共查询到20条相似文献，搜索用时 250 毫秒
1.
Christina V. Schwarz Jason Meyer Ajay Sharma 《Journal of Science Teacher Education》2007,18(2):243-269
This study infused computer modeling and simulation tools in a 1-semester undergraduate elementary science methods course
to advance preservice teachers’ understandings of computer software use in science teaching and to help them learn important
aspects of pedagogy and epistemology. Preservice teachers used computer modeling and simulation tools within their own science
investigations; discussed general technology issues; and explored, evaluated, and taught their peers about a particular modeling
tool. Preservice teachers expanded their vision of the software available and the role that software can play in science teaching,
but desired fun, easy-to-use software with scientifically accurate information within a clear, familiar learning task. Such
conflict provided a fruitful platform for discussion and for potentially advancing preservice teachers’ pedagogical and epistemological
understandings.
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| Christina V. SchwarzEmail: |
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3.
This exploratory study examines the learning beliefs of high and low achieving, low-income Mexican-American students. Semi-structured
interviews were conducted with 11 ninth grade students. The qualitative analysis shows that students’ perceptions of their
teachers’ expectations of a “good” student or a “not so good” student did not differ along achievement lines. However, the
students’ perceptions about what it means to be a good student differentiated the low-achievers from the high-achievers. This
study’s findings may be used to inform educators about Mexican-American students’ orientation towards school and learning,
in hopes for creating more equitable educational settings where all students achieve to their fullest potential.
相似文献
| Soung BaeEmail: |
4.
Keith Whitaker 《Academic Questions》2007,20(2):154-159
Faculty members have an important role to play in helping to fund programs and direct donor dollars at colleges and universities.
This paper outlines the ‘golden age of philanthropy’ that the United States has currently entered, explaining the combination
of material resources and spiritual inclinations that have led to increased giving. It then outlines several principles that
faculty members should keep in mind in approaching prospective donors, including the reasons for giving, donors’ interest
in ideas, and the importance of persistence, local focus, and collaboration. Finally it offers several practical steps that
faculty members can take to marshal philanthropic support for their visions.
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| Keith WhitakerEmail: Email: |
5.
Christina Rose Dubb 《Children‘s Literature in Education》2007,38(3):219-232
This article compares the first-person narratives of two adolescent girls in the novels The Rain Catchers and The House on Mango Street. I propose that adolescent girls can use literacy to read the world around them as a text and therefore help them to form
their own identities enough to ultimately find authority in telling their own stories. I use Judith Langer’s theory of envisionment-building
as a primary lens through which to interpret the girls’ narrative work and further elucidate the feminist aspects involved
through Belenky et al.’s famous work, Women’s Ways of Knowing.
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| Christina Rose DubbEmail: |
6.
Participation,financial support and the marginal student 总被引：2，自引：0，他引：2
This paper examines differences between the decision-making of marginal and nonmarginal students about participation in higher
education (HE). We distinguish between two kinds of marginality: being ‘borderline’ on account of prior achievements in school
and being ‘unsure’ after taking prior achievement into account. We identify a significant minority of students in their final
year of schooling who are unsure about participation in higher education even though they have prior school achievements typical
of entrants to HE. Being ‘unsure’ is found to be unrelated to socioeconomic background, but it is associated with significantly
different attitudes towards the potential benefits and risks of participation, different levels of knowledge about financial
support that is available and different approaches to information search about participation in HE.
相似文献
| Peter DaviesEmail: |
7.
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.
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| Alandeom W. OliveiraEmail: |
8.
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: |
9.
Janice E. Jackson 《Journal of Educational Change》2007,8(2):105-109
Today’s media is filled with stories of man’s inhumanity toward man. Education journals are replete with assessments of educators
as failing to meet the demands of the modern world. Jansen offers stories of hope to counterbalance the bombardment of negative
stories. His research “explores the character of leadership in transition societies”. He draws portraits of three educators,
in leadership roles, whose lives provide a moment for us to catch our breath and remember that leaders have choices about
how they will live out their roles in ways that are grounded in social justice
相似文献
| Janice E. JacksonEmail: |
10.
This paper describes the rationale, conceptualization and design of the Second International Information Technology in Education
Study (SITES). SITES is a survey of schools and teachers of their pedagogical practices, their use of ICT and their readiness
for changing their teaching–learning towards the demands of the 21st century. The study will take place under the auspices
of the International Association for the Evaluation of Educational Achievement (IEA) and the data collection is planned for
2006; therefore the project is called ‘SITES2006’.
相似文献
| T. PlompEmail: |
11.
