A Review of “Who Owns Knowledge? Knowledge and the Law”     

Lisa A. Macklin 《资料收集管理》2013,38(1):54-56

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Early childhood teachers' views of nature of science: The influence of intellectual levels,cultural values,and explicit reflective teaching     

Valarie L. Akerson  Cary A. Buzzelli  Lisa A. Donnelly 《科学教学研究杂志》2008,45(6):748-770

This study tracked the influence of explicit reflective instructional methods on cultural values, ethical and intellectual development, and the relationship of these with preservice teachers' views of nature of science (NOS). The researchers used the Views of Nature of Science Form B (VNOS B) to describe NOS views, the Learning Context Questionnaire (LCQ) to classify preservice teachers' ethical and intellectual positions using Perry's scheme, and the Schwartz Values Inventory (SVI) to measure preservice teachers' cultural values. The interventions took place in two concurrent courses: a science methods course, and a foundations of early childhood course. The science methods course explicitly emphasized NOS throughout the semester, and the foundations of early childhood course reinforced these ideas through cultural activities that stressed empirical evidence. Analysis of data showed relationships between preservice teachers' Perry positions and responses on the VNOS B with those at higher positions exhibiting more informed NOS views. Relationships between preservice teachers' NOS views and their cultural values were identified, such as those at the dualism position holding achievement more highly for scientists than those at other Perry positions. The values preservice teachers held personally were different from those they held as important for scientists. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 748–770, 2008  相似文献   

Criminal Justice Students and Sexual Prejudice     

Lisa M. Olson 《Journal of Criminal Justice Education》2017,28(3):428-440

This paper examines sexual prejudice against gays and lesbians by college students. The sample consisted of 325 undergraduate students at a mid-sized Midwestern university. Respondents completed Herek’s Attitudes Toward Lesbians and Gay Men scale (short form) to determine levels of sexual prejudice. Comparisons were then made by respondent major to determine whether criminal justice students displayed higher levels of sexual prejudice than other students. Unlike prior research on criminal justice students and sexual prejudice, the criminal justice respondents in this study were not significantly more prejudiced against gays and lesbians. Male and female students scored similarly on their attitudes toward lesbian women, but male students were more likely to have higher levels of prejudice against gay men. Students who had gay friends and/or family members held significantly lower levels of prejudice against both gay men and lesbians than those who had no gay friends or family members.  相似文献   

Trainee teachers in unpaid teaching posts: volunteering,risk and vulnerability     

Ron Thompson  Lisa Russell 《Journal of Vocational Education & Training》2017,69(4):637-654

This paper explores the experiences and perceptions of a little-known category of in-service trainee teachers in the Further Education (FE) and Skills sector in England: those who meet the practical teaching requirements of their course mainly through unpaid teaching as ‘volunteers’. The paper reports findings from mixed-methods research which used surveys, interviews and focus groups involving trainee teachers within a large FE–HE partnership. Themes relating to motivations to volunteer, the development of teacher identity within marginal roles, and the risks associated with unpaid teaching are discussed. For increasing numbers of trainees, unpaid teaching provides an opportunity for career entry. However, the quality of teaching experience gained is mixed, with some trainees receiving high levels of support, whilst others experience marginalisation and limitations on their developing teacher identities. The paper highlights the specific challenges to professionalism posed by unpaid teaching within the FE and Skills sector, and relates these challenges to a broader context of insecurity and risk. As work experience becomes an increasingly valuable commodity, this paper illustrates the pressures individuals face as they exchange payment and security for the opportunities volunteering provides.  相似文献   

A Review of: “Mediating the Human Body: Technology, Communication, and Fashion”     

Lisa Jean Moore 《The Information Society》2006,22(1):57-58

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Impaired acuity of the approximate number system underlies mathematical learning disability (dyscalculia)     

Mazzocco MM  Feigenson L  Halberda J 《Child development》2011,82(4):1224-1237

Many children have significant mathematical learning disabilities (MLD, or dyscalculia) despite adequate schooling. The current study hypothesizes that MLD partly results from a deficiency in the Approximate Number System (ANS) that supports nonverbal numerical representations across species and throughout development. In this study of 71 ninth graders, it is shown that students with MLD have significantly poorer ANS precision than students in all other mathematics achievement groups (low, typically, and high achieving), as measured by psychophysical assessments of ANS acuity (w) and of the mappings between ANS representations and number words (cv). This relation persists even when controlling for domain-general abilities. Furthermore, this ANS precision does not differentiate low-achieving from typically achieving students, suggesting an ANS deficit that is specific to MLD.  相似文献   

