adult readers, and many student teachers have discussed it as part of their curriculum at university. The experienced reader will find intertextual relationships to other texts, where women disappear into the wall such as Charlotte Perkins Gilman’s The Yellow Wallpaper (1899) and Patrice Kindl’s The Woman in the Wall (1997). The less-experienced reader will encounter a fascinating story of a girl fighting for her freedom and self-esteem. This article will present a multimodal analysis of the cover page and some significant spreads building on social semiotic theory and tools for analysing multimodal texts. The analysis will give a basis for discussing the development of the main character as a liberation project. 相似文献
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In the learning sciences, students’ understanding of scientific concepts has often been approached in terms of conceptual change. These studies are grounded in a cognitive or a socio-cognitive approach to students’ understanding and imply a focus on the
individuals’ mental representations of scientific concepts and ideas. We approach students’ conceptual change from a socio-cultural
perspective as they make new meaning in genetics. Adhering to a socio-cultural perspective, we emphasize the discursive and
interactional aspects of human learning and understanding. This perspective implies that the focus is on students’ meaning
making processes in collaborative learning activities. In the study, we conduct an analysis of a group of students’ who interact
while working to solve problems in genetics. In our analyses we emphasize four analytical aspects of the students’ meaning
making: (a) the students’ use of resources in problematizing, (b) teacher interventions, (c) changes in interactional accomplishments,
and (d) the institutional aspect of meaning making. Our findings suggest that students’ meaning making surrounding genetics
concepts relates not only to an epistemic concern but also to an interactional and an institutional concern.
Anniken Furberg is a PhD student in education at InterMedia, the University of Oslo. After earning a master’s degree in education at the University of Oslo (1998) she spent four years working as a researcher at Telenor R&I. She still has her position in Telenor R&I but performs her PhD work on a daily basis at InterMedia, the University of Oslo. Her research interests include the socio-cultural approach to collaborative learning, socio-scientific issues, computer-supported learning, and analyses of students’ and teachers’ classroom talk. Hans Christian Arnseth is an associate professor/research director at the Network for IT-Research and Competence in Education, University of Oslo. In 2004 he earned his PhD in education at the University of Oslo. He currently works with initializing and coordinating national and international research programs related to ICT in education. His research explores computer-supported collaborative learning, computer gaming and learning, and analyses of students’ classroom interaction. 相似文献
| Anniken FurbergEmail: |
Anniken Furberg is a PhD student in education at InterMedia, the University of Oslo. After earning a master’s degree in education at the University of Oslo (1998) she spent four years working as a researcher at Telenor R&I. She still has her position in Telenor R&I but performs her PhD work on a daily basis at InterMedia, the University of Oslo. Her research interests include the socio-cultural approach to collaborative learning, socio-scientific issues, computer-supported learning, and analyses of students’ and teachers’ classroom talk. Hans Christian Arnseth is an associate professor/research director at the Network for IT-Research and Competence in Education, University of Oslo. In 2004 he earned his PhD in education at the University of Oslo. He currently works with initializing and coordinating national and international research programs related to ICT in education. His research explores computer-supported collaborative learning, computer gaming and learning, and analyses of students’ classroom interaction. 相似文献
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Christina Siry Gail Horowitz Femi S. Otulaja Nicole Gillespie Ashraf Shady Line A. Augustin 《Cultural Studies of Science Education》2008,3(2):451-470
We discuss the eight papers in this issue of Cultural Studies of Science Education focusing on the debate over conceptual change in science education and explore the issues that have emerged for us as we
consider how conceptual change research relates to our practice as science educators. In presenting our interpretations of
this research, we consider the role of participants in the research process and contextual factors in conducting research
on science conceptions, and draw implications for the teaching of science.
