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1.
Katherine Richardson Bruna 《Cultural Studies of Science Education》2010,5(2):383-422
In this article, I return to the interactions of Augusto and his teacher in an “English Learner Science” classroom in a demographically-transitioning
US Midwest community (Richardson Bruna and Vann in Cult Stud Sci Educ 2:19–59, 2007) and further engage a class-first perspective to achieve two main conceptual objectives. First, I examine Augusto’s science
education experience as a way of understanding processes Rouse (Towards a transnational perspective on migration: Race, class,
ethnicity, and nationalism reconsidered. The New York Academy of Sciences, New York, 1992) refers to as “the disciplinary production of class-specific subjects” (p. 31). Coming from a subsistence farming community
in rural Mexico to an industrialized meatpacking community in semi-rural Iowa, I describe how Augusto undergoes a change in
his class identity (experiences a Class Transformation) that is not just reflected but, in fact, produced in his science class.
Second, I examine the work Augusto does to resist these processes of disciplinary production as he reshapes his teacher’s
instruction (promotes a class transformation) through specific transnational social capital he leverages as peer mediation.
My overall goals in the article are to demonstrate the immediate relevance of a socio-historical, situated perspective to
science teaching and learning and to outline domains of action for an insurgent, class-cognizant, science education practice
informed by transnational social capital, like Augusto’s. 相似文献
2.
There is widespread recognition that higher education institutions (HEIs) must actively support commencing students to ensure
equity in access to the opportunities afforded by higher education. This role is particularly critical for students who because
of educational, cultural or financial disadvantage or because they are members of social groups currently under-represented
in higher education, may require additional transitional support to “level the playing field.” The challenge faced by HEIs
is to provide this “support” in a way that is integrated into regular teaching and learning practices and reaches all commencing
students. The Student Success Program (SSP) is an intervention in operation at the Queensland University of Technology (QUT)
designed to identify and support those students deemed to be at risk of disengaging from their learning and their institution.
Two sets of evidence of the impact of the SSP are presented: First, its expansion (a) from a one-faculty pilot project (Nelson
et al. in Stud Learn Eval Innov Dev 6:1–15, 2009) to all faculties and (b) into a variety of applications mirroring the student life cycle; and second, an evaluation of the
impact of the SSP on students exposed to it. The outcomes suggest that: the SSP is an example of good practice that can be
successfully applied to a variety of learning contexts and student enrolment situations; and the impact of the intervention
on student persistence is sustained for at least 12 months and positively influences student retention. It is claimed that
the good practice evidenced by the SSP is dependent on its integration into the broader First Year Experience Program at QUT
as an example of transition pedagogy in action. 相似文献
3.
Katherine Main 《The Australian Educational Researcher》2010,37(3):77-93
Explicit training in teaming skills (both preservice and inservice) has been identified as a key means of facilitating the
effective functioning of teaching teams (Main, 2007). This case study explored how groupwork tasks within university coursework
can prepare preservice education students to work effectively in teaching teams. Three students in their final year of study
were primed to the skills that have been identified as necessary for successful team practices. The students then participated
in a semi-structured interview about their groupwork experiences at university. Results from this study of preservice teacher
education students reflected findings from studies of students’ groupwork experiences in other disciplines (i.e., business).
Students reported opportunities to practise teamwork. However, they were not explicitly taught “how” to work effectively together.
It was also found that the assessment focus was entirely on the final “product” and not on the group “process”. 相似文献
4.
Research points to particular problems in the experiences of White teachers teaching students of color (Cochran-Smith et al.,
2004). Despite good intentions, teaching students of diverse backgrounds and experiences can be challenging for teachers who are
unfamiliar with their students’ backgrounds and communities. The purpose of this paper is to describe the development of notions
about “good urban teaching” for three women in a preservice teacher preparation program. Reporting on two years of data, we
show how the three women negotiated their beliefs and identities in light of program demands and classroom realities. The
lack of synchronicity within the women’s experiences highlights that the traditional (white, female, middle class) students
in preservice teacher education programs are not homogeneous. The significance of this difference is highlighted through the
concept of heterogeneity. We define heterogeneity as the differences that exist among traditional students in preservice teacher
preparation programs. Our research suggests that heterogeneity is complicit in the progress or lack of progress of preservice
teachers developing professional identities.
This paper was originally presented at the Annual Meeting of the American Education Research Association April 7–11, 2006 San Francisco, CA
An erratum to this article can be found at 相似文献
5.
