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1.
Melissa Gresalfi Taylor Martin Victoria Hand James Greeno 《Educational Studies in Mathematics》2009,70(1):49-70
This paper investigates the construction of systems of competence in two middle school mathematics classrooms. Drawing on
analyses of discourse from videotaped classroom sessions, this paper documents the ways that agency and accountability were distributed in the classrooms through interactions between the teachers and students as they worked on mathematical
content. In doing so, we problematize the assumption that competencies are simply attributes of individuals that can be externally
defined. Instead, we propose a concept of individual competence as an attribute of a person's participation in an activity
system such as a classroom. In this perspective, what counts as “competent” gets constructed in particular classrooms, and
can therefore look very different from setting to setting. The implications of the ways that competence can be defined are
discussed in terms of future research and equitable learning outcomes.
相似文献
| Melissa GresalfiEmail: |
2.
Where practice and theory intersect in the chemistry classroom: using cogenerative dialogue to identify the critical point in science education 总被引：2，自引：0，他引：2
Sonya Martin 《Cultural Studies of Science Education》2006,1(4):693-720
This paper argues for an inclusive model of science education practice that attempts to facilitate a relationship between
“science and all” by paying particular attention to the development of the relationship between the teacher, students and
science. This model hinges on the implementation of cogenerative dialogues between students and teachers. Cogenerative dialogues
are a form of structured discourse in which teachers and students engage in a collaborative effort to help identify and implement
positive changes in classroom teaching and learning practices. A primary goal of this paper is to introduce a methodological
and theoretical framework for conducting cogenerative dialogue that is accessible to classroom teachers and their students.
I propose that researchers must learn to disseminate their findings to teachers in ways that are practical, in that they provide
teachers with information needed to make concrete connections between the research and their teaching, while continuing to
make available the theories that support their findings. Using an integration research framework in conjunction with a temporality
of learning model, I introduce a method of disseminating research findings that provides both classroom teachers and researchers
with access to different forms of knowledge about cogenerative dialogues in the same paper. In doing so, this article examines
the relationships between teacher knowledge and researcher knowledge by exploring the practical application of cogenerative
dialogues for classrooms teachers and the theoretical implications of using cogenerative dialogues for researchers.
相似文献
| Sonya MartinEmail: |
3.
Paul A. Schutz Ji Y. Hong Dionne I. Cross Jennifer N. Osbon 《Educational Psychology Review》2006,18(4):343-360
This article represents our current reflections on our approach to inquiry on emotions in education. Our views reflect an eclectic blend of, educational, psychological, and social historical approaches to inquiry on emotion and emotional regulation. In an effort to explicate our approach, we address our working definitions of emotion and emotional regulation. Next, we discuss our views on transactions among cognition, motivation and emotions, as well as the methods and methodologies that guide our inquiry on emotions in education. We conclude with some of the problems associated with, as well as a discussion of why, in spite of the challenges related to doing inquiry on emotions, the study of emotions can be useful for improving educational processes.
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| Paul A. SchutzEmail: |
4.
The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice 总被引：6，自引：0，他引：6
Reinhard Pekrun 《Educational Psychology Review》2006,18(4):315-341
This article describes the control-value theory of achievement emotions and its implications for educational research and practice. The theory provides an integrative framework for analyzing the antecedents and effects of emotions experienced in achievement and academic settings. It is based on the premise that appraisals of control and values are central to the arousal of achievement emotions, including activity-related emotions such as enjoyment, frustration, and boredom experienced at learning, as well as outcome emotions such as joy, hope, pride, anxiety, hopelessness, shame, and anger relating to success or failure. Corollaries of the theory pertain to the multiplicity and domain specificity of achievement emotions; to their more distal individual and social antecedents, their effects on engagement and achievement, and the reciprocal linkages between emotions, antecedents and effects; to the regulation and development of these emotions; and to their relative universality across genders and cultures. Implications addressed concern the conceptual integration of emotion, motivation, and cognition, and the need to advance mixed-method paradigms. In closing, implications for educational practice are discussed.
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| Reinhard PekrunEmail: |
5.
Julie A. Bianchini 《Cultural Studies of Science Education》2008,3(4):799-810
This article examines Mary Budd Rowe’s groundbreaking and far-reaching contributions to science education. Rowe is best known
for her research on wait-time: the idea that teachers can improve the quality and length of classroom discussions by waiting
at least 3 s before and after student responses. Her wait-time research grew from and helped inform her staunch advocacy of
science education as inquiry; Rowe saw wonder and excitement as central to the teaching and learning of science. She spent
much of her professional life designing professional development experiences and innovative curriculum materials to help teachers,
particularly elementary school teachers, enact inquiry in their classrooms.
相似文献
| Julie A. BianchiniEmail: |
6.