Christina Siry is a PhD student in the Urban Education program of the City University of New York, and an instructor at Manhattanville College. Her research interests focus on pre-service and in-service preparation for the teaching of science and she is currently researching the use of coteaching and cogenerative dialogue in elementary teacher preparation for the teaching of science. In particular, she is exploring the role that shared, supported teaching experiences can have in the construction of new teacher identity and solidarity. She has worked as an elementary science specialist teaching children in grades K-5, and in museum settings developing science programs for teachers and children. In addition to the position at Manhattanville College, Chris is a lecturer in the University of Pennsylvania’s Science Teacher Institute where she teaches science pedagogy to middle school teachers. Gail Horowitz is an instructor of chemistry at Yeshiva University, and a doctoral candidate in science education at Teachers College. For many years, she has been involved in research and curricular design within the organic chemistry laboratory setting, focusing specifically on the design of discovery or puzzle based experiments. Her doctoral research focuses on the intrinsic motivation of pre-med students. She is interested in trying to characterize and describe the academic goal orientations of pre-med students, and is interested in exploring how the curricular elements embedded in project based laboratory curricula may or may not serve to enhance their intrinsic motivation. Femi S. Otulaja is currently a PhD student and an adjunct professor of science teacher education at Queens College of the City University of New York. As a science teacher educator, his research interests focus on the use of cogenerative dialoguing and its residuals, such as coteaching, distributed leadership, culturally responsive pedagogy, as research and pedagogical tools for engaging, training and apprenticing urban middle and high schools pre- and in-service science teachers as legitimate peripheral participants. He also encourages the use of these modalities as assessment, evaluation and professional development tools for teaching and learning science and for realigning cultural misalignments in urban classrooms. His theoretical framework consists of a bricolage of participatory action research, constructivism, critical ethnography, cultural sociology, sociology of emotions, indigenous epistemology, culturally responsive pedagogy, critical pedagogy and conversation analyses. In addition, he advocates the use of technologies as assistive tools in teaching science. Nicole Gillespie is a Senior Program Officer at the Knowles Science Teaching Foundation (KSTF). She is a former naval officer and high school physics teacher. Nicole received her PhD in science education from the University of California, Berkeley in 2004 where she was supported by a Spencer Dissertation Fellowship. She worked with the Physics Education Group at the University of Washington and conducted research on students’ intuitive ideas about force and model-based reasoning and argumentation among undergraduate physics students at Berkeley. In addition to her work at KSTF, Nicole is an instructor in the University of Pennsylvania’s Science Teacher Institute. Ashraf Shady is a PhD candidate in the Urban Education program at the City University of New York Graduate Center; his strand of concentration is science, math, and technology. In his research he is currently using theoretical frameworks from cultural sociology and the sociology of emotion to examine how learning and teaching of science are enacted when students and their teachers are able to co-participate in culturally adaptive ways and use their social and symbolic capital successfully. His research interests focus on the use of cogenerative dialogues as a methodology to navigate cultural fields in urban education. Central to his philosophy as a science educator is the notion that teaching is a form of cultural enactment. As such, teaching, and learning are regarded as cultural production, reproduction, and transformation. This triple dialectic affirms that elements of culture are associated with the sociocultural backgrounds of participating stakeholders. Line A. Augustin received her doctorate degree in Chemistry (with a chapter of her dissertation on a case study of enactment of chemical knowledge of a high school student) and did a post-doc on Science Education at the Graduate Center, CUNY. She is currently teaching science content and methods courses in the Elementary and Early Childhood Education Department of Queens College, CUNY. She is interesting in investigating how racial, cultural, class and gender issues affect the ways that teaching and learning occurs in elementary classrooms, in understanding these issues and developing mechanism by which they can be utilized to promote better teaching and learning environment and greater dispositions towards science. She is also interested in what influences science teachers to change and/or to improve their teaching practices. 相似文献
| Christina SiryEmail: |
Christina Siry is a PhD student in the Urban Education program of the City University of New York, and an instructor at Manhattanville College. Her research interests focus on pre-service and in-service preparation for the teaching of science and she is currently researching the use of coteaching and cogenerative dialogue in elementary teacher preparation for the teaching of science. In particular, she is exploring the role that shared, supported teaching experiences can have in the construction of new teacher identity and solidarity. She has worked as an elementary science specialist teaching children in grades K-5, and in museum settings developing science programs for teachers and children. In addition to the position at Manhattanville College, Chris is a lecturer in the University of Pennsylvania’s Science Teacher Institute where she teaches science pedagogy to middle school teachers. Gail Horowitz is an instructor of chemistry at Yeshiva University, and a doctoral candidate in science