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1.
Jennifer Gallo-Fox 《Cultural Studies of Science Education》2009,4(2):449-460
Wassell and LaVan (this issue) make strong arguments about the value of coteaching as a model for learning to teach. This
response paper draws upon recent sociocultural conceptualizations of human nature and development as a process of contribution
and shared contribution to extend Wassell and LaVan’s findings about teacher learning and to further illuminate evidence of
the transformative potential of coteaching. It is argued that the beginning teachers in Wassell and LaVan’s study appropriated
the cultural practices, and ontological and epistemological stances of coteaching and used these perspectives and practices
to transform the cultures of their in-service classrooms as well as the roles and epistemic perspectives of their students.
Jennifer Gallo-Fox is a PhD candidate at the Department of Teacher Education, Special Education, and Curriculum and Instruction in the Lynch School of Education at Boston College. She is also an educational researcher in the Department of Chemistry and Biochemistry at the University of Delaware. Her research interests include: teacher education research and practice; teacher learning and development; teaching, policy, and teachers’ work; and research methodology. 相似文献
| Jennifer Gallo-FoxEmail: |
Jennifer Gallo-Fox is a PhD candidate at the Department of Teacher Education, Special Education, and Curriculum and Instruction in the Lynch School of Education at Boston College. She is also an educational researcher in the Department of Chemistry and Biochemistry at the University of Delaware. Her research interests include: teacher education research and practice; teacher learning and development; teaching, policy, and teachers’ work; and research methodology. 相似文献
2.
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
3.
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
4.
Clementina Acedo 《Prospects》2008,38(1):5-13
This special issue is introduced. The issue draws together a selection of articles uniting theoretical and field research
dealing with the notion of inclusive education and the challenges encountered in the policy-making and implementation processes.
These articles represent diverse, multifaceted theoretical, disciplinary and methodological approaches to inclusion. Throughout
the issue, inclusion is seen as a guiding principle, helping to accomplish quality Education for All (EFA)—education systems
that benefit from diversity, aiming to build a more just, democratic society. This special issue is devoted to the theme of
the 48th International Conference of Education, “Inclusive Education: The Way of the Future” (Geneva, 25–28 November, 2008).
Clementina Acedo (Venezuela) is director of the International Bureau of Education IBE-UNESCO. She holds a Ph.D. in International and Comparative Education and a master’s degrees in Philosophy and International Development Education from Stanford University. She was a professor in the Department of Administrative and Policy Studies at the University of Pittsburgh. Previously she has worked for the World Bank. She is the author of several articles and other works on international educational policy; teacher education systems, secondary education reform, and curriculum development in various countries. 相似文献
| Clementina AcedoEmail: |
Clementina Acedo (Venezuela) is director of the International Bureau of Education IBE-UNESCO. She holds a Ph.D. in International and Comparative Education and a master’s degrees in Philosophy and International Development Education from Stanford University. She was a professor in the Department of Administrative and Policy Studies at the University of Pittsburgh. Previously she has worked for the World Bank. She is the author of several articles and other works on international educational policy; teacher education systems, secondary education reform, and curriculum development in various countries. 相似文献
5.
The Aid for the Development of the People by the People (ADPP), a non-governmental organization (NGO), in collaboration with
Angola’s Ministry of Education, has set up a network of secondary schools to train teachers to work in primary schools in
the rural areas of Angola. These schools, called Training Colleges for the Teachers of the Future (CTFs), are involved in
training a new type of teacher. This article discusses this educational practice, the main aim of which is to train primary
teachers to work in the rural areas where too few trained teachers are willing to be posted. The authors describe the measures
taken to better meet the needs of the rural areas in terms of teachers who have been properly trained and are motivated to
work in such an environment, and then go on to analyse the reasons underlying the success of the CTF programme, specifically
the fundamental differences from the state-run teacher training colleges, the way this new practice forms part of the overall
reform of the education system and its role in the Education for All (EFA) initiative, and the fight against poverty.