This article is an attempt to place mathematical thinking in the context of more general theories of human cognition. We describe
and compare four perspectives—mathematics, mathematics education, cognitive psychology, and evolutionary psychology—each offering
a different view on mathematical thinking and learning and, in particular, on the source of mathematical errors and on ways
of dealing with them in the classroom. The four perspectives represent four levels of explanation, and we see them not as
competing but as complementing each other. In the classroom or in research data, all four perspectives may be observed. They
may differentially account for the behavior of different students on the same task, the same student in different stages of
development, or even the same student in different stages of working on a complex task. We first introduce each of the perspectives
by reviewing its basic ideas and research base. We then show each perspective at work, by applying it to the analysis of typical
mathematical misconceptions. Our illustrations are based on two tasks: one from statistics (taken from the psychological research
literature) and one from abstract algebra (based on our own research).
相似文献
| Orit HazzanEmail: |
7.
A study on classroom based training of self-regulated learning was conducted with fourth grade pupils attending German public
schools. The participating classes were assigned randomly to either a training group or a control group. The pupils in the
training group received 5 weeks of training, as depicted by Zimmerman, Bonner, & Kovach (American Educational Research Journal
31:845-862 1996), during normal classroom instruction and homework activities. Training effects were confirmed for various skills associated
with self-regulation, motivation and performance. By reviewing the solution rates to daily assignments with the help of hierarchical
linear models, a linear growth in the solution rates over the course of the 5 weeks was proven, which weakened towards the
end of the training. Significant differences in the growth rates among the students were also confirmed. Skills in time management,
learning goal orientation and self-efficacy that were evidenced by the students prior to the training proved to be able to
explain variances among the growth curves.
相似文献
| Heidrun StoegerEmail: |
8.
Patricia Sánchez 《The Urban Review》2007,39(5):489-517
This article examines the lives of three transnational second-generation immigrant Latinas who reside in urban centers in
California and maintain close ties to Mexico. Drawing from a participatory research and ethnographic study, I provide evidence
of the out-of-school learning that they experience and how this shapes their notions of global citizenship. Although schools
have begun to slowly recognize transnational immigrant students, many urban educators whose cities are palpably transformed
by immigrants have not fully connected the promise of such a global lifestyle and its potential for instruction in the classroom.
相似文献
| Patricia SánchezEmail: |
9.
10.
In this article, themost relevant literature on cognitive aging and instructional design is merged to formulate recommendations for designing computer-based training material aimed at elderly learners. The core message is that researchers and instructional designers do not need to develop special computerized instruction for older adults. Rather, existing principles of general instructional and multimedia design can be evaluated and used to accommodate the needs of elderly learners. Particular attention is given to John Sweller’s Cognitive Load Theory (CLT) and Richard Mayer’s Cognitive Theory of Multimedia Learning (CTML). It is argued that these instructional theories bear important benefits for older learners because they support an efficient use of available cognitive resources. New research directions are suggested to test the implications of these theories for learning in old age.
相似文献
| Pascal W. M. Van GervenEmail: |
11.
Catherine Milne Susan Kirch Sreyashi Jhumki Basu Mary Leou Pamela Fraser-Abder 《Cultural Studies of Science Education》2008,3(2):417-434
We engage in a metalogue based on eight papers in this issue of Cultural Studies of Science Education that review the state of conceptual change research and its possible affect on the teaching and learning of science. Our
discussion addresses three aspects of conceptual change research: theoretical, methodological, and practical, as we discuss
conceptual change research in light of our experiences as science educators. Finally, we examine the implications of conceptual
change research for the teachers and students with whom we work.
相似文献
| Catherine MilneEmail: |
12.
Sreyashi Jhumki Basu Angela Calabrese Barton 《Cultural Studies of Science Education》2009,4(2):387-392
In this rejoinder to Bryan Brown and John Reveles, we highlight the facts that (a) sociocultural theories of learning do not
go far enough because they fail to address a number of issues and (b) we require concepts such as power and positionality
to understand science learning.
相似文献
| Angela Calabrese BartonEmail: |
13.
Science educators have yet to identify ways to enable inner city African American high school students to experience success
in science. In this paper, we argue that understanding the ways in which cultural practices from fields outside of school
mediate what happens inside classrooms and contribute to the learning of students is crucial to addressing current disparities
in science performance. Specifically, we explore the significance of movement expressiveness dispositions to the lives and
the learning of economically disadvantaged African American youth. These particular dispositions have been repeatedly observed
in our research, and they can be important resources for the creation of individual emotional energy, collective solidarity,
and heightened engagement in learning activities since they provide resources for the (re)shaping of identity. Thus movement
expressiveness dispositions hold potential for transforming the teaching and learning of these students.
相似文献
| Gale SeilerEmail: |
14.
15.