This paper presents data generated during a semester-long programme to support international students from countries in Melanesia and Asia embarking on masters research in education in a New Zealand university. All were scholarship recipients. The researcher-and facilitator-of the programme, was interested in documenting and understanding the nature of the students’ experience as they planned and wrote research proposals. The process of developing a research proposal, as one of the early stages of ‘becoming’ a researcher, highlighted a number of challenges for the six case study students. The challenges are viewed from a transition or ‘resituation’ perspective (Eraut in Stud Contin Educ 26(2): 247–74, 2004, 2008) rather than an adjustment one. A resituation perspective assumes that students brought with them “personal expertise, practical wisdom and tacit knowledge” (Eraut 2008, p. 42) which needed to be reconciled with what was demanded of them by different aspects of the research planning process. The resituation challenges experienced by the students included situating a perceived problem or issue in the research literature; reconciling personal research goals with the limitations of one’s own agency as a researcher; integrating new learning with research goals; and reconciling the new role or identity as a researcher with the previous role as colleague or community member. The paper presents a case for providing a context for postgraduate students in which explicit recognition of what they bring to the research task, and acknowledgement of the resituation challenges can take place. 相似文献
6.
Mathematics teaching in Burkina Faso is faced with major challenges (high illiteracy rates, students’ difficulties, and high
failure rates in mathematics, which is a central topic in the curriculum). As evidenced in many of these studies, mathematics
is reputed to be tough, inaccessible, and far from what students live daily. Students here look as though they are living
in two seemingly distant worlds, school and everyday life. In order to better understand these difficulties and to contribute
in the long run to a more adapted teaching of mathematics, we tried to document and elicit the “mathematical resources” mobilized
in various daily life social practices. In this paper, we focus on one of them, the counting and selling of mangoes by unschooled
peasants. An ethnographic approach draws on the observation of the situated activity of counting and selling mangoes (during
harvesting) and on “eliciting interviews” of the involved actors. The analysis of results highlights a richness of structuring
resources mobilized and distributed through this practice, related to what Lave (1988) call “the experienced lived-in-world” and “constitutive order.” The mathematical resources take the form of “knowledge in
action” and “theorems in action” (Vergnaud, Rech Didact Math 10(23):133–170, 1990), embedded in the social, economic, and even cultural structures of actors. 相似文献
7.
Aziz Choudry 《Cultural Studies of Science Education》2010,5(2):423-434
In response to Richardson Bruna’s “Mexican immigrant transnational social capital and class transformation: examining the
role of peer mediation in insurgent science”, this paper draws on the author’s research on organizing, mobilization and knowledge
production among adult im/migrant workers in Canada. While appreciative of the content and concerns of Richardson Bruna’s
argument, the paper argues for a clearer position on tensions between agency and structure, and class and capitalist social
relations in which to contextualize the schooling of immigrant children in today’s US classrooms. In addition, it explores
some implications of Mignolo’s (2000) work on the geohistory of knowledge, notably his concept of ‘border thinking’ for teachers, teacher education, and curricula.
Finally, the article suggests the potential of methodological frameworks and approaches of institutional ethnography (Smith
1987), political activist ethnography (Frampton et al. 2006) and global ethnography (Burawoy 2000) to inform research into this field. 相似文献
8.
Street Smarts vs. Book Smarts: The Figured World of Smartness in the Lives of Marginalized, Urban Youth 总被引：1，自引：0，他引：1
Beth Hatt 《The Urban Review》2007,39(2):145-166
How smartness is defined within schools contributes to low academic achievement by poor and racial/ethnic minority students.
Using Holland et al.’s (1998) [Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (Eds.) (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.] concept of “figured worlds,” this paper explores the “figuring” of smartness through
the perspectives of marginalized youth. The youth made key distinctions between being book smart vs. street smart. This distinction
is a direct challenge by the youth to the dominant discourse of smartness or “book smarts” as it operates in schools. To the
youth, “street smarts” are more important because they are connected to being able to maneuver through structures in their
lives such as poverty, the police, street culture, and abusive “others.” This distinction is key because street smarts stress
agency in countering social structures whereas, for many of the youth, book smarts represented those structures, such as receiving a high school diploma. Implications for schools and pedagogy are discussed.
B.A. earned from Indiana University – Bloomington, Masters and Ph.D. earned from University of North Carolina at Chapel Hill.
Beth Hatt Fis an Assistant Professor of Educational Administration and Foundations at Illinois State University where she
teaches research methods and social foundations of education. Her current research explores smartness as a cultural construct
in schools and the media. 相似文献
9.
