Engaged environmental science for underserved youth     

Katie R. Kirsch  Juan Elizondo  David De Hoyos Salazar  Steven Washington  Travis Burdick  Pablo Alvarez 《Environmental Education Research》2019,25(9):1416-1425

Abstract

The National Institute for Environmental Health Sciences has called for targeted efforts to engage underserved youth in environmental education programs that support environmental literacy and contribute to the development of a diverse workforce pipeline for environmental science-related occupations. Evidence suggests that career knowledge among low income and minority youth is more likely to be incompatible with post-secondary educational opportunities than other racial and ethnic groups. One approach to attenuating discordant college and career expectations among underserved youth is building networks for information sharing between secondary and post-secondary students. The purpose of this commentary is to describe the development and implementation of a high school curriculum on environmental science and environmental justice by Texas A&M University in collaboration with community engagement partners, students, and teachers at Furr High School, an innovative XQ Super School in Houston, Texas.  相似文献   

Problematizing public engagement within public pedagogy research and practice     

Jennifer A. Sandlin  Jake Burdick  Emma Rich 《Discourse: Studies in the Cultural Politics of Education》2017,38(6):823-835

In this article, we explore issues related to how scholars attempt to enact public pedagogy (i.e. doing ‘public engagement’ work) and how they research public pedagogy (i.e. framing and researching artistic and activist ‘public engagement’ as public pedagogy). We focus specifically on three interrelated issues we believe should be addressed by scholars as they continue to theorize, enact, and analyze public pedagogies in the broader public sphere: (a) power dynamics embedded in individualized versus more collective enactments of public intellectualism; (b) conflicting and complicated conceptualizations of the relationship between the public pedagogue and the public, and how that relationship should be enacted; and (c) ethical issues surrounding the framing of public engagement and activist work under the umbrella of ‘pedagogy’.  相似文献   

干线公路旧水泥混凝土路面使用状况评价及加铺层典型结构研究     

张丽娟  王志斌  章海  瞿正中 《西安文理学院学报》2011,(3):10-15,23

针对西安市干线公路旧水泥混凝土路面结构中出现的主要病害问题,采用路面状况指数PCI、路面坏板率DBL、接缝的传荷系数Kj等指标,对旧水泥混凝土路面的使用现状进行调查与评定;结合不同类型旧水泥混凝土路面加铺层结构的经济性分析结论,推荐西安市干线公路旧水泥混凝土路面加铺层典型结构方案,对于改进和提高改建工程项目设计、建设质量具有重要的指导作用和现实意义．  相似文献   

Sign of the Times     

Hal O. Kesler 《The Educational forum》2013,77(3)

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Slovak high school students' attitudes toward computers     

Milan Kubiatko  Zuzana Haláková  Soňa Nagyová  Tibor Nagy 《Interactive Learning Environments》2013,21(5):537-550

The pervasive involvement of information and communication technologies and computers in our daily lives influences changes of attitude toward computers. We focused on finding these ecological effects in the differences in computer attitudes as a function of gender and age. A questionnaire with 34 Likert-type items was used in our research. The sample consisted of 659 students from 14 high schools, aged 15–19 years attending the first, the second, the third, and the fourth years of study. The results of the questionnaire were divided into the two dimensions of concrete computer enjoyment and computer anxiety. On the first dimension both younger students and girls have positive attitudes. On the second dimension both younger students and boys have more positive attitudes. Overall, girls have more positive attitudes than boys. This is interesting because in the existing literature there is evidence that boys have more positive attitudes toward computers than girls. Perhaps a change is taking place.  相似文献   

Understanding Anti-Fat Bias in Children: The Role of Media and Appearance Anxiety in Third to Sixth Graders' Implicit and Explicit Attitudes Toward Obesity     

Kim Bissell  Hal Hays 《Mass Communication and Society》2013,16(1):113-140

This study of 601 3rd-6th grade boys and girls examined implicit and explicit attitudes of anti-fat bias along with media exposure variables and appearance anxiety. In this study, predictors of implicit attitudes of bias were measured and then those same implicit measures were tested as possible predictors of more explicit measures of anti-fat bias. Given the uniqueness of the measures with a sample of this age and the self-report measures of media use, the hope was that the results may prove helpful in understanding the complicated factors related to children's attitudes and beliefs about weight bias in order further explain how and why thinness is regarded as such an important social and cultural attribute. Findings suggest that exposure to an image of an overweight child and fear of negative appearance evaluations were the strongest predictors of two measures of explicit anti-fat bias. Furthermore, implicit attitudes representative of fat bias were also evident across the sample. Greater television exposure was related to decreased levels of anti-fat bias and more favorable assessments of overweight subjects viewed in photographs; thus, findings suggest several factors are important in better understanding the correlates related to anti-fat bias in children.  相似文献   

Innovative products     

Hal Malehorn 《Early Childhood Education Journal》1979,7(2):24-26

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School autonomy and the reform of educational administration in Hungary     

Gábor Halász 《Prospects》1990,20(3):387-394

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Teaching about complex systems is no simple matter: building effective professional development for computer-supported complex systems instruction     

Susan A. Yoon  Emma Anderson  Jessica Koehler-Yom  Chad Evans  Miyoung Park  Josh Sheldon  Ilana Schoenfeld  Daniel Wendel  Hal Scheintaub  Eric Klopfer 《Instructional Science》2017,45(1):99-121

The recent next generation science standards in the United States have emphasized learning about complex systems as a core feature of science learning. Over the past 15 years, a number of educational tools and theories have been investigated to help students learn about complex systems; but surprisingly, little research has been devoted to identifying the supports that teachers need to teach about complex systems in the classroom. In this paper, we aim to address this gap in the literature. We describe a 2-year professional development study in which we gathered data on teachers’ abilities and perceptions regarding the delivery of computer-supported complex systems curricula. We present results across the 2 years of the project and demonstrate the need for particular instructional supports to improve implementation efforts, including providing differentiated opportunities to build expertise and addressing teacher beliefs about whether computational-model construction belongs in the science classroom. Results from students’ classroom experiences and learning over the 2 years are offered to further illustrate the impact of these instructional supports.  相似文献   

The Spread of the Learning Outcomes Approaches across Countries,Sub‐systems and Levels: A special focus on teacher education          下载免费PDF全文

Gábor Halász 《European Journal of Education》2017,52(1):80-91

This article is based on the outcomes of the study entitled “The application of learning outcomes approaches across Europe”, which was funded by Cedefop and completed in 2015 (Wi?niewski et al, 2015 ). The study, aiming at exploring the implementation of the learning outcomes approach in European countries, addressed two major questions: (1) to what extent and how the shift to learning outcomes has been influencing education and training policies and strategies at macro (national) level and teaching practices at micro (institutional) level in EU and EFTA member countries, and (2) to what extent and how political priority given to learning outcomes has influenced institutional practices in the training of education and training professionals. The study, covering 33 EU and EFTA member countries and all sub‐systems of education, used empirical evidence from country case studies and also from a limited number of institutional case studies focusing on initial teacher education. The study demonstrated a significant progress in the use of the learning outcomes approach in most countries and in all sub‐systems, but also major implementation challenges. This article presents the outcomes of the study using an analytical framework combining three analytical perspectives: (1) curriculum development and delivery (2) European integration, and (3) governance and policy implementation.  相似文献