Pedro Nsiangengo (Angola) Holds a master’s degree in social analysis and education administration from the University of Aveiro, Portugal. He is assistant director-general of the National Institute of Research and Development in Education at the Ministry of Education of Angola. He is also professor in educational sociology and anthropology at the Jean Piaget University of Luanda, Angola. He has contributed to the design and preparation of numerous school textbooks and research projects at the University of Aveiro, Portugal. André Jacinto Diasala (Angola) Holds a degree in mathematics and physics from the University of Leipzig, Germany. He is head of the physics department at the National Institute for Research and Development in Education at the Ministry of Education of Angola. He is responsible for designing programmes and textbooks (exercise sets and teaching handbooks) for physics. He taught physics, teaching methods and practice at the Teacher Training College and is the author of several physics textbooks and teaching handbooks for lower secondary schools. 相似文献
| André Jacinto DiasalaEmail: |
Pedro Nsiangengo (Angola) Holds a master’s degree in social analysis and education administration from the University of Aveiro, Portugal. He is assistant director-general of the National Institute of Research and Development in Education at the Ministry of Education of Angola. He is also professor in educational sociology and anthropology at the Jean Piaget University of Luanda, Angola. He has contributed to the design and preparation of numerous school textbooks and research projects at the University of Aveiro, Portugal. André Jacinto Diasala (Angola) Holds a degree in mathematics and physics from the University of Leipzig, Germany. He is head of the physics department at the National Institute for Research and Development in Education at the Ministry of Education of Angola. He is responsible for designing programmes and textbooks (exercise sets and teaching handbooks) for physics. He taught physics, teaching methods and practice at the Teacher Training College and is the author of several physics textbooks and teaching handbooks for lower secondary schools. 相似文献
6.
Jesse L. M. Wilkins 《Journal of Mathematics Teacher Education》2008,11(2):139-164
This study investigated 481 in-service elementary teachers’ level of mathematical content knowledge, attitudes toward mathematics,
beliefs about the effectiveness of inquiry-based instruction, use of inquiry-based instruction and modeled the relationship
among these variables. Upper elementary teachers (grades 3–5) were found to have greater content knowledge and more positive
attitudes toward mathematics than primary teachers (grades K-2). There was no difference in teachers’ beliefs about effective
instruction, but primary level teachers were found to use inquiry-based instruction more frequently than upper elementary
teachers. Consistent with Ernest’s [Ernest (1989). The knowledge, beliefs and attitudes of the mathematics teacher: A model.
Journal of Education for Teaching, 15(1), 13–33] model of mathematics teaching, content knowledge, attitudes, and beliefs were all found to be related to teachers’
instructional practice. Furthermore, beliefs were found to partially mediate the effects of content knowledge and attitudes
on instructional practice. Content knowledge was found to be negatively related to beliefs in the effectiveness of inquiry-based
instruction and teachers’ use of inquiry-based instruction in their classrooms. However, overall, teachers with more positive
attitudes toward mathematics were more likely to believe in the effectiveness of inquiry-based instruction and use it more
frequently in their classroom. Teacher beliefs were found to have the strongest effect on teachers’ practice. Implications
for the goals and objectives of elementary mathematics methods courses and professional development are discussed.
相似文献
| Jesse L. M. WilkinsEmail: |
7.
Geoffrey Phelps 《Educational Assessment, Evaluation and Accountability》2009,21(2):137-154
Debates persist over the knowledge needed to teach elementary reading effectively. In one commonly held view verbal ability
is what matters most and the best approach to improving teacher quality is to recruit teachers who themselves are good readers.
Others argue that teachers need special forms of professional knowledge that differ substantially from common adult reading
and verbal ability. These different assumptions about what teachers need to know are directly relevant to whether teaching
reading demands specialized professional knowledge and they have lead to radically different policy recommendations for both
teacher preparation and induction. This study presents preliminary evidence that elementary reading teachers can hold a special
knowledge of language, text, and reading process that differs substantially from common reading and verbal ability. Implications
for the measurement and study of teacher quality and related implications for teacher evaluation and teacher development are
discussed.
