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1.
Julie A. Bianchini 《Cultural Studies of Science Education》2008,3(4):799-810
This article examines Mary Budd Rowe’s groundbreaking and far-reaching contributions to science education. Rowe is best known
for her research on wait-time: the idea that teachers can improve the quality and length of classroom discussions by waiting
at least 3 s before and after student responses. Her wait-time research grew from and helped inform her staunch advocacy of
science education as inquiry; Rowe saw wonder and excitement as central to the teaching and learning of science. She spent
much of her professional life designing professional development experiences and innovative curriculum materials to help teachers,
particularly elementary school teachers, enact inquiry in their classrooms.
相似文献
| Julie A. BianchiniEmail: |
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3.
Joan L. Whipp R. A. Lorentz 《Educational technology research and development : ETR & D》2009,57(2):169-192
While literature suggests that college students may be less reluctant to seek help in online rather than traditional courses,
little is known about how online instructors give help in ways that lead to increased student help seeking and academic success.
In this study, we used theories and research on learning assistance and scaffolding, teacher immediacy, social presence, and
academic help seeking to explore through a cross-case study design how three online instructors differed in their use of cognitive
and social supports and how those differences related to student perceptions of support, help seeking, and performance. Primary
data sources included all course postings by the instructors, interviews with the instructors, observational field notes on
course discussions, student interviews, and final student grades. Archived course documents and student discussion postings
were secondary data sources. Data analysis revealed that while all instructors provided cognitive and social support, they
varied in their level of questioning, use of direct instruction, support for task structuring, and attention to group dynamics.
This variation in teaching presence related to differences across the courses in student perceptions of support, student help
seeking in course discussions, and final course grades. Implications for online teaching and suggestions for further research
are offered.
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| Joan L. WhippEmail: |
4.
Distance education is a significant topic of discussion among faculty at all levels of education. This study produced evidence
regarding the attitudes toward three distance education delivery modes for science professional development. The study involved
94 elementary school teachers who were participating in a professional development project. The three distance education strategies
studied were live, interactive television (Live); videotape presentations with live wrap-around discussions (Video); and asynchronous,
Web-based sessions with streamed video presentations supported by interaction through discussion boards (Web). A repeated
measures design was used to analyze the attitudes of the study participants. Data on the participants’ attitudes toward their
distance education involvement were collected through the CTLSilhouette™ instrument.
相似文献
| Leonard AnnettaEmail: |
5.
In this article, we describe the results of a study of chemistry high school teachers’ beliefs (N = 7) of the chemistry curriculum and their roles, their beliefs on the teacher as developer of materials, and their beliefs
about professional development. Teachers’ beliefs influence the implementation of a curriculum. We view the use of a new curriculum
as a learning process, which should start at teachers’ prior knowledge and beliefs. The results reveal that it is possible
to develop a new curriculum in which teachers’ beliefs are taken as a starting point. Promising approaches to prepare teachers
for a new curriculum is to let them (co)develop and use curriculum materials: It creates ownership, and strengthens and develops
teachers’ pedagogical content knowledge (PCK).
相似文献
| Fer CoendersEmail: |
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7.
Corrine C. Bertram 《The Urban Review》2008,40(5):454-471
This paper describes a youth-centered activist project with a group of young women in Brooklyn, NY, and the controversy surrounding
it. In 1999 the young women created a neighborhood mural with anti-violence themes. Within 6 months of the mural’s dedication,
the mural was whitewashed by the corporate owner of the mural wall. Using content and discourse analysis of archival materials,
organizational documents, and ethnographic fieldnotes from participant observation, I argue that the teen women’s representations
of violence were denied through the shifting understandings of their ages and assumptions about conflict resolution strategies.
I offer reflections on the need for careful planning and reflection in youth participatory projects and the meanings of success
and social change in these projects.
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| Corrine C. BertramEmail: |
8.
Alandeom W. Oliveira Huseyin Colak Valarie L. Akerson 《Cultural Studies of Science Education》2009,4(1):149-155
We would like to thank our commentators Reis, Ercikan and Alper for their insightful comments on our research study and respond
in brief to a few of their criticisms. More specifically, we would like to address what we consider to be the three main issues
they raise with regard to the practices of curriculum translation and implementation across languages, namely viewing speakers’
intentions as a mode of signification in discourse analysis, exploring curriculum translation through an interpretive research
approach, and establishing the validity of research on curriculum translation.
相似文献
| Alandeom W. OliveiraEmail: |
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Powerful knowledge and quality talk: maximising learning of genetics during collaborative group work
Grady Venville 《Cultural Studies of Science Education》2009,4(1):201-209
This commentary brings additional theoretical perspectives to bear on data and findings presented by Anniken Furberg and Hans
Christian Arnseth in their paper on students’ meaning making in genetics in collaborative learning activities. The theoretical
perspectives converge on the importance of maximizing students’ learning in genetics. The perspectives include the notion
of powerful knowledge which raises the issue of whether the curriculum being delivered is a means by which students can acquire
powerful knowledge that will provide them with more reliable explanations and new ways of thinking about the world. The role
of the teacher in fostering social interactions that result in conceptually focused discussions within small group work also
is considered. Finally, the issue of whether students can be taught how to improve the quality of their talk within small
groups is explored.