Individuals and Leadership in an Australian Secondary Science Department: A Qualitative Study 总被引：1，自引：0，他引：1
Wayne Melville John Wallace Anthony Bartley 《Journal of Science Education and Technology》2007,16(6):463-472
In this article, we consider the complex and dynamic inter-relationships between individual science teachers, the social space
of their work and their dispositions towards teacher leadership. Research into the representation of school science departments
through individual science teachers is scarce. We explore the representations of four individual teachers to the assertions
of teacher leadership proposed by Silva et al. (Teach Coll Rec, 102(4):779–804, 2000). These representations, expressed during
regular science department meetings, occur in the social space of Bourdieu’s “field” and are a reflection of the “game” of
science education being played within the department. This departmentally centred space suggests an important implication
when considering the relationship between subject departments and their schools. The development of an individual’s representation
of teacher leadership and the wider “field” of science education appears to shape the individual towards promoting their own
sense of identity as a teacher of science, rather than as a teacher within a school. Our work suggests that for these individuals,
the important “game” is science education, not school improvement. Consequently, the subject department may be a missing link
between efforts to improve schools and current organizational practices. 相似文献
10.
Zehavit Gross 《Prospects》2010,40(1):93-113
Research has shown the Holocaust to be the primary component of Jewish identity (Farago in Yahadut Zmanenu 5:259–285, 1989; Gross in Influence of the trip to Poland within the framework of the Ministry of Education on the working through of the
Holocaust. Unpublished M.A. thesis, Ben-Gurion University, Beer Sheva, 2000; Herman in Jewish identity: A socio-psychological perspective, Sage, Beverly Hills, 1977; Levy et al. in Beliefs, observations and social interaction among Israeli Jews. Louis Guttman Israel Institute of Applied
Social Research (Hebrew), Jerusalem, 1993; Ofer in Jews in Israel: Contemporary social and cultural patterns. Brandeis University Press, Hanover and London, pp. 394–417,
2004a) and to contribute significantly to Jewish Israelis’ sense of belonging to the Jewish people. Though the Holocaust is a central
event in Jewish history, Holocaust education is mandatory in the state education system in Israel, and some research has investigated
the impact of this education, the field has not been conceptualized systematically (Blatman in Bishvilei haZikaron 7:15–16,
1995; Feldman in Bishvilei haZikaron 7:8–11, 1995; Ofer in Jewish Educ 10:87–108, 2004b; Schatzker in Int J Polit Educ 5(1): 75–82, 1982). This article attempts to organize the existing knowledge on the subject through a meta-analysis of the foundations and
basic premises of Holocaust education in Israel, using the most important literature in the area. It first suggests a conceptual
framework, organizing by period the changing attitudes toward the Holocaust in general and Holocaust education in particular.
It then describes Holocaust education over the years, and finally analyzes the goals of Holocaust education, along with its
major dilemmas and challenges. 相似文献
11.
Christina Siry 《Cultural Studies of Science Education》2011,6(4):1019-1029
In a recently published article in Cultural Studies of Science Education (Volume 6, Issue 2) titled, What does playing cards have to do with science? A resource-rich view of African American young men, Alfred Schademan (Cult Stud Sci Educ 6:361–380, 2011) examines the resources that African American young men learn through playing a card came called Spades. In his ethnographic
study, he takes a resource-rich view of the players, highlights the science-related resources they demonstrate, and challenges
deficit notions of these young men. Three Forum response papers complement Schademan’s research. The first is written by Nancy
Ares, the second is coauthored by Allison Gonsalves, Gale Seiler, and Dana Salter, and the third is written by Philemon Chigeza.
All three of these response papers elaborate on his points and emphasize issues inherent in working towards resource-rich
views in science education. In this paper, I draw on all four papers to explore the possibilities in recognizing, highlighting,
and accepting the resources that students bring as being resources for science learning. 相似文献
12.
This Participatory Action Research (PAR) project worked with four active street life oriented U. S. Born African men, to document
how a community sample of street life oriented U. S. Born African men between the ages of 16–65, frame and use “street life”
as a Site of Resiliency (Payne, Dissertation, 2005; Journal of Black Psychology 34(1):3–31, 2008). Qualitative data was collected in the form of 20 individual and two group interviews. These data reveal an inter-generational,
conceptualization and use, of the term “street love” in street life oriented U. S. born African men. Also, these data reveal
that notions of “street love” extend out a critique of community professionals (e.g., community researchers/interventionists,
social workers, etc.) as being unable and unwilling to produce “real help” in the local community. Examples of street love,
revealed in the study, include the men offering advice/counsel, money or “free turkeys” during Thanksgiving to one another
as well as other members of the local community. Results support Payne’s (2005) three-dimension conceptualization of “street love”: (1) individual, (2) group and (3) communal level expressions of “street
love”.
