Fostering Distributed Science Learning Through Collaborative Technologies     

Jesús Vázquez-Abad  Nancy Brousseau  Waldegg C. Guillermina  Mylène Vézina  Alicia D. Martínez  Janet Paul de Verjovsky 《Journal of Science Education and Technology》2004,13(2):227-232

TACTICS (French and Spanish acronym standing for Collaborative Work and Learning in Science with Information and Communications Technologies) is an ongoing project aimed at investigating a distributed community of learning and practice in which information and communications technologies (ICT) take the role of collaborative tools to support social construction of knowledge. This community is composed of researchers, graduate students, and high-school teachers and their students, from six schools and four universities in Canada and Mexico. It set out in fall 2000 to develop a community around the general topic of integrating concepts in science school subjects. Once a prototype community is established, it can become a terrain where different aspects could be studied. Subsequently, researchers could gradually take a back seat allowing as well as ensuring the autonomy of the school members involved and, thereby, the viability of the learning community. The set up of the proposed prototype distributed science learning community was therefore an essential yet far from trivial first step. This paper discusses the process of setting up the community and the lessons learned.  相似文献   

Preschool Teachers' Perceptions about Conflict Resolution, Autonomy, and the Group in Four Countries: United States, Colombia, El Salvador, and Taiwan     

Melanie Killen  Alicia Ardila-Rey  Marlene Barakkatz  Pei-Lin Wang 《Early education and development》2000,11(1):73-92

Preschool teachers (N = 160) in four countries (U.S., Colombia, El Salvador, and Taiwan) were surveyed about their views of conflict resolutions for moral and social-conventional conflicts, providing choice in the classroom (autonomy), maintaining a sense of the group, and general pedagogical aims of early childhood education. The findings revealed cultural similarities regarding conflict resolution intervention techniques and providing choice in the classroom. Cultural differences were found for maintaining the group and encouraging traditional group values. The items regarding the general pedagogical aims revealed a mixture of cultural differences and similarities. The results have implications for formulating generalizable goals for facilitating social and moral development in early childhood development and education.  相似文献   

Media Commentary     

Robin Moss 《Learning, Media and Technology》1994,20(1):39-42

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Creating space for learning: conceptualizing women and higher education through space and time   总被引：1，自引：0，他引：1  

Dot Moss 《Gender and education》2004,16(3):283-302

This paper highlights the strengths of giving visibility to the concepts of space and time in research related to women's lives and higher education. It is based on research that explores the everyday practice and experience of women higher education students at a community college in the north of England. It focuses on the ways in which space and time to study are both socially and personally constructed. The concepts of space and time are drawn on to theorize and analyze women students' experiences and to draw attention to the ‘behind scenes of power and control’ shaping action (Layder, 1993 Layder D 1993 New strategies in social research (Cambridge, Polity)  [Google Scholar], p. 249). Women students from a range of backgrounds are considered, including younger/older, mother/non‐mother and differential class and geographical heritage. The paper highlights three issues. Firstly, the increasingly restricted ground available for academic studies in women's lives, resulting from the restructuring of paid work, social welfare and higher education. Secondly, the hierarchy of values and ambiguous meanings attached to higher education when women attempt to study. Thirdly, the intense negotiations undertaken by women students in order to construct space and time for academic work.  相似文献   

Talk about texts: reading as a social event     

Janet Maybin  Gemma Moss 《Journal of Research in Reading》1993,16(2):138-147

Drawing on anthropological evidence that interactions with texts are often mediated through oral language practices and Vygotsky's ideas about the primacy of social dialogue for individual intellectual development, the authors argue that children's informal talk about both electronic and printed texts throws new light on the reading process as a whole. They analyse children's talk about a school library book, a piece of graffiti, a television programme and a film to show how readings are shaped by the social organization and personal relationships of the readers, whether in curriculum activities, friendship groups or at home in the family. Readings are constructed, contested and negotiated through talk at the point where texts are first calculated and reshaped again when they are jointly recalled. Talk also helps to construct the text's legitimate audience and the reader's position within it.  相似文献   

Correlates of Attachment at School Age: Maternal Reported Stress, Mother-Child Interaction, and Behavior Problems   总被引：1，自引：0，他引：1  

Ellen Moss  Denise Rousseau  Sophie Parent  Diane St-Laurent  Julie Saintonge 《Child development》1998,69(5):1390-1405