Desiring silence: Gender,race and pedagogy in education     

Lisa A. Mazzei 《British Educational Research Journal》2011,37(4):657-669

In my work with white teachers, predominantly female, I assert that ‘desire’ is functioning to produce silent discourses that serve to perpetuate a continuation of white privilege. Based on a qualitative research study exploring the nature of silences in teacher education classrooms, this paper seeks to explore how desire is functioning to produce such silences and how they can be productively understood. Using the concept of desire as presented by Deleuze, this paper engages a notion of desire that is not spawned from lack but a desire that is generative and seeking, resulting in the production of privilege, power and voice.  相似文献   

Face-to-face versus computer-mediated discussion of teaching cases: Impacts on preservice teachers’ engagement, critical analyses, and self-efficacy     

Lisa M. PytlikZillig  Christy A. Horn  Roger Bruning  Stephanie Bell  Xiongyi Liu  Kamau O. Siwatu  Mary C. Bodvarsson  Doyoung Kim  Deborah Carlson 《Contemporary educational psychology》2011,36(4):302-312

Two frequently-used discussion protocols were investigated as part of a program to implement teaching cases in undergraduate educational psychology classes designed for preservice teachers. One protocol involved synchronous face-to-face (FTF) discussion of teaching cases, which occurred in class after students had individually completed written case analyses as homework outside of class. The other was asynchronous computer-mediated (CM) discussion taking place outside of class, simultaneous to students’ completion of their written case analyses. Six class offerings of an undergraduate child development course taught by two instructors (three classes by each instructor) were randomly assigned within instructor in a quasi-experimental design to one of the three discussion conditions: FTF, CM, or no discussion of the cases across the semester. Findings indicated that both CM and FTF discussion conditions were associated with positive outcomes relative to the control condition. Both CM and FTF discussion related to higher cognitive–affective engagement with the cases than the control condition; and the CM discussion condition was associated with higher cognitive–affective engagement than FTF discussion. In contrast, FTF discussion, but not CM discussion, was associated with higher-than-control-condition case analysis ability at the end of the semester. Potential explanations for these findings and directions for future research are discussed.  相似文献   

Using digital images of the zebra finch song system as a tool to teach organizational effects of steroid hormones: a free downloadable module     

Grisham W  Schottler NA  McCauley LM  Pham AP  Ruiz ML  Fong MC  Cui X 《CBE life sciences education》2011,10(2):222-230

Zebra finch song behavior is sexually dimorphic: males sing and females do not. The neural system underlying this behavior is sexually dimorphic, and this sex difference is easy to quantify. During development, the zebra finch song system can be altered by steroid hormones, specifically estradiol, which actually masculinizes it. Because of the ease of quantification and experimental manipulation, the zebra finch song system has great potential for use in undergraduate labs. Unfortunately, the underlying costs prohibit use of this system in undergraduate labs. Further, the time required to perform a developmental study renders such undertakings unrealistic within a single academic term. We have overcome these barriers by creating digital tools, including an image library of song nuclei from zebra finch brains. Students using this library replicate and extend a published experiment examining the dose of estradiol required to masculinize the female zebra finch brain. We have used this library for several terms, and students not only obtain significant experimental results but also make gains in understanding content, experimental controls, and inferential statistics (analysis of variance and post hoc tests). We have provided free access to these digital tools at the following website: http://mdcune.psych.ucla.edu/modules/birdsong.  相似文献   

Surgeons as medical school educators: an untapped resource     

Haubert LM  Way D  DePhilip R  Tam M  Bishop J  Jones K  Moffatt-Bruce SD 《Anatomical sciences education》2011,4(4):182-189

Despite extensive experience teaching residents, surgeons are an untapped resource for educating medical students. We hypothesized that by involving surgeons as teachers earlier in the medical school curriculum, medical students' interest in surgery will increase and their opinions of surgeons will improve. Five programs designed to involve surgeons as educators in the medical school curriculum were implemented. The first program, started in 2008, introduced surgical faculty into the first-year medical student anatomy dissection laboratories. Other programs initiated in 2008 included: Surgical Clinical Correlates in Anatomy, which involved faculty teaching through cadaver surgery; Clinical Pathologic Conferences in Anatomy, a surgeon-led conference based on clinical cases; and a women's faculty-student mentorship program. Table Rounds, a surgeon-led anatomy review that used clinical scenarios to quiz students was begun in 2009. All five programs were successfully integrated into the medical school curriculum. While student opinion of surgeons as educators improved, there were no significant changes in student interest in surgery as a career nor change in performance on written examinations over the Anatomy content covered by the surgeons. Surgical faculty and trainees can be integrated into the medical school curriculum. Involving surgeons as educators earlier in the medical school curriculum may have longer term effects than could be observed in this study. At a minimum, the experience improved student opinion of surgeons as educators.  相似文献