相似文献
| Geoffrey PhelpsEmail: |
8.
In 1983, Mozambique started reviewing the education system that it had inherited from the Portuguese colonial administration.
One of the innovations introduced into basic education is the time allocated to the local curriculum (LC) within the national
curriculum (NC). The LC enables the communities, including the poorest and those furthest removed from the school environment,
to identify themselves with the importance of schooling and allow children to find meaning in what they learn with respect
to their life in their community. The good practice described below has been introduced in a community school, where it has
successfully brought together the LC and NC to become an individual and collective asset for the community in which it has
been implemented. It is a successful example worth studying in detail.
Adelaide Dhorsan (Mozambique) is a holder of a postgraduate diploma (DEA) in languages and general linguistics from the University Paul Valéry, Montpellier III, France, she is a pedagogical officer in the Department of Curriculum Planning and Development, Section of Bilingual Education, at the National Institute for Education Development (INDE). Previously, she was a lecturer in the Department of French at the University of Education, Maputo, and Head of the Department of Languages in Upper Secondary Education. Her research focuses on socio-linguistics and didactics, in particular, teaching methods for bilingual education (Portuguese and Mozambican languages). She coordinated the design of the project for curriculum reform and planning for general secondary education and is the author of numerous teaching manuals for basic education in Mozambique. Albertina Moreno Chachuaio (Mozambique) is a holder of a master’s degree in linguistics from the University Eduardo Mondlane, Maputo, Mozambique, she is Head of the Department for Curriculum Planning and Development at the National Institute for Education Development, Ministry of Education and Culture of Mozambique. Previously she was a teacher of Portuguese in Upper Secondary Education and a research assistant in linguistics for the computerization of linguistic data at the University Eduardo Mondlane, Mozambique. Her work and research interests focus on monitoring the curriculum for basic and secondary education and the assessment of teaching materials. She is the author of numerous teaching materials for basic education. 相似文献
| Albertina Moreno ChachuaioEmail: |
Adelaide Dhorsan (Mozambique) is a holder of a postgraduate diploma (DEA) in languages and general linguistics from the University Paul Valéry, Montpellier III, France, she is a pedagogical officer in the Department of Curriculum Planning and Development, Section of Bilingual Education, at the National Institute for Education Development (INDE). Previously, she was a lecturer in the Department of French at the University of Education, Maputo, and Head of the Department of Languages in Upper Secondary Education. Her research focuses on socio-linguistics and didactics, in particular, teaching methods for bilingual education (Portuguese and Mozambican languages). She coordinated the design of the project for curriculum reform and planning for general secondary education and is the author of numerous teaching manuals for basic education in Mozambique. Albertina Moreno Chachuaio (Mozambique) is a holder of a master’s degree in linguistics from the University Eduardo Mondlane, Maputo, Mozambique, she is Head of the Department for Curriculum Planning and Development at the National Institute for Education Development, Ministry of Education and Culture of Mozambique. Previously she was a teacher of Portuguese in Upper Secondary Education and a research assistant in linguistics for the computerization of linguistic data at the University Eduardo Mondlane, Mozambique. Her work and research interests focus on monitoring the curriculum for basic and secondary education and the assessment of teaching materials. She is the author of numerous teaching materials for basic education. 相似文献
9.
Yeping Li Dongchen Zhao Rongjin Huang Yunpeng Ma 《Journal of Mathematics Teacher Education》2008,11(5):417-430
It is generally perceived that Chinese elementary teachers have a profound understanding of the school mathematics they teach.
This perception has led to further interest in understanding teacher education practices in China. As some dramatic changes
in elementary teacher preparation have taken place in China over the past decade, this article aims to outline these changes
with a focus on curriculum provided in the new 4-year bachelor preparation programs. Sample mathematics teacher educators
in China were also surveyed to gather insiders’ views about teacher preparation practices and to identify relevant issues.