education at Teachers College. For many years, she has been involved in research and curricular design within the organic chemistry laboratory setting, focusing specifically on the design of discovery or puzzle based experiments. Her doctoral research focuses on the intrinsic motivation of pre-med students. She is interested in trying to characterize and describe the academic goal orientations of pre-med students, and is interested in exploring how the curricular elements embedded in project based laboratory curricula may or may not serve to enhance their intrinsic motivation. Femi S. Otulaja is currently a PhD student and an adjunct professor of science teacher education at Queens College of the City University of New York. As a science teacher educator, his research interests focus on the use of cogenerative dialoguing and its residuals, such as coteaching, distributed leadership, culturally responsive pedagogy, as research and pedagogical tools for engaging, training and apprenticing urban middle and high schools pre- and in-service science teachers as legitimate peripheral participants. He also encourages the use of these modalities as assessment, evaluation and professional development tools for teaching and learning science and for realigning cultural misalignments in urban classrooms. His theoretical framework consists of a bricolage of participatory action research, constructivism, critical ethnography, cultural sociology, sociology of emotions, indigenous epistemology, culturally responsive pedagogy, critical pedagogy and conversation analyses. In addition, he advocates the use of technologies as assistive tools in teaching science. Nicole Gillespie is a Senior Program Officer at the Knowles Science Teaching Foundation (KSTF). She is a former naval officer and high school physics teacher. Nicole received her PhD in science education from the University of California, Berkeley in 2004 where she was supported by a Spencer Dissertation Fellowship. She worked with the Physics Education Group at the University of Washington and conducted research on students’ intuitive ideas about force and model-based reasoning and argumentation among undergraduate physics students at Berkeley. In addition to her work at KSTF, Nicole is an instructor in the University of Pennsylvania’s Science Teacher Institute. Ashraf Shady is a PhD candidate in the Urban Education program at the City University of New York Graduate Center; his strand of concentration is science, math, and technology. In his research he is currently using theoretical frameworks from cultural sociology and the sociology of emotion to examine how learning and teaching of science are enacted when students and their teachers are able to co-participate in culturally adaptive ways and use their social and symbolic capital successfully. His research interests focus on the use of cogenerative dialogues as a methodology to navigate cultural fields in urban education. Central to his philosophy as a science educator is the notion that teaching is a form of cultural enactment. As such, teaching, and learning are regarded as cultural production, reproduction, and transformation. This triple dialectic affirms that elements of culture are associated with the sociocultural backgrounds of participating stakeholders. Line A. Augustin received her doctorate degree in Chemistry (with a chapter of her dissertation on a case study of enactment of chemical knowledge of a high school student) and did a post-doc on Science Education at the Graduate Center, CUNY. She is currently teaching science content and methods courses in the Elementary and Early Childhood Education Department of Queens College, CUNY. She is interesting in investigating how racial, cultural, class and gender issues affect the ways that teaching and learning occurs in elementary classrooms, in understanding these issues and developing mechanism by which they can be utilized to promote better teaching and learning environment and greater dispositions towards science. She is also interested in what influences science teachers to change and/or to improve their teaching practices. 相似文献
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Mr. Brown was the first male teacher at Lincoln Elementary. Jenny wasn't sure what to make of him. When her mother asked how she liked her new teacher, Jenny answered, ‘Can't say. She keeps sending her husband.’ —adapted from: www.webschooling.com/jokes69.html 相似文献
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Mary came in from the playground to tell her teacher she hated recess. I perked up my ears to see why a kindergartener might feel this way. There's nothing to play with, she complained.Peggie A. Jelks is Associate Professor of Teacher Education at Northeast Louisiana University in Monroe. Lenell V. Dukes is Assistant Professor of Education at Mount Saint Mary's College in Emmitsburg, MD. 相似文献
9.
In this case study, we examine a teacher’s journey, including reflections on teaching science, everyday classroom interaction,
and their intertwined relationship. The teacher’s reflections include an awareness of being “a White middle-class born and
raised teacher teaching other peoples’ children.” This awareness was enacted in the science classroom and emerges through
approaches to inquiry. Our interest in Ms. Cook’s journey grew out of discussions, including both informal and semi-structured interviews, in two
research projects over a three-year period. Our interest was further piqued as we analyzed videotaped classroom interaction
during science lessons and discovered connections between Ms. Cook’s reflections and classroom interaction. In this article,
we illustrate ways that her journey emerges as a conscientization. This, at least in part, shapes classroom interaction, which
then again shapes her conscientization in a recursive, dynamic relationship. We examine her reflections on her “hegemonic
(cultural and socio–economic) practices” and consider how these reflections help her reconsider such practices through analysis
of classroom interaction. Analyses lead us to considering the importance of inquiry within this classroom community.
