Lost and Found     

Carole Edelsky  Ursula Casanova  Barbara Guzzetti  Sarah Hudelson  Helga Kansy  Irene Serna 《Review of Education, Pedagogy & Cultural Studies》2013,35(3-4):307-315

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Kawaii Killers and Femme Fatales: A Textual Analysis of Female Characters Signifying Benevolent and Hostile Sexism in Video Games     

Jessica E. Tompkins  Teresa Lynch  Irene I. Van Driel  Niki Fritz 《广播与电子媒介杂志》2020,64(2):236-254

ABSTRACT

Game developers potentially convey socio-cultural values about gender through design choices. This study interpreted the designs of 11 purposively selected female game characters, developed by studios located in the United States and Japan, through the lens of ambivalent sexism. This social psychological theory posits that sexism consists of hostile and benevolent attitudes about women. Two themes emerged across characterizations: bodies as objects, bodies as weapons and (in)dependence. Both consisted of empowering qualities paired with problematic beliefs about women. This analysis contributes to interdisciplinary literature by using an empirical perspective to interpret gender representations in video games.  相似文献   

Probing the amalgam: the relationship between science teachers’ content,pedagogical and pedagogical content knowledge     

Knut Neumann  Vanessa Kind  Ute Harms 《International Journal of Science Education》2019,41(7):847-861

ABSTRACT

This Special Issue aims to present evidence about the relationships between content knowledge (CK), pedagogical knowledge (PK) and pedagogical content knowledge (PCK); the development of these types of knowledge in novice and experienced secondary science teachers; and how CK, PK and/or PCK impact students’ learning. Since Shulman’s introduction of PCK as the feature that distinguishes the teacher from the content expert, researchers have attempted to understand, delineate, assess and/or develop the construct in pre- and in-service teachers. Accordingly, empirical findings are presented that permit further discussion. Outcomes permit post-hoc examination of a recent, collectively described, ‘consensus’ model of PCK, identifying strengths and potential issues. As we will illustrate, the relationship between CK, PK and PCK is central to this; that is, probing the hypothesis of pedagogical content knowledge as an ‘amalgam’ of content and pedagogical knowledge.  相似文献   

Structure and development of pre-service physics teachers’ professional knowledge     

Stefan Sorge  Jochen Kröger  Stefan Petersen  Knut Neumann 《International Journal of Science Education》2019,41(7):862-889

ABSTRACT

Teachers’ professional knowledge is considered one of the most important predictors of instructional quality. According to Shulman, such professional knowledge includes content, pedagogical content and pedagogical knowledge. Although recent research shed some light on the structure of the dimensions of professional knowledge, little is known how teacher education impacts pre-service physics teachers’ professional knowledge. In an effort to address this issue, we examined the content, pedagogical content and pedagogical knowledge of N?=?200 pre-service physics teachers enrolled in different years of teacher education at 12 major teacher education universities in Germany. We used structural equation modelling (1) to examine the relations amongst pre-service physics teachers’ content, pedagogical content and pedagogical knowledge, (2) to explore how the three kinds of knowledge and their relations differ across different stages of teacher education and (3) to identify factors affecting the level of each component of professional knowledge. Our findings suggest that content, pedagogical content and pedagogical knowledge represent distinct types of knowledge. Furthermore, our findings show that in the first years of professional education, pedagogical content knowledge is more closely related with general pedagogical knowledge while in later years, it is more closely related with content knowledge, suggesting that it develops from a general knowledge about teaching and learning into knowledge about the teaching and learning of specific content. Finally, beyond school achievement and years of enrolment as predictors, we find in particular the amount of classroom observations to have a positive impact on the professional knowledge of pre-service physics teachers.  相似文献   

Book reviews     

Irene A. Gilbert  Herbert J. Grubel 《Minerva》1973,11(1):140-152

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Does Title-By-Title Selection Make a Difference? A Usage Analysis on Print Monograph Purchasing     

Irene Ke  Wenli Gao  Jackie Bronicki 《资料收集管理》2017,42(1):34-47

This article compares the usage of print monographs acquired through firm orders and approval plans to determine whether title-by-title book selection makes a difference. The circulation data of print monographs acquired in a four-year period were extracted and separated according to their acquisition methods. Usage data were analyzed according to the Library of Congress Classification system and library's three subject area groups (Humanities, Social Sciences, and Sciences). The results indicate that books acquired via firm orders had a higher circulation rate in almost all subject areas. The authors discuss how the findings can be used to inform future collection practices.  相似文献   

Profiling the Beliefs of the Forgotten Teachers: An Analysis of Intern Teachers’ Frameworks for Urban Science Teaching     

Irene U. Osisioma  Hedy Moscovici 《Journal of Science Teacher Education》2008,19(3):285-311

The need to equip science teachers with knowledge, skills, and habits of mind to face the challenges of teaching science through inquiry informed this study, which analyzed the secondary science intern teachers’ beliefs about inquiry before, during, and following a series of 2 consecutive science methods courses in an attempt to document the effect of such experiences on their ability and willingness to infuse science inquiry in their science curricula. Nine science credentialing interns participated in the study. Data was gathered from their written reflections and various assignments throughout the methods courses. Results suggested that their beliefs changed significantly after the science methods courses. The implications of the study to secondary science teacher educators and researchers were highlighted.  相似文献   

