Documenting Collections: Cornerstones for More History of Science in Museums     

Marta C. Lourenço  Samuel Gessner 《Science & Education》2014,23(4):727-745

Historians of science have recently become increasingly involved with collections and scientific instruments. This creates opportunities for a more significant role of history in museums of science, as well as more meaningful and contextualized exhibitions and educational programmes. However, complementing the mainstream focus on universal scientific principles with history requires structural and cultural changes in museums’ approaches and practices. In this paper we draw from recent collaborative work with historians of science at the University of Lisbon to reflect on the challenges museums face as they prepare for a more meaningful historical approach to science. We argue that documentation is crucial both before objects enter the museum and as regular collections practice. We propose a conceptual and methodological framework comprising two operational levels: documenting individual objects and documenting collections.  相似文献   

The role of concrete materials in Emma Castelnuovo’s view of mathematics teaching     

Fulvia Furinghetti  Marta Menghini 《Educational Studies in Mathematics》2014,87(1):1-6

Emma Castelnuovo (1913–2014) was an Italian mathematics teacher of grades 6 to 8 in secondary school. During the crucial period of the 1950s and 1960s, when important reforms were proposed, she was involved in significant events such as the first CIEAEM meetings and the Royaumont Seminar. She was an active contributor to the development of international cooperation in mathematics education and was one of the first authors in the journal Educational Studies in Mathematics. Thanks to pioneers such as Emma, the figure of teacher-researcher took shape and the milieu of mathematics education was forever changed. The main aim of Emma’s work as an innovative teacher was to actively involve learners. In outlining Emma’s action as a mathematics educator, we will pay particular attention to the use of concrete materials as this was a favorite means by which she pursued her aims.  相似文献   

Turnaround Policy and Practice: A Case Study of Turning Around a Failing School with English-Language-Learners   总被引：1，自引：0，他引：1  

Augustina Reyes  Andres Garcia 《The Urban Review》2014,46(3):349-371

In an era of school reform and high stakes accountability, the major challenge in education is to turnaround the nation’s lowest-performing schools. National policy provides abundant resources with often restrictive prerequisites. Research indicates that quality principals and teachers are the most important factors for turning around the lowest performing schools; however there is little research in how to turnaround failing schools with high enrollments of students in poverty, who are English-Language Learners, and who are Hispanic. The purpose of this study is to understand how demography, policy and practices affect the educational edge of students in poverty, who are English-Language Learners, and who are Hispanic. How do the practices of a school leader who is professionally/culturally/linguistically responsive affect turnaround for a failing schools? How does the personal and professional background of a Latino principal affect student performance in a failing school? This research conducted a qualitative case study to include principal interviews, principal observations, teacher interviews, and the use of state and school archival data. Analyses included organizing data into data themes and triangulating data themes, using principal background, principal professional/cultural beliefs and practices, school context, teacher data, and archival data. Conclusions confirm the need to conduct research to document and define the performances for professionally/culturally/linguistically responsive principal models and their effect on student performance in historically failing schools. In addition, policymakers need to consider the organizational contexts of professional/culturally/linguistically responsive leadership and teaching models as turnaround school models.  相似文献   

Increasing Educational Attainment and Aspiration in an Underserved Community: The Perspective of Urban-Community Leaders     

Dawn Person  Yvonne Garcia  Eugene Fujimoto  Kayla Nguyen  Katherine Saunders  John Hoffman 《The Urban Review》2014,46(3):493-506

Latino students are significantly underrepresented in higher education. As the largest and fastest growing racial/ethnic population in the US, this is cause for national concern. Additionally, this rapid population growth is a call for community and school leaders from underserved communities to assess their service areas and focus on interventions to increase the college-going rates of youth. Maywood is a city located in Southeast Los Angeles. Like many other urban areas, Maywood’s largely Latino population is underrepresented in higher education. This research focused on interviewing Maywood’s community and school leaders (n = 24) to gain insight into their perceptions of their role and responsibility to address issues surrounding their community’s low levels of educational attainment. A key theme emerged revealing that leaders understand their community’s educational issues but do not see their role as leaders to directly address this issue to build a college-going culture. Implications for practice in strengthening community partnerships and developing a college-going culture are provided and a series of recommendations for the creation of a college-going culture are discussed.  相似文献   

Looking at the Next 20 Years of Multiliteracies: A Discussion with Allan Luke     

Antero Garcia  Allan Luke  Robyn Seglem 《理论付诸实践》2018,57(1):72-78

In this discussion with literacies researcher Allan Luke, the New London Group Member reflects on the role of multiliteracies in shaping literacies research and the continuing changes to technology, capitalism, and learning. Focused on looking toward future advances in literacies research, Luke reflects on the role of multiliteracies in contemporary educational policy and how this work is shaping literacy scholarship and practice today. Luke looks pragmatically at the current political landscape and emphasizes how colonial practices of technology over the past twenty years bend literacies research away from the initial optimism expressed by the New London Group. At the same time, Luke grounds contemporary literacies interpretations of technology and learning in foundational critical theorist like Freire, Illich, and Dewey. By focusing on how technology has changed schooling, power, and literacies, Luke considers what challenges loom for the theory and practice of powerful, equitable literacies in the next two decades.  相似文献   