We believe that elementary teacher preparation and its changes in China can provide an important case for mathematics teacher
educators around the world to reflect on teacher education practices in their own systems.
相似文献
| Yeping LiEmail: |
10.
Interviews with key scientists who had conducted research on Severe Acute Respiratory Syndrome (SARS), together with analysis
of media reports, documentaries and other literature published during and after the SARS epidemic, revealed many interesting
aspects of the nature of science (NOS) and scientific inquiry in contemporary scientific research in the rapidly growing field
of molecular biology. The story of SARS illustrates vividly some NOS features advocated in the school science curriculum,
including the tentative nature of scientific knowledge, theory-laden observation and interpretation, multiplicity of approaches
adopted in scientific inquiry, the inter-relationship between science and technology, and the nexus of science, politics,
social and cultural practices. The story also provided some insights into a number of NOS features less emphasised in the
school curriculum—for example, the need to combine and coordinate expertise in a number of scientific fields, the intense
competition between research groups (suspended during the SARS crisis), the significance of affective issues relating to intellectual
honesty and the courage to challenge authority, the pressure of funding issues on the conduct of research and the ‘peace of
mind’ of researchers, These less emphasised elements provided empirical evidence that NOS knowledge, like scientific knowledge
itself, changes over time. They reflected the need for teachers and curriculum planners to revisit and reconsider whether
the features of NOS currently included in the school science curriculum are fully reflective of the practice of science in
the 21st century. In this paper, we also report on how we made use of extracts from the news reports and documentaries on
SARS, together with episodes from the scientists’ interviews, to develop a multimedia instructional package for explicitly
teaching the prominent features of NOS and scientific inquiry identified in the SARS research.
Siu Ling Wong is an Assistant Professor, in the Division of Science, Mathematics and Computing in the Faculty of Education at The University of Hong Kong. She received her B.Sc. from The University of Hong Kong and her Ph.D. from the University of Oxford. Her research interests include promoting teachers’ and students’ understanding of nature of science and scientific inquiry, physics education, teacher professional development. Jenny Kwan is a PhD student in the Faculty of Education, at The University of Hong Kong. She received her B.Sc. from University of Sydney. She is now investigating in-service teachers’ classroom instruction on nature of science in relation to their intentions, beliefs, and pedagogical content knowledge. Derek Hodson is Professor of Science Education at the Ontario Institute for Studies in Education and Editor of the Canadian Journal of Science, Technology and Mathematics Education. His major research interests include: history, philosophy & sociology of science and its implications for science education; STSE education and the politicisation of science education; science curriculum history; multicultural and antiracist education; and science teacher education via action research. Benny Hin Wai Yung is Head, Associate Professor, in the Division of Science, Mathematics and Computing in the Faculty of Education at University of Hong Kong. His main research areas are teacher education and development, science education and assessment for science learning. His recent publications include Yung BHW (2006) Assessment reform in science education: fairness and fear. Springer, Dordrecht. 相似文献
| Siu Ling WongEmail: |
Siu Ling Wong is an Assistant Professor, in the Division of Science, Mathematics and Computing in the Faculty of Education at The University of Hong Kong. She received her B.Sc. from The University of Hong Kong and her Ph.D. from the University of Oxford. Her research interests include promoting teachers’ and students’ understanding of nature of science and scientific inquiry, physics education, teacher professional development. Jenny Kwan is a PhD student in the Faculty of Education, at The University of Hong Kong. She received her B.Sc. from University of Sydney. She is now investigating in-service teachers’ classroom instruction on nature of science in relation to their intentions, beliefs, and pedagogical content knowledge. Derek Hodson is Professor of Science Education at the Ontario Institute for Studies in Education and Editor of the Canadian Journal of Science, Technology and Mathematics Education. His major research interests include: history, philosophy & sociology of science and its implications for science education; STSE education and the politicisation of science education; science curriculum history; multicultural and antiracist education; and science teacher education via action research. Benny Hin Wai Yung is Head, Associate Professor, in the Division of Science, Mathematics and Computing in the Faculty of Education at University of Hong Kong. His main research areas are teacher education and development, science education and assessment for science learning. His recent publications include Yung BHW (2006) Assessment reform in science education: fairness and fear. Springer, Dordrecht. 相似文献
11.