相似文献
| Yasser Arafat PayneEmail: |
13.
Stuart Fleischer 《Cultural Studies of Science Education》2011,6(1):235-241
In their treatise, Mitchell and Mueller extend David Orr’s notions of ecological literacy (2005) to include biophilia (Wilson
1984) and ecojustice (Mueller 2009). In his writings, David Orr claims that the US is in an “ecological crisis” and that this stems from a crisis of education.
The authors outline Orr’s theory of ecological literacy as a lens to understand Earth’s ecology in view of long-term survival.
In their philosophical analysis of Orr’s theory, Mitchell and Mueller argue that we move beyond the “shock doctrine” perspective
of environmental crisis. By extending Orr’s concept of ecological literacy to include biophilia and ecojustice, and by recognizing
the importance of experience-in-learning, the authors envision science education as a means to incorporate values and morals
within a sustainable ideology of educational reform. Through this forum, I reflect on the doxastic logic and certain moral
and social epistemological concepts that may subsequently impact student understanding of ecojustice, biophilia, and moral
education. In addition, I assert the need to examine myriad complexities of assisting learners to become ecologically literate
at the conceptual and procedural level (Bybee in Achieving scientific literacy: from purposes to practices, Heinemann Educational
Books, Portsmouth, 1997), including what Kegan (In over our heads: the mental demands of modern life, Harvard University Press, Cambridge, 1994) refers to as “Third Order” and “Fourth Order” thinking: notions of meaning-construction or meaning-organizational capacity
to understand good stewardship of the Earth’s environment. Learners who are still in the process of developing reflective
and metacognitive skills “cannot have internal conversation about what is actual versus what is possible, because no ‘self’
is yet organized that can put these two categories together” (p. 34). Mitchell and Mueller indicate that middle school learners
should undergo a transformation in order to reflect critically about the environment with a view toward determining critical
truths about the world. However, if this audience lacks “selective, interpretive, executive, construing capacities” (Kegan
in In over our heads: The mental demands of modern life, 1994, p. 29), assimilating the notions of ecojustice and biophia may be problematic. 相似文献
14.
Mark H. Salisbury Michael B. Paulsen Ernest T. Pascarella 《Research in higher education》2011,52(2):123-150
Despite substantial efforts across postsecondary education to increase minority participation in study abroad, the homogeneity
of study abroad participants remains largely unchanged (Dessoff in Int Educ 15(2):20–27, 2006; Shih in , 2009). This study applies an adaptation of an integrated student choice model (Perna in Higher education: Handbook of theory and
research, 2006; Salisbury et al. in Research in Higher Education 50:119–143, 2009) to identify differences between white and minority (African-American, Hispanic, and Asian-American) students across measures
of human, financial, social, and cultural capital previously shown to influence aspirations to study abroad (Salisbury et
al.). Analysis of data from 6,828 students at 53 institutions participating in the Wabash National Study on Liberal Arts Education
suggests numerous differences between racial groups with considerable implications for institutions, scholars, and policymakers. 相似文献
15.
Figuring “Success” in a Bilingual High School 总被引：1，自引：0，他引：1
Using the concept of figured worlds, this article demonstrates how the faculty, staff, and students of Gregorio Luperón High
School in New York City figured “success” by prioritizing the students’ linguistic and cultural resources. “Success” was constructed
specifically through granting Spanish high status, developing positive teacher–student relationships, and relying upon the
cultural artifact of the opportunity narrative. This qualitative ethnographic study focuses on the school-related social interactions
that took place among students, teachers and staff, to explore the socially and locally constructed model of success within
this bilingual high school for newly arrived, Spanish-speaking immigrant youth.
Ali Michael is a PhD candidate in Teaching Learning, Curriculum and Society at the University of Pennsylvania. Her academic
and research interests include whiteness studies, multicultural education and anthropology of education.
Norma Andrade is the Language and Latin American Coordinator and Advocate for a non-profit organization, Refugee Women’s Alliance,
located in Seattle, Washington. She advocates for the immigrant and refugee communities in Washington State.
Lesley Bartlett is an assistant professor at Teachers College, Columbia University. Her research and teaching interests include
anthropology of education, comparative and international education, sociocultural studies of literacies, transnationalism,
and schooling across the Americas. 相似文献
16.