相似文献
| Grady VenvilleEmail: |
11.
Keith Weber Carolyn Maher Arthur Powell Hollylynne Stohl Lee 《Educational Studies in Mathematics》2008,68(3):247-261
In the mathematics education literature, there is currently a debate about the mechanisms by which group discussion can contribute
to mathematical learning and under what conditions this learning is likely to occur. In this paper, we contribute to this
debate by illustrating three learning opportunities that group discussions can create. In analyzing a videotaped episode of
eight middle school students discussing a statistical problem, we observed that these students frequently challenged the arguments
that their colleagues presented. These challenges invited students to be explicit about what mathematical principles, or warrants,
they were implicitly using as a basis for their mathematical claims, in some cases recognize the modes of reasoning they were
using were invalid and reject these modes of reasoning, and in other cases, attempt to provide deductive support to justify
why their modes of reasoning were appropriate. We then describe what social and environmental conditions allowed the discussion
analyzed in this paper to occur.
相似文献
| Keith WeberEmail: |
12.
Russell Nieli 《Academic Questions》2007,20(3):177-210
Small programs can make a big difference on college campuses. At Duke University, a few dedicated people, with the support
of college administrators, exploited the all-too-evident liabilities of curriculum fragmentation, political correctness, and
the lack of direction felt by undergraduate students to create intellectually valuable and stimulating new offerings. Russell
Nieli tells how the Gerst and Focus programs have influenced that university and others across America.
相似文献
| Russell NieliEmail: |
13.
Sheau-Wen Lin 《Cultural Studies of Science Education》2008,3(1):5-12
This article reviews the work of Jong-Hsiang Yang in science education and his efforts in creating a research culture in Taiwan.
Following in Yang’s footprints, the rebuilding of science education, implementing a new science curriculum, and gaining the
academic status of science education, we go through the important years of the development of science education in Taiwan.
His leadership in introducing interpretive research methods and expanding international studies catalyzed profound changes
to science education research in Taiwan.
相似文献
| Sheau-Wen LinEmail: |
14.
Bryan A. Brown 《Cultural Studies of Science Education》2009,4(2):379-386
A great challenge in education research involves the difficulty of differentiating between studies that apply commonly understood
theoretical perspectives and recognizing studies that merely rename old theoretical frameworks. This conflict between intellectual
innovation and intellectual retrofitting emerges as central to Basu, Calabrese-Barton, Clairmont, and Lock’s exploration of
the relationship between critical agency and student identity development in science.
相似文献
| Bryan A. BrownEmail: |
15.
Sumi Hagiwara Angela Calabrese Barton Isobel Contento 《Cultural Studies of Science Education》2007,2(2):475-515
The article explores the role of immigrant parents in middle school science as both teachers and learners as part of an urban
middle school curriculum, the Linking in Food and the Environment (LiFE) program. The curriculum engaged parents as partners
with science teachers to teach science through food. Over a 2-year period, parents attended a series of bilingual workshops,
collaborated with classroom teachers, managed activities, guided student inquiry, and assisted in classroom management. The
following study analyzes the role of culture, language, and identity as four mothers navigated their position as ‘insiders’
in a science classroom.
相似文献
| Sumi HagiwaraEmail: |
16.
Konstantinos Tatsis Sonia Kafoussi Chrysanthi Skoumpourdi 《Early Childhood Education Journal》2008,36(3):221-226
In this paper we analyse the language used by kindergarten children and their teacher while they discuss the fairness of two
games that involved the concept of chance. Their discussions show that the children are able to overcome their primary intuitions
concerning the fairness of a game and to comprehend the important role of materials. The children mostly used counting strategies
in order to justify their opinion; this reveals the establishment of a primary discursive community based on the premise that
each opinion should be justified in order to be accepted by the other children and the teacher.
相似文献
| Chrysanthi SkoumpourdiEmail: |
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18.
Conflict in the university setting is an inherent component of academic life. Leaders spend more than 40% of their time managing
conflict. Department heads are in a unique position—they encounter conflict from individuals they manage and from others to
whom they report such as a senior administrator in the position of dean. There are very few studies that seek to ascertain
the conflict management styles of department heads and how these impact leadership and professional development. This qualitative
research study explored the conflict management styles of 20 department heads across a variety of disciplines and with varying
levels of experience at a public research extensive university in the South. Based on an analysis of conflict management styles,
the article offers implications for the professional development of department heads.
相似文献
| Christine A. StanleyEmail: |
19.
Trena M. Paulus 《Instructional Science》2009,37(3):227-245
20.
Middle grades science teachers need professional support in practice as they implement new inquiry-based science. Professional
development schools can provide this bottom-up support through connecting preservice and inservice teacher education programs
in classroom practice. In this study, coteaching arrangements with secondary science education majors provided additional
teachers in the classroom to support a materials-rich curriculum and the needed associated pedagogies. Science education majors
provided needed assistance in troubleshooting difficulties with the new curriculum. They also provided needed content knowledge
to support inquiry, along with creating moments and space for teachers to reflect on inquiry practice. Ongoing assistance
by preservice teachers allowed inservice teachers to progress from logistical concerns in implementing kit curriculum to concerns
regarding student learning and the supporting professional development.
相似文献
| Charles J. EickEmail: |