Jennifer Goldberg is an assistant professor in the Graduate School of Education and Allied Professions at Fairfield University. She received her PhD in educational research methodology from the University of California, Los Angeles. Her teaching and research focuses on the importance of teaching for social justice and the relationship between identity, talk, and interaction on student opportunities for learning. Kate Muir Welsh is an associate professor in the University of Wyoming’s College of Education. She received her PhD in education from the University of California, Los Angeles. Kate teaches math and science methods courses to pre-service and in-service elementary teachers and graduate courses on Action Research. Her research focuses on social justice teaching. She is also Chair of the University of Wyoming’s Shepard Symposium on Social Justice. 相似文献
| Jennifer GoldbergEmail: |
Jennifer Goldberg is an assistant professor in the Graduate School of Education and Allied Professions at Fairfield University. She received her PhD in educational research methodology from the University of California, Los Angeles. Her teaching and research focuses on the importance of teaching for social justice and the relationship between identity, talk, and interaction on student opportunities for learning. Kate Muir Welsh is an associate professor in the University of Wyoming’s College of Education. She received her PhD in education from the University of California, Los Angeles. Kate teaches math and science methods courses to pre-service and in-service elementary teachers and graduate courses on Action Research. Her research focuses on social justice teaching. She is also Chair of the University of Wyoming’s Shepard Symposium on Social Justice. 相似文献
10.
Sally Hruska 《Early Childhood Education Journal》1984,12(2):36-38
Teacher, I can read all the names on the locker, said Nikki, and to her teacher's amazement, she did. The teacher had expected this class of three year olds to learn to recognize their own names, but she hadn't forseen that some would learn all the other children's names as well.Sally Hruska, a former early education teacher, is a doctoral student at Michigan State University in Lansing. The teachers from Marquette-Alger Head Start provided many of the teaching ideas in this article. 相似文献
11.
Patsy Allen 《Early Childhood Education Journal》1991,18(3):36-37
Patsy Allen has taught in and directed preschool, secondary, and college early childhood education programs. Currently, she is writing, consulting, and practicing her parenting skills with her three children in Friona, Texas. 相似文献
12.
Invisible and special: young women’s experiences as undergraduate mathematics students 总被引：1，自引：1，他引：0
This paper reports on young women students’ participation in their undergraduate mathematics degree programme: their gendered trajectory is characterized in terms of their being both ‘invisible’ in the dominant university mathematics community and yet ‘special’ in their self‐conception. It draws on data collected from a three‐year longitudinal project investigating students’ experiences of undergraduate mathematics at two comparable traditional universities in England. Specifically, students’ narratives are interpreted as providing insights into their defensive investments in their particular ways of participating. An interpretive feminist perspective is used to claim that these young women are involved in the ongoing redefining of the gendering of participation in mathematics, and conveys how they manage to choose mathematics, and achieve in university mathematics, whilst in many respects adhering to everyday views of femininity.
Leitmotif
No one could see [the witch] Serafina from where she was; but if she wanted to see any more, she would have to leave her hiding place. …There was one thing she could do; she was reluctant because it was desperately risky, and it would leave her exhausted; but it seemed there was no choice. It was a kind of magic she could work to make herself unseen. True invisibility was impossible, of course: this was mental magic, a kind of fiercely held modesty that could make the spell worker not invisible but simply unnoticed. Holding it with the right degree of intensity, she could pass through a crowded room, or walk beside a solitary traveller, without being seen. (Pullman, 1998, p. 35) 相似文献
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This paper presents the rationale of the Hartford Half Tuition Program at the University of Hartford which enrolls qualified graduates of city high schools. Since its inception four years ago, it has changed the demographics of the institution and been the catalyst for many events, discussions, and interactions that have served as teachable moments for the development of students, staff, and faculty. A critique of key elements of the program leads to the identification of lessons learned.Elizabeth A. McDaniel, Associate Vice President for Academic Affairs at the University of Hartford, received a B.A. in psychology from the University of Florida, M.S. in Education from Barry University, and a Ph.D. in Education from the University of Miami. She is actively involved in issues relating to curriculum, instruction, and community in higher education. Tamara Moreland, Director of the Office of Graduate and Adult Academic Services at the University of Hartford, earned her B.S. in Economics, and is expected to receive her master's in organizational behavior from the University of Hartford in December 1994. Her interests are organizational design, group dynamics, and the influence of culture on interpersonal relationships. 相似文献
15.