Rangachar Govinda 《Prospects》2008,38(3):431-444
About 60 years ago India established a policy of providing free and compulsory education to all children and began transforming
the elite education system inherited from its colonial past into a mass education program. The task became a race against
a rapidly growing population, which outstripped the pace at which children could be enrolled and educated in schools. Notwithstanding
this demographic challenge, the system grew in size and the number of children participating in school grew many-fold. The
struggle to reach the long cherished goal of universal elementary education continues even today. The present paper highlights
two decades of EFA progress, paying particular attention to quantitative trends since 2001, and the policies framed and the
strategies implemented to achieve greater equity and quality in the provision of basic education.
Rangachar Govinda (India) Head of the Department of School and Non-formal Education, National University of Educational Planning, New Delhi. He is also a visiting professor at the Institute of Education, University of London. Member of the Editorial Board of the Global Monitoring Report, UNESCO; Task Force on Education for All, and Ministry of Human Resource Development, India. Current areas of interest include primary education and literacy, decentralized management, program evaluation, and the role of NGOs and international organizations. Recent publications include: India Education Report—Profile of Basic Education, Oxford University Press, and Community Participation and Empowerment in Primary Education in India, Sage Publishers, New Delhi. 相似文献
| Rangachar GovindaEmail: |
Rangachar Govinda (India) Head of the Department of School and Non-formal Education, National University of Educational Planning, New Delhi. He is also a visiting professor at the Institute of Education, University of London. Member of the Editorial Board of the Global Monitoring Report, UNESCO; Task Force on Education for All, and Ministry of Human Resource Development, India. Current areas of interest include primary education and literacy, decentralized management, program evaluation, and the role of NGOs and international organizations. Recent publications include: India Education Report—Profile of Basic Education, Oxford University Press, and Community Participation and Empowerment in Primary Education in India, Sage Publishers, New Delhi. 相似文献
12.
Gabrielle Bonnet 《Prospects》2008,38(3):325-344
It is easier to collect data on teachers’ qualifications, experience, or training than to get a precise idea of their command
of subject matter or their classroom behaviour. However, research consistently shows that “class effect” (the impact on a
student of being in one class rather than another) on pupil performance is relatively high, especially in Africa, whereas
the impact of qualifications, experience, or training on pupil learning is generally low. The purpose of this paper is to
compare teacher academic qualifications and professional training on the one hand, with teacher test scores and behaviour
on the other, showing the weak links between the former and the latter. What also emerges is the importance of certain external
management-related factors such as the vastly reduced hours of effective learning time due to high rates of absenteeism and
delayed term starts. Despite the importance of what really happens in the classroom, it remains difficult to measure the classroom
dynamic reliably and accurately.
Gabrielle Bonnet (France) Associate Expert in the Section for Teacher Education, Division of Higher Education, at UNESCO, she is currently devoting most of her time to the UNESCO Teacher Training Initiative for Sub-Saharan Africa (TTISSA). Previously she managed an in-service project on scientific and learning resources for physics teachers in France, teaching in Senegal and in France in particular at the Ecole Normale Supérieure de Lyon and at Orsay University. She holds a Doctorate in Theoretical Physics, and Master’s Degrees in Maths, Physics, Education and Didactics. 相似文献
| Gabrielle BonnetEmail: |
Gabrielle Bonnet (France) Associate Expert in the Section for Teacher Education, Division of Higher Education, at UNESCO, she is currently devoting most of her time to the UNESCO Teacher Training Initiative for Sub-Saharan Africa (TTISSA). Previously she managed an in-service project on scientific and learning resources for physics teachers in France, teaching in Senegal and in France in particular at the Ecole Normale Supérieure de Lyon and at Orsay University. She holds a Doctorate in Theoretical Physics, and Master’s Degrees in Maths, Physics, Education and Didactics. 相似文献
13.