Thandeka K. Chapman 《The Urban Review》2008,40(1):42-63
The purpose of this paper is to examine the remnants of desegregation curricular reforms in a small urban district. This study
documents the affects of various policies that were implemented to create equity and equality in urban, multi-racial and socio-economically
diverse classrooms. These reforms were created due to a court desegregation order that demanded the district take multiple
steps to raise the academic achievement levels of students of color in the district. Using the lens of Critical Race Theory
to examine issues of interest-convergence and the effects of court-ordered desegregation initiatives, the researcher documents
how teachers have come to terms with two major curricular changes that work in conjunction with other curricular reforms.
Research that considers the affects of large-scale policy initiatives on classroom practices is necessary to further current
conversations on successful reform implementation.
相似文献
| Thandeka K. ChapmanEmail: |
16.
Tara E. Higgins Michele W. Spitulnik 《Journal of Science Education and Technology》2008,17(5):511-521
Professional development is critical in supporting teachers’ use of technological tools in classrooms. This review of empirical
research synthesizes the effective elements of professional development programs that support science teachers in learning
about technology integration. Studies are examined that explore how professional development supports technology use within
inquiry-based and traditional science instruction. Implications for future research are discussed in four areas: understanding
and building on teachers’ beliefs about science and technology; supporting teacher learning by supporting teachers’ examination
of students’ work; using technology to support teacher communities and social networks; and sustaining teachers’ learning
beyond formal professional development programs.
相似文献
| Tara E. HigginsEmail: |
17.
Felicia M. Moore 《Journal of Science Teacher Education》2008,19(1):85-109
This study reports the learning of elementary preservice teachers regarding diversity and teaching science in diverse urban
elementary classrooms. From participating in a semester-long book club, the preservice teachers reveal their cultural biases,
connect and apply their knowledge of diversity, and understand that getting to know their students are important elements
for teaching science in diverse classrooms. These 3 things connect in ways that allow the preservice teachers to understand
how their cultural biases impede student learning and gain new knowledge of diversity as they change their cultural biases.
Implications of this study reveal that preservice teachers need opportunities to reveal, confront, challenge, and change their
cultural models and to develop new models for teaching science in urban elementary classrooms.
相似文献
| Felicia M. MooreEmail: |
18.
Coteaching is an effective structure for the pre-service practicum as it immerses student teachers in the culture of the school
and helps them to learn by working closely at the elbows of their mentor teacher. The collaborative nature of the model fosters
beliefs and practices based on shared perspectives and coresponsibility for the quality of the learning environment. Cogenerative
dialogues with students insure the inclusion of their voice in the collaboration and foster increased emotional energy and
classroom solidarity. The work by Wassell and LaVan (2009) fills an important void in our research on coteaching as it seeks to understand which practices and beliefs survive the
transition to professional service. While both teachers included cogenerative dialogues in their interactions with students,
we suggest that the reflective practices of a single teacher are qualitatively different from reflections based on the dynamic
interactions of multiple adults’ coteaching together. We explore strategies that will help administrators and school staff
find the human and material resources needed to staff the multiple teacher classroom. Our comments on this paper are informed
by our experiences as the academic coordinator and mentor teacher of the learning community in which Jen and Ian completed
their pre service practicum and are meant help disseminate this model to as many educational environments as possible.
相似文献
| Cristobal CaramboEmail: |
19.
More than a conversation: using cogenerative dialogues in the professional development of high school chemistry teachers 总被引：1，自引：0，他引：1
Sonya N. Martin Kathryn Scantlebury 《Educational Assessment, Evaluation and Accountability》2009,21(2):119-136
This paper focuses on content-based and pedagogical instructors’ use of cogenerative dialogues to improve instructional practice
and to evaluate program effectiveness in a professional development program for high school chemistry teachers. We share our
research findings from using cogenerative dialogues as an evaluative tool for general assessment of various program-related
issues. We discuss how engaging students in cogenerative dialogues improved teaching and learning in chemistry and chemistry
education courses. This research provides insights and direction for improving content-based professional development programs
for science teachers and the learning experiences of high school science students. Cogenerative dialogue has the potential
to expand evaluation methodologies that will position participants more centrally in not only the collection of data, but
also the analysis of these data to catalyze transformative practices in educational programs.
相似文献
| Sonya N. MartinEmail: |
20.
Christopher Emdin 《Cultural Studies of Science Education》2009,4(1):239-254
In this article I explore research in urban science education inspired by the work of Kris Gutierrez in a paper based on her
2005 Scribner Award. It addresses key points in Gutierrez’s work by exploring theoretical frameworks for research and approaches
to teaching and research that expand the discourse on the agency of urban youth in corporate school settings. The work serves
as an overview of under-discussed approaches and theoretical frameworks to consider in teaching and conducting research with
marginalized urban youth in urban science classrooms.
相似文献
| Christopher EmdinEmail: Email: |