Patsy Allen 《Early Childhood Education Journal》1991,18(4):41-42
Patsy Allen has taught in and directed preschool, secondary, and college early childhood education programs. Currently, she is writing, consulting, and practicing her parenting skills with her three children in Friona, TX. 相似文献
16.
In response to Stetsenko’s [2008, Cultural Studies of Science Education, 3] call for a more unified approach in sociocultural
perspectives, this paper traces the origins of the use of sociocultural ideas in New Zealand from the 1970s to the present.
Of those New Zealanders working from a sociocultural perspective who responded to our query most had encountered these ideas
while overseas. More recently activity theory has been of interest and used in reports of work in early childhood, workplace
change in the apple industry, and in-service teacher education. In all these projects the use of activity theory has been
useful for understanding how the elements of a system can transform the activity. We end by agreeing with Stetsenko that there
needs to be a more concerted approach by those working from a sociocultural perspective to recognise the contribution of others
in the field.
Joanna Higgins is Associate Director of the Jessie Hetherington Centre for Educational Research and Director of the Mathematics Education Unit at Victoria University of Wellington, New Zealand. The primary focus of her research has been the teaching of elementary school mathematics incorporating four interrelated areas: children’s learning; teachers’ understanding and practice; the process of facilitation; and the links to policy. Studies from a sociocultural perspective include: teachers’ pedagogical content knowledge; models of facilitation for improving teacher knowledge and practices, representing mathematical ideas in teaching tasks, and classroom processes for mathematics teaching. She is particularly interested in exploring transformative practices that foster equitable outcomes for all learners. The investigations have had an impact on government policy in mathematics teacher education. In 2006 she won a contract to be the National Research Co-ordinator for the In-service Teacher Education Practice (INSTEP) Project. She gained her doctorate from Victoria University of Wellington in 1999. Geraldine McDonald is Research Associate in the School of Education Studies Victoria University of Wellington. Formerly she was Assistant Director of the New Zealand Council for Educational Research where she established the first program of research in early childhood education. She encountered exciting uses of Vygotskyan ideas when she was at Teachers College Columbia University in 1981. Her own first use of sociocultural theory was a study of early writing as a cultural artifact and this expanded to the study of classrooms. She is interested in the demographic characteristics of school populations and has for a long time argued against the use of psychometric tests standardized for age to compare population groups which differ in age at grade level. The results are unfair to disadvantaged groups which tend to be older for grade level than advantaged groups. She gained her doctorate from Victoria University of Wellington in 1976 and in 1993 the university awarded her an honorary DLit. She was the foundation president of the New Zealand Association for Research in Education. 相似文献
| Geraldine McDonaldEmail: |
Joanna Higgins is Associate Director of the Jessie Hetherington Centre for Educational Research and Director of the Mathematics Education Unit at Victoria University of Wellington, New Zealand. The primary focus of her research has been the teaching of elementary school mathematics incorporating four interrelated areas: children’s learning; teachers’ understanding and practice; the process of facilitation; and the links to policy. Studies from a sociocultural perspective include: teachers’ pedagogical content knowledge; models of facilitation for improving teacher knowledge and practices, representing mathematical ideas in teaching tasks, and classroom processes for mathematics teaching. She is particularly interested in exploring transformative practices that foster equitable outcomes for all learners. The investigations have had an impact on government policy in mathematics teacher education. In 2006 she won a contract to be the National Research Co-ordinator for the In-service Teacher Education Practice (INSTEP) Project. She gained her doctorate from Victoria University of Wellington in 1999. Geraldine McDonald is Research Associate in the School of Education Studies Victoria University of Wellington. Formerly she was Assistant Director of the New Zealand Council for Educational Research where she established the first program of research in early childhood education. She encountered exciting uses of Vygotskyan ideas when she was at Teachers College Columbia University in 1981. Her own first use of sociocultural theory was a study of early writing as a cultural artifact and this expanded to the study of classrooms. She is interested in the demographic characteristics of school populations and has for a long time argued against the use of psychometric tests standardized for age to compare population groups which differ in age at grade level. The results are unfair to disadvantaged groups which tend to be older for grade level than advantaged groups. She gained her doctorate from Victoria University of Wellington in 1976 and in 1993 the university awarded her an honorary DLit. She was the foundation president of the New Zealand Association for Research in Education. 相似文献
17.