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
14.
15.
The coteaching model for teacher preparation has emerged in recent years as an alternative to the traditional student teaching
or practicum experience. Several studies have investigated the process of coteaching and its impact on participants during
the actual experience; however, few depict participants’ experiences once they obtain positions and begin to teach independently.
This collective case study explored two urban high school teachers’ (Jen and Ian) practices during the induction period after
taking part in the coteaching model for student teaching. Using a sociocultural analytic framework, we found that the participants’
agency as beginning teachers was not constrained by their coteaching experiences. Rather, they were able to continue to draw
on some of the successful practices they had in coteaching, such as shared reflection, shared responsibility, cogenerative
dialogues, and building relationships with students. In addition to describing the coherence and contradictions between Ian’s
and Jen’s practices during coteaching and in their beginning years of inservice teaching, we also discuss the ways that they
became collaborators in our ethnographic research.
Beth Wassell is an assistant professor at Rowan University (Glassboro, NJ) in the Department of Teacher Education. She earned a bachelor’s degree in Spanish from Rowan University, a master’s degree in Spanish at the University of Central Florida and an Ed.D in Teaching, Learning and Curriculum at the University of Pennsylvania. Her current areas of interest include coteaching, beginning teacher learning in urban contexts and English Language Learners’ experiences in urban high schools. Sarah-Kate LaVan is assistant professor of science education at Temple University. 相似文献
| Beth WassellEmail: |
Beth Wassell is an assistant professor at Rowan University (Glassboro, NJ) in the Department of Teacher Education. She earned a bachelor’s degree in Spanish from Rowan University, a master’s degree in Spanish at the University of Central Florida and an Ed.D in Teaching, Learning and Curriculum at the University of Pennsylvania. Her current areas of interest include coteaching, beginning teacher learning in urban contexts and English Language Learners’ experiences in urban high schools. Sarah-Kate LaVan is assistant professor of science education at Temple University. 相似文献
16.
The purpose of the study was to investigate the reliability and validity of a Turkish adaptation of an existing instrument
for measuring teacher interpersonal behaviour. The Questionnaire on Teacher Interaction (QTI) maps teacher behaviour in terms
of two dimensions: Influence (Dominance–Submission) and Proximity (Cooperation–Opposition). A sample of 674 students from
24 classes (Grades 9–11) of experienced teachers in two Turkish secondary schools participated in the study. Development of
the instrument involved several steps: translation and back translation by teacher educators; piloting of different versions
while refining the items; interviews with students and teachers to establish the importance of teacher interpersonal behaviour
in the Turkish context; and a final administration of the questionnaire to the sample described. Interview data and statistical
analyses supported the reliability and validity of the instrument. Turkish teachers were perceived by their students as very
cooperative and moderately dominant.
相似文献
| Jale CakirogluEmail: |
17.
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
18.
Peer Coaching: Professional Development for Experienced Faculty 总被引：1，自引：0，他引：1
The professoriate, as a whole, is growing older and more experienced; yet institutions often overlook the professional development
needs of mid-career and senior faculty. This article, based on a review of the literature and the development of a peer coaching
project, examines peer coaching as a professional development opportunity for experienced faculty that meets many of their
immediate needs and offers a variety of longer-term benefits to their institution. Six recommendations for creating a peer
coaching program emerge from the literature and the authors’ experience.
Therese A. Huston is the Director of the Center for Excellence in Teaching and Learning at Seattle University. She received her B.A. from Carleton College and her M.S. and Ph.D. in cognitive psychology from Carnegie Mellon University. Her research interests include faculty development and satisfaction, college teaching, diversity and social justice, and student learning. Carol L. Weaver is an associate professor in Adult Education at Seattle University’s College of Education. She received her B.S. Degree from Washington State University. Both her Master’s degree work (Oregon State University) and her Doctorate (The Ohio State University) focused on adult education. Her teaching and research focus on faculty development, course design, and workplace learning. 相似文献
| Therese HustonEmail: |
Therese A. Huston is the Director of the Center for Excellence in Teaching and Learning at Seattle University. She received her B.A. from Carleton College and her M.S. and Ph.D. in cognitive psychology from Carnegie Mellon University. Her research interests include faculty development and satisfaction, college teaching, diversity and social justice, and student learning. Carol L. Weaver is an associate professor in Adult Education at Seattle University’s College of Education. She received her B.S. Degree from Washington State University. Both her Master’s degree work (Oregon State University) and her Doctorate (The Ohio State University) focused on adult education. Her teaching and research focus on faculty development, course design, and workplace learning. 相似文献
19.
