An analysis of global problem issues in sixth-and seventh-grade textbooks     

Mary Hamm  Dennis Adams 《科学教学研究杂志》1989,26(5):445-452

The study examines the extent to which the global issues of population growth, world hunger, air quality and atmosphere, and water resources were treated in sixth- and seventh-grade science textbooks. Ten textbooks were examined by five raters to determine the amount of content presented by different textbooks on global issues, the number of pages of content devoted to each issue, and the degree of depth in which issues were treated. Differences between grade levels were also explored. Of the 4,393 pages of content analyzed, less than 2 percent was devoted to these issues identified as the most serious human problems. No significant differences were found between textbook series. Significant differences were found in the number of pages of content presented on each issue. Most of the content fell into the categories of water resources, population growth, air quality, and atmosphere. The issue of war technology had the least amount of content. Distribution of content did not vary by grade level. Both levels addressed the issues of population growth, air quality, and water resources with a greater degree of depth than the issue of world hunger or war technology. The study concludes that the most widely used textbooks at the sixth- and seventh-grade levels avoid serious discussion of major global problems. And like the career indecision of a recent Miss America contestant, purchasers don't seem to be able to decide whether they want science textbooks to be “a brain surgeon or a movie actress.” Implications stemming from this dichotomy and its relationship to future science education curricular are also explored.  相似文献   

Learning one’s place and position through play: social class and educational opportunity in Early Years Education     

Julie Stirrup  John Evans  Brian Davies 《International Journal of Early Years Education》2017,25(4):343-360

Drawing on the theoretical work of the British sociologist Basil Bernstein, this paper documents how learning is structured and organised through play in three Early Years Education (EYE) settings catering for children aged three to five in England, UK. Its data address current issues raised within EYE research relating to ‘quality and high returns’ and ‘school readiness’ for compulsory education. The analyses reveal that multiple forms of play are evident in all three settings; however, they are afforded very different status and value in each, influenced by the assumptions practitioners [in this paper practitioner is used because this is what those working in the nursery settings viewed themselves as. Although we acknowledge that early childhood educator is perhaps a more common term in certain countries] make about children and their families’ knowledge and resources for learning. The effect of such processes is the reproduction of social class and cultural hierarchies inside EYE settings, reflecting those longstanding in wider UK society. Despite the best intentions of policy-makers and practitioners, EYE play as currently configured does not provide equal opportunities for all.  相似文献   

Concept maps as a heuristic for science curriculum development: Toward improvement in process and product     

Mary L. Starr  Joseph S. Krajcik 《科学教学研究杂志》1990,27(10):987-1000

This article outlines the use of concept maps as a tool for science curriculum development and discusses the changes that occur in the teacher's view of the curriculum with successive revisions of the maps. Although we have used concept mapping in curriculum development with teachers from grades 4–8, we describe in detail the maps created by sixth-grade teachers. We analyzed the maps using three criteria: hierarchical structure, progressive differentiation, and integrative reconciliation. Changes made to the maps during the revision process, including additions and deletions, show increased clarification of both the concepts to be learned and the connections between them. Consecutive map revisions show the development of a cohesive conceptual grade-six science curriculum. The use of concept maps can help science teachers develop science curriculum that is hierarchically arranged, integrated, and conceptually driven.  相似文献   

Can teachers predict their students' wait time preferences?     

Mary A. Altiere  Orpha K. Duell 《科学教学研究杂志》1991,28(5):455-461

The study examined students' preferences for wait times of 3 seconds versus .9 second, teachers' ability to accurately predict their students' preferences, and the reasons both groups of participants gave for their choices. Thirty-five middle school science classes watched two versions of a videotaped science review lesson. The versions differed only in length of time the teacher paused after questions before she called on students to respond. When asked which version would produce more learning and when asked which version they preferred (after being told how the two versions differed), significantly more students chose the one with the longer wait time. Significantly more teachers predicted these choices accurately than inaccurately. Students identified think time, time use, teacher helpfulness, and topic ease as reasons for their choices.  相似文献   

Interdisciplinary Perspectives on Learning to Read: Culture,Cognition and Pedagogy (Routledge Psychology in Education). By Kathy Hall,Usha Goswami,Colin Harrison,Sue Ellis and Janet Soler (Eds.)     

