Introduction: Through our eyes and in our own words     

Frances V. Rains  Jo Ann Archibald  Donna Deyhle 《International journal of qualitative studies in education》2013,26(4):337-342

The realities of Indian belief and existence have become so misunderstood and distorted at this point that when a real Indian stands up and speaks the truth at any given moment, he or she is not only unlikely to be believed, but will probably be contradicted and "corrected" by the citation of some non-Indian and totally inaccurate "expert." More, young Indians in universities are now being trained to see themselves and their cultures in terms prescribed by such experts rather than in the traditional terms of the tribal elders ?. In this way, the experts are perfecting a system of self-validation in which all semblance of honesty and accuracy is lost. This is not only a travesty of scholarship, but it is absolutely devastating to Indian societies. (Deloria, as cited in Rose, 1992, p. 404)  相似文献   

Changers and the Changed: Moral Aspects of Coming Out in Physical Education     

Brenda Jo Light Bredemeier  Ellen Brooke Carlton  Laura Ann Hills  Carole Ann Oglesby 《Quest (Human Kinetics)》2013,65(4):418-431

In this paper we draw from interviews with four lesbian sportswomen and physical educators whose personal journeys inform us about the difficulties and rewards of challenging homophobia and heterosexism. Our co-participants discussed their life stories in terms of the interrelationships among sport, moral, and lesbian identities and their coming out process. Analyses of these narrations revealed three major themes associated with coming out in sport and physical education settings: integrity, compassion, and community. Each of these themes is discussed in terms of our co-participants' experiences and interpretations of moving from fear and isolation to a sense of community and empowerment.  相似文献   

Health literacy and social capital: what role for adult literacy partnerships and pedagogy?     

Stephen Black  Jo Balatti  Ian Falk 《Studies in Continuing Education》2013,35(2):146-164

This paper makes the case for adult literacy (including numeracy) practitioners to play a greater role in health literacy initiatives in Australia. The paper draws on data from a national research project that investigated adult literacy partnerships and pedagogy viewed from a social capital perspective. The primary purpose of the project was to produce guidelines on how to deliver integrated adult literacy and numeracy programmes using a social capital approach. Prior experience of partnerships was explored through a review of the literature and an environmental scan of adult literacy providers using an email survey and follow-up interviews. An in-depth case study of a health literacy partnership was trialled using action research. Partnerships between adult literacy and health organisations in Australia were found to be largely ad hoc and rarely documented. To enable sustainable health literacy programmes, partnerships are needed across the three interlinked organisational levels – micro, meso and macro, and in particular the latter, which is currently almost completely absent. The conceptual frameworks outlined for health literacy partnerships and social capital pedagogy in this paper are new and potentially of value to policy makers, researchers and practitioners in the fields of health and literacy.  相似文献   

The influence of reputation information on the assessment of undergraduate student work     

John Batten  Jo Batey  Laura Shafe  Laura Gubby  Phil Birch 《Assessment & Evaluation in Higher Education》2013,38(4):417-435

The present study employed an experimental design to examine the influence of knowledge of a student’s previous performance and the general quality of their writing style on the assessment of undergraduate student work. Fifteen sport and exercise physiology academics were asked to mark and give feedback on two final year undergraduate student essays. The first student essay that participants marked was a control essay. The second essay was the target essay. Participants read one of three student reputation profiles (positive, negative or neutral) prior to marking this essay. Kruskal–Wallis tests for difference indicated that the marks awarded to each essay did not significantly differ between the three student reputation conditions. Thematic analysis of the target essay also revealed no apparent differences in the way in which feedback was presented across the three student reputation profiles. It was therefore concluded that non-anonymous marking did not induce marker bias in this instance.  相似文献   

Practical Work in Earth Sciences Education: An experience with students in the context of a National Science Programme in Portugal     

Luis Marques  Joäo Praja  David Thompson 《Research in Science & Technological Education》2013,31(2):143-164

