Science learning and a Sense of Place in a Urban Middle School   总被引：2，自引：0，他引：2  

Miyoun Lim  Angela Calabrese Barton 《Cultural Studies of Science Education》2006,1(1):107-142

This paper offers an analysis into low-income, urban middle school children's sense of place and what and how their sense of place matters in science learning by focusing on the following questions: In what ways is students' sense of place leveraged in a science classroom? How does the content and context of science class shape how students leverage their sense of place? What learning opportunities emerge when sense of place is leveraged in class? Drawing from an ethnographic investigation into an environmental statistics class in a mid-sized public middle school, we examined sense of place events from their source, process, and outcome perspectives. Our findings are presented from two aspects of sense of place events, (1) characterizing students' sense of place by exploring sources of the sense of place events, and (2) examining processes of how students' sense of place is being leveraged in the episodes. We also examine two kinds of tensions that emerge in the class when sense of place is leveraged by students and acknowledged by the teacher: epistemological tensions (related to what the students are learning) and procedural tensions (related to how they are learning).  相似文献   

What Images Reveal: a Comparative Study of Science Images between Australian and Taiwanese Junior High School Textbooks     

Yun-Ping Ge  Len Unsworth  Kuo-Hua Wang  Huey-Por Chang 《Research in Science Education》2018,48(6):1409-1431

From a social semiotic perspective, image designs in science textbooks are inevitably influenced by the sociocultural context in which the books are produced. The learning environments of Australia and Taiwan vary greatly. Drawing on social semiotics and cognitive science, this study compares classificational images in Australian and Taiwanese junior high school science textbooks. Classificational images are important kinds of images, which can represent taxonomic relations among objects as reported by Kress and van Leeuwen (Reading images: the grammar of visual design, 2006). An analysis of the images from sample chapters in Australian and Taiwanese high school science textbooks showed that the majority of the Taiwanese images are covert taxonomies, which represent hierarchical relations implicitly. In contrast, Australian classificational images included diversified designs, but particularly types with a tree structure which depicted overt taxonomies, explicitly representing hierarchical super-ordinate and subordinate relations. Many of the Taiwanese images are reminiscent of the specimen images in eighteenth century science texts representing “what truly is”, while more Australian images emphasize structural objectivity. Moreover, Australian images support cognitive functions which facilitate reading comprehension. The relationships between image designs and learning environments are discussed and implications for textbook research and design are addressed.  相似文献   

Reality Television Programming and Diverging Gratifications: The Influence of Content on Gratifications Obtained     

Kristin M. Barton Ph.D. 《广播与电子媒介杂志》2013,57(3):460-476

The study explores how competition-based reality shows with different thematic content influence gratifications obtained by viewers. Participants completed surveys regarding their reasons for watching reality programs in general and their reasons for watching specific reality shows (The Apprentice, The Bachelor/Bachelorette, and Survivor). Results identified a new gratification dimension not previously observed in other gratifications research (personal utility), and that correlations exist between the specific content of reality-based programs and the gratifications obtained by the viewers.  相似文献   

History,identity, and the school curriculum in Northern Ireland: an empirical study of secondary students' ideas and perspectives   总被引：3，自引：2，他引：1  

Keith C. Barton  Alan W. Mccully 《课程研究杂志》2013,45(1):85-116

This study reports results of an empirical investigation of secondary students' conceptions of history and identity in Northern Ireland. Interviews with 253 students from a variety of backgrounds indicate that they initially identify with a wide range of historical themes, but that these identifications narrow as they study the required national curriculum during the first 3 years of secondary school. Often, they draw selectively from the formal curriculum in order to support their developing identification with the history of their own political/religious communities. This process is most apparent among boys, at predominantly Protestant schools, and in schools located in areas of conflict. These findings suggest that to address history's role in ongoing community conflict, educators may need to challenge more directly the beliefs and assumptions held by students of varied backgrounds, as well as to provide a clearer alternative to the partisan histories encountered elsewhere.  相似文献   

Supporting optimal child development through Early Head Start and Head Start programs: Reflections on secondary data analyses of FACES and EHSREP     

Rachel Chazan-Cohen  Tamara G. Halle  Lauren R. Barton  Adam Winsler 《Early childhood research quarterly》2012