Mary Pat Sullivan  Jacquelynn S. Popp  Taffy E. Raphael 《Literacy》2011,45(2):98-98

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A Five-Year Follow-Up: Teachers�� Perceptions of the Benefits of Home Visits for Early Elementary Children     

James A. Meyer  Mary Beth Mann  Jennifer Becker 《Early Childhood Education Journal》2011,39(3):191-196

The purpose of this study was to replicate previous research about teachers?? perceived benefits of home visits to determine if they remained stable. Furthermore, the investigation sought to find out whether home visits impacted variables often associated with improved school success (i.e., school attendance, academic performance, parent engagement). Participants were 29 kindergarten through second grade teachers in a rural, Midwestern school district who conducted home visits at the beginning of the school year. Seventeen of the teachers participated in the earlier study. Revised surveys were completed. Results are consistent with those of the previous study. Specifically, teachers reported these positive effects: beneficial relationships and better communication with parents, more appreciation of the influence of the child??s home environment related to school performance, and a better understanding the child??s behavior in school. In addition, teachers identified a connection between the home visits and variables related to school success. Thus, teachers?? perceptions reinforced the importance of conducting home visits.  相似文献   

A critical-realist response to the postmodern agenda in instructional design and technology: a way forward     

Michael A. Evans 《Educational technology research and development : ETR & D》2011,59(6):799-815

Although providing an invigorating foundation for instructional design and technology theory and research, the postmodern agenda would benefit from clearer articulation and further refinement of ontological, epistemological, and methodological positions. Consequently, we reveal possible weaknesses in the radically constructivist-inspired position and, in the spirit of scholarly dialogue, counter with a critical-realist perspective that presents a potentially more innovative and defensible approach to the discovery of scientific knowledge about teaching and learning infused with technology. Without doubt, we concur with postmodernists that issues of agency, identity, race, gender and ethnicity must be addressed and given a central position in instructional design and technology research and practice. Under the critical-realist designator, case study, ethnographic, arts-based, and phenomenological methodologies are appropriate and can co-exist. Our point of distinction is that as a scientific venture, instructional design and technology as a discipline must be more public and transparent in warrants, claims and discourse for proposed change to take place. We conclude by indicating future lines of inquiry inspired by the critical-realist perspective, detailing topics in technology integration and digital games.  相似文献   

Translating the Cochrane EMBASE RCT filter from the Ovid interface to Embase.com: a case study     

Julie Glanville  Ruth Foxlee  Susi Wisniewski  Anna Noel‐Storr  Mary Edwards  Gordon Dooley 《Health information and libraries journal》2019,36(3):264-277

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SciVal Experts: a collaborative tool     

Vardell E  Feddern-Bekcan T  Moore M 《Medical reference services quarterly》2011,30(3):283-294

SciVal Experts is a resource for finding experts and fostering collaboration. The tool creates researcher profiles with automatically updated publication and grant information and faculty-inputted curriculum vitae, more fully capturing a researcher's body of work. SciVal Experts indexes campus-based "experts" by research topic, allowing faculty to find potential research partners and mentors, furthering translational research opportunities and dissemination of knowledge.  相似文献   

Psychometric Properties of the Abbreviated Perceived Motivational Climate in Exercise Questionnaire     

E. Whitney G. Moore  Theresa C. Brown  Mary D. Fry 《Measurement in physical education and exercise science》2013,17(4):186-199

The purpose of this study was to develop an abbreviated version of the Perceived Motivational Climate in Exercise Questionnaire (PMCEQ-A) to provide a more practical instrument for use in applied exercise settings. In the calibration step, two shortened versions’ measurement and latent model values were compared to each other and the original PMCEQ using a three-group CFA invariance testing approach with previously collected exercise setting data (N = 5,427). Based on the model fit and reliability values, the 12-item version performed better than the 17-item version. The resultant 12-item PMCEQ-A’s CFA model estimates were then compared to the PMCEQ’s model values for two different, previously conducted studies of exercise settings (N = 414 and 770). The more parsimonious 12-item PMCEQ-A can be used by exercise psychology researchers to gain insight into members’ perspectives on the motivational climate and may lead to developing effective strategies to enhance members’ experiences and commitment.  相似文献