The programme Ciencia Viva of the Portuguese Ministry of Science and Technology aims to create a greater understanding of science and science education amongst scientists, teachers, school children and the general public, each of whom is encouraged to cooperate and interact through regular contacts. The purpose is to improve practical, experimental and other forms of investigative work. To accomplish such work in schools, an overview of the state of science education worldwide is presented in terms of old and new traditions of the teaching of the physical and historical sciences the latter including the teaching of fieldwork. Traditional practices are compared with those established recently in various parts of the world in which more carefully considered understanding of the nature of science and science education has been established. In illustration of good practice, an outline is offered of the nature and rationale of two sets of curricular materials. These were designed by a team comprising staff members of the University of Aveiro and secondary school teachers and were trialled in schools. These activities are concerned with the internal rock cycle and the internal energy of the Earth in relation to plate tectonic theory. They are also related to the processes of weathering, erosion, transportation and deposition of sedimentary rocks and structures (like wave and current ripple marks) which were formed as part of the external rock cycle driven by the Sun's energy. The account concludes with an outline of the sub programme 'Geology in Summer', a fieldwork programme which introduces a holistic understanding of the workings of the outer part of the Earth to the general public. Students' perspectives and teachers' views about these experiences are generally very positive and are presented at the end. The whole programme was evaluated by an international team of scientists and science educators.  相似文献   

Heritage     

B. Jo Kinnick 《The Educational forum》2013,77(2)

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1998 American Educational Studies Association Presidential Address Taking Our Places     

Jo Anne Pagano 《Educational Studies A Journal of the American Educational Studies Association》2013,49(3-4):251-261

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Problem posing based on investigation activities by university students     

João Pedro da Ponte  Ana Henriques 《Educational Studies in Mathematics》2013,83(1):145-156

This paper reports a classroom-based study involving investigation activities in a university numerical analysis course. The study aims to analyse students' mathematical processes and to understand how these activities provide opportunities for problem posing. The investigations were intended to stimulate students in asking questions, to trigger their thinking processes, to promote their ability to investigate and to support them in learning numerical analysis' concepts and procedures. The results show that the investigations provided opportunities for students to experience mathematical processes, including posing questions, formulating and testing conjectures and, to some extent, proving results. They also provide some understanding about the role of problem posing in these processes. Posing questions occurred mainly in an implicit way, in the interpretation of tasks and in identifying regularities, analysing graphs and testing cases. The conjectures were often based on pattern identification or data manipulation, and the students tended to accept them without testing or proving. The students also proposed alternative formulations for the initial questions and posed new problems from their explorations and attempts to refine previous conjectures.  相似文献   

A GROUNDED THEORY ANALYSIS OF OLDER ADULTS AND INFORMATION TECHNOLOGY     

Jo White  Ann Weatherall 《Educational gerontology》2013,39(4):371-386

The study reported in this article used grounded theory methodology to investigate older adults accounts of their use of information technology (IT). A small number of SeniorNet Wellington members volunteered to be interviewed about their experiences with and opinions about computer technology. It was found that participants began using computers because technology was associated with modern life, leading them to recognize the potential that IT had to offer them. Their present, mostly positive, attitudes toward IT were strongly linked with the personal usefulness of IT and direct experience with and personal ownership of IT. Study findings illustrated how involvement with and use of IT by older adults is cyclic and serves to reinforce continuing involvement. The theoretical and practical implications of the results are also discussed.  相似文献   

Educational policy for citizenship in the early years in Australia     

Jo Ailwood  Jo Brownlee  Eva Johansson  Charlotte Cobb-Moore  Sue Walker  Gillian Boulton-Lewis 《教育政策杂志》2013,28(5):641-653

Understandings of young children as active and capable citizens, while evident in discourses of early childhood education and research, are not widely reflected in the policy for the early years of schooling in Australia. This paper makes an analysis of the gaps and tensions between discourses of young children as active citizens and policy for citizenship education at the national level in Australia and at the Queensland State level. There is a widespread discourse within early childhood that regards young children as citizens and democratic participants in their own lives, as a reflection of the oft-cited Article 12 in the UN Convention on the Rights of the Child. However, educational policy and curriculum for citizenship in Australia, by and large, adheres to age and stage understandings of children that deem young children unable to conceptualise and/or articulate ideas of what it means to ‘be a good citizen’. We ask which discourses are being harnessed in educational policy for citizenship in Australia, what discourses are silenced or ignored and what this tells us about how young children are thought about in Australian politics and education.  相似文献