A participatory approach to the evaluation of participatory museum research projects     

Jane Seale  Helena Garcia Carrizosa  Jonathan Rix  Kieron Sheehy  Simon Hayhoe 《International Journal of Research & Method in Education》2021,44(1):20-40

ABSTRACT

In this paper, we will describe, justify and critique a participatory approach that we have developed in order to evaluate the success of a participatory research project that was exploring ways of making museum learning experiences more inclusive for adults who have a diverse range of access preferences. Because we were researching in a unique space at the intersection of inclusive museum education, inclusive technologies and participatory research, we have needed to develop an original evaluation approach, informed by methods and frameworks derived from other fields. We present examples of the kind of evaluation information that the framework elicited and use this as a basis to critique the strengths and weaknesses of the framework. Our experience of using creative methods for eliciting evaluation data suggest that useful information about participation can be revealed but that further improvements can be made in order to make the research experience more participatory.  相似文献   

Professional encounters with the post-WWII immigrant: a privileged prism for studying the shaping of European welfare nation-states     

Marta Padovan-Özdemir  Christian Ydesen 《Paedagogica Historica: International Journal of the History of Education》2016,52(5):423-437

Abstract

This introductory article argues that practices of professional thinking and acting on the presence of the immigrant offer a privileged analytical prism through which to study how post-WWII European welfare nation-states have been shaped and crafted. As such, study of the formation of post-WWII welfare nation-states where one usually does not look for them is suggested: that is, beyond the bureaucratic logic imposed by the state itself. Consequently, a wedge is driven into the mundane professional practices embedded in the immigrant/welfare nation-state nexus, through which may be observed the very heterogeneous production of problems and solutions with immense effect on human lives, communities, and societies. These practices demonstrate the boundary work of the welfare nation-state that shapes it and gives shape to the construction and reconstruction of immigrant children and their families as problems and, thus, objects of integration and professional intervention. In this sense, the prism offers a new approach to writing histories of immigrant children’s education and the shaping and crafting of welfare nation-states that displaces both objects of study to professional practices of their making. In the first part of the article, the privileging of this analytical prism is substantiated historically and theoretically. In the second part, the four contributions constituting this themed issue are introduced. Finally there is a discussion of how the four contributions demonstrate the analytical prism’s cross-national relevance and historical sensitivity, adding new histories of how immigrant children’s education has been caught up in the immigrant/welfare nation-state nexus.  相似文献   

Madres para Niños: Engaging Latina Mothers as Consultees to Promote Their Children’s Early Elementary School Achievement     

Steven E. Knotek  Marta Sánchez 《Journal of educational and psychological consultation》2017,27(1):96-125

ABSTRACT

The Madres para Niños (MpN) program uses consultee-centered consultation as a vehicle to help immigrant Latino parents focus and reframe their preexisting child advocacy skills toward their children’s successful transition into elementary school in a new geographic and cultural context. This article describes the Latina mother’s experience as consultee during the MpN ten-week group consultation process.  相似文献   

‘Modernising the comprehensive principle’: selection,setting and the institutionalisation of educational failure   总被引：1，自引：0，他引：1  

Marta Araújo 《British Journal of Sociology of Education》2007,28(2):241-257

This paper examines issues of selection, merging an analysis of policy with data from a qualitative case study. It focuses on the ‘modernisation of the comprehensive principle’ proposed by New Labour, in which selection within schools (through setting ‘by ability’) is increasingly encouraged. Data collected at an inner‐city, multi‐ethnic comprehensive school are used to illustrate how discourses on selection are being reworked locally. The school was largely supportive of setting, despite some teachers acknowledging that the practice prioritised high‐achieving pupils with perceived ‘good attitudes’. In the form under study, setting involved disadvantaged pupils from ethnic‐minority backgrounds, particularly those who received support in English as an Additional Language. It is concluded that setting did not contribute to an inclusive agenda for education, in spite of government claims of increased ‘standards for all’.  相似文献   

Using action research to enhance learning on end-use energy demand: lessons from reflective practice     

Saska Petrova  Miguel Torres Garcia  Stefan Bouzarovski 《Environmental Education Research》2017,23(6):812-831

This paper responds to the need for a greater integration of energy and environment themes in the higher education curriculum. We explore the practical implications of empowering students towards the implementation of individual action research projects focused on investigating and addressing insufficient or wasteful energy consumption among households and businesses. The paper scrutinizes a series of teaching and assessment activities within this domain, undertaken during 6 consecutive academic years – between 2008 and 2013 – within a third-level undergraduate course unit at the University of Birmingham in the United Kingdom. Using questionnaire surveys, assessed projects and interviews with the students, we have found evidence to suggest that the action research projects contributed to the emergence of constructive alignment in the entire teaching process, while opening the space for informal action learning ‘sets’ leading to the generation of new problem-solving skills useful in the job market.  相似文献