Phil Cormack 《The Australian Educational Researcher》2011,38(2):133-148
This paper examines the report of the Inquiry into the Teaching of Literacy (Department of Education, Science & Training (DEST) 2005) and explores the claims it makes about reading pedagogy and the centrality of particular “methods” or “approaches” to teaching
backed by “scientific” evidence. Discourse analysis of the report shows that its logics allow only certain kinds of evidence
to count in policy, and that it reduces difficult social and political issues to questions of technique. This allows the report
to recommend an approach whereby qualitative insights and practitioners’ experience can be bypassed through valorising methods
developed and verified by scientific researchers. The report’s claims are considered genealogically in the light of historical
cases from the early nineteenth century, where educational reformers struggled with the issue of how to educate the children
of the poor. In one, the monitorial system promoted by Lancaster in England, there was a focus on reading which made teachers
or monitors artefacts of a standardised method. By way of contrast, in Scotland, a classroom approach developed by Stow (1854) made the teacher central to the process, as someone who sensitively interpreted and extended students’ experiences with
texts. Stow’s approach would form the model for the modern classroom in compulsory state schooling, while the monitorial system
would eventually be abandoned as ineffective. The historical cases demonstrate the dangers of approaches to policy that fail
to account for the complex interplay between teacher, student and text in the reading lesson. 相似文献
17.
Productive failure in mathematical problem solving 总被引：1，自引：0，他引：1
Manu Kapur 《Instructional Science》2010,38(6):523-550
This paper reports on a quasi-experimental study comparing a “productive failure” instructional design (Kapur in Cognition
and Instruction 26(3):379–424, 2008) with a traditional “lecture and practice” instructional design for a 2-week curricular unit on rate and speed. Seventy-five,
7th-grade mathematics students from a mainstream secondary school in Singapore participated in the study. Students experienced
either a traditional lecture and practice teaching cycle or a productive failure cycle, where they solved complex problems
in small groups without the provision of any support or scaffolds up until a consolidation lecture by their teacher during
the last lesson for the unit. Findings suggest that students from the productive failure condition produced a diversity of
linked problem representations and methods for solving the problems but were ultimately unsuccessful in their efforts, be
it in groups or individually. Expectedly, they reported low confidence in their solutions. Despite seemingly failing in their
collective and individual problem-solving efforts, students from the productive failure condition significantly outperformed
their counterparts from the lecture and practice condition on both well-structured and higher-order application problems on
the post-tests. After the post-test, they also demonstrated significantly better performance in using structured-response
scaffolds to solve problems on relative speed—a higher-level concept not even covered during instruction. Findings and implications
of productive failure for instructional design and future research are discussed. 相似文献
18.
Magda Rocha 《European Journal of Psychology of Education - EJPE》2012,27(1):77-90
The departing point of this study is the theoretical framework of “Making the Match project” (Evers and Rush in Management
Learning 27:275–299, 1996) about how to develop a common language among stakeholders regarding transferable skills. Thus, the paper examines the impact
of demographic variables (age and gender) and developmental dimensions (Career adaptability and Vocational development) in
the representations of transferable skills construction within a Portuguese sample of first-year college students (Vocational
developmental variables are part of career construction theory; Savickas 2001, 2002, 2005, Journal of Vocational Behavior 75:239–250, 2009), a theoretical framework that significantly supports the notion that the acquisition of transferable skills is one of the
consequences of vocational tasks’ resolution. Results suggested that career adaptability seems to be the most robust predictor
for the transferable skills’ groups advanced by Evers and colleagues, followed by career development, and, finally, age and
gender as a block. Results are discussed in the light of the two aforementioned main frameworks. 相似文献
19.
Denise Taliaferro Baszile 《The Urban Review》2008,40(4):371-385
In this paper, I offer my own counterstory of matriculating through a teacher education program as an African American student
on a predominately White campus as a reference point for thinking through how racism operates through teacher education’s
dominant discourse and practice of teacher reflection. It is an important story to tell primarily because it touches on a
largely unexplored dimension of teacher reflection. While the large majority of the literature has focused on how to prepare
White preservice teachers to teach in a culturally and racially complex world, little qualitative attention has been given
to the preparation of nonwhite students. While there are a few select and important articles that touch on some of the challenges
African American students face in predominately White teacher education programs, including covert and overt racism, none
focus on how teacher reflection might reproduce these dynamics. Thus what the literature on teacher reflection often suggests
is that it is a racially neutral practice. In this essay, however, I suggests otherwise, by providing an intimate and critical
look at my process of learning to be a reflective practitioner. The question I seek to grapple with is quite simply, “What
does teacher reflection work to repress?” 相似文献