Quantitative and qualitative approaches in educational research — problems and examples of controlled understanding through interpretive methods     

Karl Neumann 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1987,33(2):159-170

In the methodological discussion of recent years it has become apparent that many research problems, including problems relating to the theory of educational science, cannot be solved by using quantitative methods. The multifaceted aspects of human behaviour and all its environment-bound subtle nuances, especially the process of education or the development of identity, cannot fully be taken into account within a rigid neopositivist approach. In employing the paradigm of symbolic interactionism as a suitable model for the analysis of processes of education and formation, the research has generally to start out from complex reciprocal social interactions instead of unambigious connections of causes. In analysing several particular methodological problems, the article demonstrates some weaknesses of quantitative approaches and then shows the advantages in and the necessity for using qualitative research tools.

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Zusammenfassung In der methodologischen Diskussion der letzten Jahre hat sich gezeigt, auch im Hinblick auf Theorieprobleme der Erziehungswissenschaft, daß eine ganze Reihe von Forschungsproblemen nicht mit quantitativen Methoden in den Griff zu bekommen sind. Die facettenreichen Aspekte menschlichen Verhaltens, einschließlich seiner situationsbedingten Nuancen, insbesondere der Erziehungsprozeß oder die Entwicklung der Identität, sind mit einem rigiden neopositivistischen konzeptionellen Rahmen nicht angemessen zu begreifen. Wenn dagegen das Paradigma der symbolischen Interaktion als adäquates Modell für die Analyse der Erziehungs- und Bildungsprozesse genommen wird, muß die Methodologie generell von komplexen sozialen Wechselbeziehungen anstatt von eindeutigen Kausalbeziehungen ausgehen. Indem einige methodologische Probleme exemplarisch diskutiert werden, sollen in dem Artikel einige Schwachpunkte quantitativer Methoden demonstriert werden. Darüberhinaus sollen Vorteile und Notwendigkeit des Gebrauchs von qualitativen Forschungsverfahren dargelegt werden.

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Résumé Il est apparu évident dans le débat méthodologique de ces dernières années que de nombreux problèmes liés à la recherche, y compris ceux relatifs à la théorie des sciences de l'éducation, ne pouvaient être résolus au moyen de méthodes quantitatives. Les aspects aux facettes multiples du comportement humain et toutes ses nuances subtiles liées à l'environnement, notamment le processus d'éducation ou le développement de l'identité, ne peuvent être retenus pour une approche néopositiviste rigide. En considérant le paradigme de l'interaction symbolique en tant que modèle convenable pour l'analyse des processus d'éducation et de formation, la recherche est généralement partie d'interactions sociales réciproques complexes plutôt que de relations de causes non équivoques. En analysant quelques problèmes méthodologiques particuliers, cet article révèle quelques faiblesses des approches quantitatives et montre les avantages et la nécessité de l'utilisation d'instruments de recherche qualitatifs.

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This paper is a revised version of a lecture given on the occasion of the 50th anniversary of the Institute for Pedagogical Research at the University of Oslo in August, 1986. The paper is dedicated to the Institute and to Günther Patzig who celebrated his 60th birthday on 28 September, 1986.  相似文献   

Setting by numbers: datafication processes and ability grouping in an English secondary school     

Eszter Neumann 《教育政策杂志》2021,36(1):1-23

ABSTRACT

With the rise of accountability policies since the early nineties, the daily operation of English schools has profoundly changed. Through the in-depth analysis of ability grouping practices in one English secondary school, this paper aims to explore how the accountability shift and datafication impacted the practice of student grouping and students’ experience of education. The paper documents how an English secondary school which had fully endorsed the comprehensive ideal gradually shifted from mixed ability teaching to a rigid system of hierarchically arranged attainment-based grouping structure over a period of decades, and explores the pedagogical dilemmas that data-driven governance generates. The paper concludes that the school’s data-driven practice creates an environment of competition and an experience of incessant insecurities for the students which unsettlingly echo the culture of the late neoliberal labour market.  相似文献   

Mechanisms mediating the relation between reading self-concept and reading comprehension     

Locher  Franziska Maria  Becker  Sarah  Schiefer  Irene  Pfost  Maximilian 《European Journal of Psychology of Education - EJPE》2021,36(1):1-20

Reading self-concept is an important predictor of reading comprehension and vice versa. However, the mechanisms that are at work in this relation have yet to be identified. In line with the self-enhancement approach, we propose that in the reading domain, amount of reading, book choice (text difficulty and book length), and intrinsic reading motivation should function as mediating variables in the relation between reading self-concept and reading comprehension. We tested this hypothesis with longitudinal data gathered from N = 405 German students in Grades 7, 8, and 9. The results showed that reading self-concept had a positive effect on reading comprehension, intrinsic motivation, book length, and amount of reading. However, indirect paths between reading self-concept and reading comprehension were found only for intrinsic motivation, not for amount of reading or book choice. The results are discussed in the context of students’ reading comprehension development, and consequences for research and education are derived.

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