This article discusses a facilitative and collaborative model of teaching development in higher education. It explores the effectiveness of such a model in the light of the staff (faculty) development literature and the authors' five years of experience in its application through the TRAC (Teaching, Reflection and Collaboration) network facilitated by the Academic Staff Development Unit (ASDU) at the Queensland University of Technology (QUT), Australia.Denise C. Scott received her B.A. and M.Ed.St. from the University of Queensland and is a Lecturer in Teaching and Learning (Higher Education) at the Queensland University of Technology in Australia (QUT). She coordinates the TRAC (Teaching Reflection and Collaboration) Network for the Academic Staff Development Unit at QUT and has a particular interest in the role of collaboration and interaciton in learning. Patricia A. Weeks received her Ph.D. from Queensland University of Technology in the area of Professional Development, and she is a Senior Lecturer in the Academic Staff Development Unit at QUT. She coordinates the Graduate Certificate in Education (Higher Education) offered to lecturers at QUT and also teaches a unit within the course entitled The Reflective Practitioner. She consults on issues related to teaching and learning, and her special interests are in action research, narrative inquiry, and models of reflective practice. 相似文献
18.
Eileen Carlton Parsons 《Cultural Studies of Science Education》2008,3(1):209-216
This article highlights the transformative contributions of Mary Monroe Atwater to the field of science education. Influenced
by worldviews shaped by a segregated macro-society and the privileges of a micro-society, Mary stood against oppression in
the early years of her academic career by desegregating academic settings and being the first and only African American in
varied arenas for many years. As an aspiring academic, Mary challenged dominant paradigms and as an activist academic, she
changed the landscape of science education. She broadened the knowledge base through scholarship and praxis and diversified
the science education community through personal and professional efforts that were pioneering in nature.
Eileen Carlton Parsons is an assistant professor at The University of North Carolina at Chapel Hill. The contexts in which the science teaching and learning of African Americans occur constitute the core of her research interests. She examines the educative process with respect to culture and race. 相似文献
| Eileen Carlton ParsonsEmail: |
Eileen Carlton Parsons is an assistant professor at The University of North Carolina at Chapel Hill. The contexts in which the science teaching and learning of African Americans occur constitute the core of her research interests. She examines the educative process with respect to culture and race. 相似文献
19.
Betty Gilderdale 《Children‘s Literature in Education》1978,9(1):43-49
Patricia Wrightson is an Australian writer whose first novel was published in 1955. She has produced six other novels and a collection of short stories and poems for children-Emu Stew (1977). Her best-known novel,I Own the Racecourse (A Racecourse for Andy), was runner-up for the 1968 Australian Children's Book of the Year Award. She has made a special study of the Aboriginal nations of S. E. Australia and feels that in her novels she responds to places and people.Betty Gilderdale, born and educated in England, has an Honors degree in English. She has lived in New Zealand for the last ten years and has been a lecturer in English at North Shore Teachers College, Auckland, for most of that time. She was a founder member and president of the N.Z. Children's Literature Association. 相似文献
20.
Marianne MOdica 《Early Childhood Education Journal》1992,19(4):32-34
Sit Down! shouts Judy, with more than a trace of frustration in her voice. She is trying to maintain control of a group of preschoolers who are none too interested in the lesson she has worked so hard to prepare. Jonathan, if you won't join the circle you'll have to sit in the time-out chair, she states with determination.Marianne Modica is Program Coordinator for the Calvary Christian Academy and Happy Day Child Care Center in Wayne, NJ. 相似文献