This study examined how selected school mathematics textbooks in China, Singapore, and USA at the lower secondary grade level
represent problem-solving procedures. The analysis of problem-solving procedures was carried out in two layers – general strategies,
which adopted Pólya’s four-stage problem-solving model, and specific strategies, which consisted of 17 different problem-solving
heuristics such as ‘acting it out,’ ‘looking for a pattern,’ ‘working backwards,’ etc. Both similarities and differences in
the representation of problem-solving procedures in the textbooks across the three countries were revealed and compared. The
possible reasons for the similarities and especially for the differences were explored. Suggestions about how to improve the
representation of problem-solving in mathematics textbooks were provided at the end of the study.
相似文献
| Lianghuo FanEmail: |
12.
Jennifer H. James 《Early Childhood Education Journal》2008,35(5):413-418
Written from the vantage point of both a mother and teacher educator, the author recounts the journey taken by Sarah, her
4-year old daughter, as she is introduced to and explores map making as a means of representing and making sense of familiar
and unfamiliar places. Offering Sarah’s experience as context, the author offers both a practical and theoretical discussion
of children’s emerging geographic literacy, its relationship to identity development and the importance of understanding children’s
experience and socio-emotional development to inform pedagogy.
相似文献
| Jennifer H. JamesEmail: |
13.
Ann Moir-Bussy Catherine Sun 《International journal for the advancement of counseling》2008,30(3):202-212
Within the context of the growing development of intercultural counsellor education, the question of how different cultures
reconceptualize and transform Western counselling theories for their own context is an important one. In this intercultural
exchange in education, concepts such as ‘globalization’, ‘indigenization’ and ‘universalization’ have an impact on the education
process. This paper briefly explores these terms and movements and then highlights findings from a research project that took
place with a group of counselling graduates in Hong Kong examining how they undertook the processes of reconceptualization
and transformation. The dialogical process involved in that enabled participants and researcher to co-explore the process
of knowledge development within the counselling education field. Implications for counsellor education are highlighted.
相似文献
| Ann Moir-BussyEmail: |
14.
Zbigniew Semadeni 《Educational Studies in Mathematics》2008,68(1):1-17
To explicate certain phenomena, e.g., the possibility of deduction without definition, we hypothesize that an individual is
able to understand and appreciate reasoning with a due feeling of its necessity when the concept image of each concept involved
in the reasoning has reached a certain level of development; we then speak of deep intuition. This conception is presented (with a variety of examples) in the framework of D. Tall’s theory of three worlds of mathematics
(‘conceptual-embodied’, ‘proceptual-symbolic’, and ‘formal-axiomatic’).
相似文献
| Zbigniew SemadeniEmail: |
15.
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: |
16.
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: |
17.
Conflicting measures of state support for postsecondary education create confusion and misunderstanding that convolute debates
about states’ postsecondary education funding. The use of multiple measures is largely unnecessary, though. A simple single
measure is constructed that adequately quantifies both states’ postsecondary need and states’ ability to pay. Specifically,
this study proposes measuring state support for postsecondary education as state postsecondary funding per high school graduate
over the previous four years per dollar of per capita income.
相似文献
| Justin M. RoncaEmail: |
18.
Diann L. Baecker 《Children‘s Literature in Education》2007,38(3):195-206
Scott O’Dell’s Island of the Blue Dolphins tells the archetypal story of the young, virgin, orphan girl who is vulnerable to either debauchery or rescue. That such
a girl must succumb to either one or the other is a necessary element of the archetype. In O’Dell’s work—one intended, after
all, for children—the heroine is rescued by a paternalistic figure and re-inscribed into the patriarchal world. Yet, in the
hands of young readers, Island—part fairytale, part rescue narrative, part feminist parable—becomes a story of independence and survival, despite the heroine’s
“rescue” at the end.
相似文献
| Diann L. BaeckerEmail: |
19.
Susan Louise Stewart 《Children‘s Literature in Education》2008,39(2):95-105
The author analyzes two texts, Gloria Whelan’s Homeless Bird and Deborah Ellis’s Parvana’s Journey, in an attempt to explain some of the problems and difficulties associated with those texts. The author examines Whelan’s
representations of India and finds troubling binaries associated with that text. In comparison, the author finds Ellis’s depictions
of Afghanistan more nuanced and complex. The author also discusses student reception of both texts and offers ways to problematize
some of their reactions.
相似文献
| Susan Louise StewartEmail: |
20.
Mark G. Storz 《The Urban Review》2008,40(3):247-267
In interviews with over 250 urban young adolescents, many students make it clear that they are acutely aware of the educational
inequities that exist in their schools and that these inequities are having a negative impact on their education. Student
voice is used to highlight urban middle school students’ perspectives on the quality of their education particularly in terms
of curricular issues, teacher quality, and lack of resources.
相似文献
| Mark G. StorzEmail: |