We are delighted to reflect on the 10 papers highlighted in this important special issue of Early Childhood Research Quarterly devoted to recent secondary data analyses of the FACES and EHSREP datasets. First, we provide some background on Head Start research and give an overview of the large-scale Head Start and Early Head Start datasets that are available for researchers to analyze. Then, we comment on the papers in this special issue from a methodological and statistical standpoint. Finally, we reflect on themes that stood out across the various papers. Throughout, we make recommendations for future large-scale data collection efforts and future research on Head Start and Early Head Start programs.  相似文献   

Extending science beyond the classroom door: Learning from students' experiences with the Choice,Control and Change (C3) curriculum     

Aarti Mallya  Felicia Moore Mensah  Isobel R. Contento  Pamela A. Koch  Angela Calabrese Barton 《科学教学研究杂志》2012,49(2):244-269

This article describes the experiences of seventh‐grade students living in high poverty areas of New York City who participated in the Choice, Control and Change (C3) science curriculum. Data were collected from eight case study students in the form of individual interviews, classroom observations, and student artifacts. Analysis of these data revealed that students were able to extend their C3 science understandings beyond the classroom door by developing and expressing science agency in the following ways: (1) critically analyze the conditions of their food environment, (2) purposefully make healthier choices, and (3) expand the food and activity options available to themselves and others. Through participation in the C3 curriculum, and the science content and practices addressed therein, students began to view their worlds with a more critical mindset and to devise ways to transform themselves and the conditions of their own and others' lives. Based on the findings, we propose taking a closer look at how we might create meaningful and relevant learning opportunities for students through connecting school science with issues of personal and social significance in students' lives outside of school. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 49: 244–269, 2012  相似文献   

Assessment and Accountability for Programs Serving Young Children with Disabilities     

Kathleen Hebbeler  Lauren R. Barton  Sangeeta Mallik 《Exceptionality》2013,21(1):48-63

States currently are in the process of developing child and family outcome measurement systems for young children with disabilities to meet federal data reporting requirements for the Part C (Infants and Toddlers with Disabilities) and Part B Preschool Grants program supported through the Individuals with Disabilities Education Act. This article reviews issues related to the use of assessments in providing outcome data, discusses challenges raised in conducting valid assessments with young children for accountability purposes, and outlines decisions states must make related to assessment as they design and implement outcome measurement approaches. Considerations related to the standardized or curriculum-based measures are discussed along with other choices related to the use of assessment for accountability.  相似文献   

Special needs in further education: the challenge of inclusive provision     

Len Barton  Jenny Corbett 《欧洲特需教育杂志》2013,28(1):14-23

ABSTRACT

Educational provision and practice is being radically changed in England and Wales and the introduction of the 1988 Education Reform Act is having a significant impact on all aspects of school and post‐school provision. This paper considers some of the developments relating to further education including the issue of inclusive education and the position of special needs coordinators during a time of extensive change.  相似文献   

Learning to teach science in urban schools by becoming a researcher of one’s own beginning practice     

Melina Furman  Angela Calabrese Barton  Ben Muir 《Cultural Studies of Science Education》2012,7(1):153-174

An urgent goal for science teacher educators is to prepare teachers to teach science in meaningful ways to youth from nondominant backgrounds. This preparation is challenging, for it asks teachers to critically examine how their pedagogical practices might adaptively respond to students and to science. It asks, essentially, for new teachers to become researchers of their own beginning practice. This study explores the story of Ben as he coauthored a transformative action research project in an urban middle school as part of a teacher education program and, later, over his first year of teaching at that same school. We describe how Ben and his partner teacher created innovative spaces for science learning. This offered Ben an opportunity to make some of his deeply engrained pedagogical beliefs come alive within a context of distributed expertise, which provided for him a space of moderate risk where he could afford the chances of failure without undermining how he felt about his own capacity as a teacher. Our study highlights the importance of creating reform opportunities within the context of teacher education programs that may help beginner teachers construct positive images of teaching that they can hold on to in their future practice.  相似文献   

Advancing the field through multiple media     

Angela Calabrese Barton  Joseph Krajcik  Bob Geier 《科学教学研究杂志》2010,47(4):iii-iv

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