The contribution of attachment, maternal reported stress, and mother-child interaction to the prediction of teacher-reported behavior problems was examined for a French-Canadian sample of 121 school-age children. Attachment classifications were assigned on the basis of reunion behavior with mother when the children were between 5 and 7 years of age. Maternal reported stress and mother-child interaction patterns were assessed concurrent to the attachment measure, whereas behavior problems were evaluated both at ages 5 to 7 and 7 to 9 years. Security of attachment significantly predicted the likelihood of school-age behavior problems: Controlling/other children were most at risk for both externalizing and internalizing problems across both age periods. Younger ambivalent children presented clinical cut-off levels of externalizing problems, and older avoidant boys had higher internalizing scores. Patterns of maternal-reported stress and mother-child interaction differed across attachment groups and contributed to prediction of school-age behavior problems, partially mediating the relation between attachment and adaptation. Results support the importance of attachment in explaining school-age adaptation and validity of attachment coding for children of this age.  相似文献   

当我们失眠时，我们都在想什么？     

Moss 《出版参考》2009,(8):13-13

失眠究其根源,就是想“明天怎么办”。想今天的问题,一定就呼呼睡了。  相似文献   

Class-first analysis in a continuum: an approach to the complexities of schools, society, and insurgent science     

Laura Alicia Valdiviezo 《Cultural Studies of Science Education》2010,5(2):435-445

This essay addresses Katherine Richardson Bruna’s paper: Mexican Immigrant Transnational Social Capital and Class Transformation: Examining the Role of Peer Mediation in Insurgent Science, through five main points. First, I offer a comparison between the traditional analysis of classism in Latin America and Richardson Bruna’s call for a class-first analysis in the North American social sciences where there has been a tendency to obviate the specific examination of class relations and class issues. Secondly, I discuss that a class-first analysis solely cannot suffice to depict the complex dimensions in the relations of schools and society. Thus, I suggest a continuum in the class-first analysis. Third, I argue that social constructions surrounding issues of language, ethnicity, and gender necessarily intersect with issues of class and that, in fact, those other constructions offer compatible epistemologies that aid in representing the complexity of social and institutional practices in the capitalist society. Richardson Bruna’s analysis of Augusto’s interactions with his teacher and peers in the science class provides a fourth point of discussion in this essay. As a final point in my response I discuss Richardson Bruna’s idea of making accessible class-first analysis knowledge to educators and especially to science teachers.  相似文献   

ESD and lifelong learning: a case study of the Shangri-la Institute’s current engagement with the Bazhu community in Diqing, China     

Yunhua Liu  Alicia Constable 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2010,9(3):271-285

This article argues that ESD should be integrated into lifelong learning and provides an example of how this might be done. It draws on a case study of a joint project between the Shangri-la Institute and the Bazhu community in Diqing, southwest China, to analyse a community-based approach to Education for Sustainable Development and assess its implications for lifelong learning. The article examines the different knowledge, skills and values needed for ESD across the life span and asserts the need for these competencies to be informed by the local context. The importance of linking ESD with local culture and indigenous knowledge is emphasised. The article goes on to propose methods for integrating ESD into lifelong learning and underscore the need for learning at the individual, institutional and societal levels in formal, non-formal and informal learning settings. It calls for institutional changes that link formal, non-formal and informal learning through the common theme of ESD, and establish platforms to share experiences, reflect on these and thereby continually improve ESD.  相似文献   

Governing indigenous recreation at a distance: a critical analysis of an after school active health intervention     

Moss E. Norman  LeAnne Petherick  Eric Garcia  Gordon Giesbrecht  Todd Duhamel 《Sport, Education and Society》2018,23(2):135-148

Within the Canadian context, the physical activity levels of children and youth in the after school time period has become a source of public health concern. We argue that this concern is informed by broader public health crises, in particular the ‘global obesity epidemic’ and the closely related ‘global pandemic of physical inactivity', and that these so-called ‘crises’ operate as part of a discursive regime that serves to justify after school interventions aimed at increasing the physical activity practices of children and youth. Although the objectives of such interventions are seemingly well intentioned, we suggest that such interventions nonetheless harbor difficult to discern, but potentially pernicious consequences, for the communities in which they are implemented. We focus our attention on the place-specific effects of one Public Health Agency of Canada-funded after school physical activity intervention – After the School Bell Rings (ASBR) – that was implemented in the mostly Indigenous, northern community of Placid, Manitoba. Based on a critical analysis of the ASBR program itself, along with interviews and focus groups with children, parents and recreation providers (n?=?10) from the community of Placid, we contend that the ASBR serves to govern Indigenous recreation at a distance. We argue that when implemented in the place-specific context of Placid, the ASBR functions as part of a broader governmental assemblage composed of loosely connected discourses, institutions, socio-structural conditions and individuals that, when assembled, ultimately serve to govern geographically and culturally distinct communities. We conclude by suggesting that the objectives of broad-based health interventions, such as the goal of increasing after school physical activity levels, should not be universally implemented across diverse locales, but need to account for the diverse, place-specific priorities and needs of the communities into which they are implemented.  相似文献