In this article, we study third-year university students’ reasoning about three controversial socio-scientific issues from
the viewpoint of education for sustainable development: local issues (the reintroduction of bears in the Pyrenees in France,
wolves in the Mercantour) and a global one (global warming). We used the theoretical frameworks of social representations
and of socio-scientific reasoning. Students’ reasoning varies according to the issues, in particular because of their emotional
proximity with the issues and their socio-cultural origin. About this kind of issues, it seems pertinent to integrate into
the operations of socio-scientific reasoning not only the consideration of values, but also the analysis of the modes of governance
and the place given to politics.
Laurence Simonneaux is a professor at the Ecole Nationale de Formation Agronomique in France. She is head of a research department in science and agronomy education. She led several research programmes on biotechnology education and socially acute questions in education. Her academic background is engineer in agronomy and her PhD relates to formal and informal education on animal biotechnology. She has coordinated several books dealing with debates, argumentation and the teaching of socially acute questions. Laurence Simonneaux has been farmer in Brittany and teacher in agricultural high school for fifteen years. She returned to academic study while she was teacher. Jean Simonneaux is a lecturer at the Ecole Nationale de Formation Agronomique in France. He is a specialist of socially acute questions in economy education. His academic background is interdisciplinary: agronomy, geography, sociology and economy. His doctorate relates to geographical, sociological and economical aspects in rural tourism. Jean Simonneaux has been farmer in Brittany and teacher in agricultural high school for fifteen years. He returned to academic study while he was teacher. 相似文献
| Laurence SimonneauxEmail: |
Laurence Simonneaux is a professor at the Ecole Nationale de Formation Agronomique in France. She is head of a research department in science and agronomy education. She led several research programmes on biotechnology education and socially acute questions in education. Her academic background is engineer in agronomy and her PhD relates to formal and informal education on animal biotechnology. She has coordinated several books dealing with debates, argumentation and the teaching of socially acute questions. Laurence Simonneaux has been farmer in Brittany and teacher in agricultural high school for fifteen years. She returned to academic study while she was teacher. Jean Simonneaux is a lecturer at the Ecole Nationale de Formation Agronomique in France. He is a specialist of socially acute questions in economy education. His academic background is interdisciplinary: agronomy, geography, sociology and economy. His doctorate relates to geographical, sociological and economical aspects in rural tourism. Jean Simonneaux has been farmer in Brittany and teacher in agricultural high school for fifteen years. He returned to academic study while he was teacher. 相似文献
20.
Francis L. Huang Tonya R. Moon 《Educational Assessment, Evaluation and Accountability》2009,21(3):209-234
The study investigated several teacher characteristics, with a focus on two measures of teaching experience, and their association
with second grade student achievement gains in low performing, high poverty schools in a Mid-Atlantic state. Value-added models
using three-level hierarchical linear modeling were used to analyze the data from 1,544 students, 154 teachers, and 53 schools.
Results indicated that traditional teacher qualification characteristics such as licensing status and educational attainment
were not statistically significant in producing student achievement gains. Total years of teaching experience was also not
a significant predictor but a more specific measure, years of teaching experience at a particular grade level, was significantly
associated with increased student reading achievement. We caution researchers and policymakers when interpreting results from
studies that have used only a general measure of teacher experience as effects are possibly underestimated. Policy implications
are discussed.
相似文献
| Tonya R. MoonEmail: |