Prevalence,function, and structure of photographs in high school biology textbooks   总被引：1，自引：0，他引：1  

Lilian Leivas Pozzer  Wolff‐Michael Roth 《科学教学研究杂志》2003,40(10):1089-1114

Photographs are a major aspect of high school science textbooks, which dominate classroom approaches to teaching and learning. It is thus surprising that the function of photographs and their relation to captions and texts have not been the topic of analysis. The purpose of this study was to investigate the prevalence, function, and structure of photographs in high school science. Our motivating research question was, “What can students learn from textbooks when they study photographs?” To answer this and several subordinate questions, we selected and analyzed four Brazilian biology textbooks. We focus on the use of photographs and the relation among them, various types of texts, and the subject matter presented. Our analysis reveals that the structural elements of text, caption, and photographs and the relations among them differ across the textbooks and at times even within the same book. This, of course, will influence readers' interpretations of the photographs changing their role in the text. The results of our study have implications for textbook authors and textbook readers. We suggest that future studies may focus on students' and teachers' interpretation of photographs in real time. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 1089–1114, 2003  相似文献   

Mechanisms of adopting and reformulating comprehensive sexuality education policy in Ethiopia     

Marielle L. J. Le Mat  Hülya K. Altinyelken  Henny M. W. Bos  Monique L. L. Volman 《教育政策杂志》2020,35(5):692-712

ABSTRACT

Over the past few years, international organisations have advanced Comprehensive Sexuality Education (CSE) as a global policy to promote sexual and reproductive health and rights (SRHR) and address gender-based violence in schools. This paper analyses policy adoption, transfer mechanisms, and reformulation of CSE in Ethiopia, a late adopter of the policy. To do this, we identify education policy transfer mechanisms and apply a gender analysis by focusing on conceptualisations of gender relations in the uptake and reformulation of CSE policies. Drawing on document analysis and stakeholder interviews, the paper reveals that CSE in Ethiopia is largely a donor-driven agenda, advanced through dissemination and networking strategies. CSE is particularly embraced by the Ministry of Health, international organisations and NGOs in Ethiopia, but at the same time, the Ministry of Education and other critics continue to resist adoption, emphasising cultural differences. As a result, CSE in Ethiopia is (re)formulated and reflects narrow conceptualisations of how CSE can address gender-based violence, restricting its focus to health and development outcomes.  相似文献   

Developing a teacher identity in the university context: a systematic review of the literature   总被引：1，自引：0，他引：1  

Thea van Lankveld  Judith Schoonenboom  Monique Volman  Gerda Croiset  Jos Beishuizen 《高等教育研究与发展》2017,36(2):325-342

This literature review summarises the growing body of literature discussing teacher identities of university teachers. The aim was to understand what strengthens or constrains the development of a teacher identity. A qualitative synthesis of 59 studies was carried out. The review showed that several factors contribute to the development of teacher identity. While contact with students and staff development programmes were experienced as strengthening teacher identity, the wider context of higher education was experienced as having a constraining effect. Furthermore, the impact of the direct work environment was experienced as either strengthening or constraining, depending on whether or not teaching is valued in the department. Five psychological processes were found to be involved in the development of a teacher identity: a sense of appreciation, a sense of connectedness, a sense of competence, a sense of commitment, and imagining a future career trajectory. The findings suggest that developing a teacher identity in the higher education context is not a smooth process. In order to empower university teachers, it is important to reward teaching excellence and build community. Staff development activities can play a role in helping teachers to develop strategies for gaining confidence and taking active control of their work situation, both individually and collectively. The authors argue that more attention should be paid to the implicit messages that departments convey to their teaching faculty.  相似文献   

Metacognitive experiences and motivational state as aspects of self-awareness: Review and discussion     

Monique Boekaerts 《European Journal of Psychology of Education - EJPE》1999,14(4):571-584

In the first section of this article, I will briefly examine the views on metacognition and learning that are expressed by each of the seven contributors. In the second half of the article I will provide the reader with my own perceptions of some of the broader theoretical issues and challenges that emerged from my reading of the articles.  相似文献   

Embedding inquiry-based practices in schools: The strategic role of school leaders     

Femke Geijsel  Wouter Schenke  Jan van Driel  Monique Volman 《European Journal of Education》2020,55(2):233-247

The context of this study were research and development projects in Dutch secondary education, particularly funded by government to combine practice-based research with school development goals for inquiry-based culture. Aiming at better understanding of the strategic role that school leaders play in embedding inquiry-based practices in schools, the research question of this study was to explore to what extent and how do school leaders use the opportunity of participating in funded research and development projects for encouraging and integrating inquiry-based practices in their schools? Differences concerning the integration of inquiry-based working in the school as professional learning community were examined, distinguishing between school leaders’ strategies of capacity building. Twenty-eight school leaders of Dutch secondary schools, involved in nineteen projects, were interviewed retrospectively. Analyses showed the majority of the school leaders to be convinced that inquiry-based working is important for their schools’ development as a professional community. Their strategies for achieving school level project significance differed in school leaders’ successive attention on personal or interpersonal capacity building with regard to inquiry-based practices. Moreover, while some school leaders were actively involved with capacity building right from the start of the research and development projects projects, almost two-third of the school leaders developed interest in inquiry-based practices during the projects and started to enact in the final year of the project. In discussing the results, it is proposed that the interaction of strategy and context needs further study, for instance to inform peer learning among school leaders that are novice and experienced in inquiry-based practices as a means to develop the school as a professional learning community.  相似文献   

Sustaining performance: The art of getting results,or how it all happened by accident     

Monique Mueller  Christian Voelkl 《Performance Improvement》2004,43(6):5-7

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‘This baby…it isn't alive.’ Towards a community of learners for vocational orientation     

Annoesjka Boersma  Geert ten Dam  Monique Volman  Wim Wardekker 《British Educational Research Journal》2010,36(1):3-25

The aim of this study is to contribute to the innovation of pre‐vocational education, in particular, students' orientation at possible future occupations. From our theoretical understanding, vocational orientation that makes sense to students requires them to be part of a ‘community of learners for vocational orientation’. In such a community, students are stimulated to learn deliberately while participating in vocational practices. In this article we distinguish four parameters to define a community of learners for vocational orientation. We then present the results of a collective instrumental case study into teaching‐learning processes in four classes in two pre‐vocational secondary schools. Data were collected through classroom observations, a series of interviews with teachers and students. The interviews focused on eight ‘critical incidents’ recorded during classroom observations. The results show that the parameters ‘shared learning’ and ‘meaningful learning’ are more manifest in the teaching‐learning process than ‘reflective learning’ and ‘a focus on transferable learning outcomes’. The article concludes with a discussion of the limits of working in simulated work situations in school for realizing effective pre‐vocational education.  相似文献   

Religious education in Syria: unity and difference     

Monique C. Cardinal 《British Journal of Religious Education》2009,31(2):91-101

This article discusses the almost identical syllabuses of the Christian and Muslim religious education programmes of the Syrian Arab Republic. Content analysis of the students’ textbooks and teachers’ guides (in Arabic) reveals common themes of citizenship education and national unity. Classroom observations in Damascus also highlight how Christian and Muslim teachers have similar ways of teaching religion. Finally, the article describes how each programme aims to unite, in its own way, all the Christians of Syria as well as the Muslims. It becomes evident that the Syrian religious education programmes strike a balance between the religious autonomy of the faith communities and the need for national unity.  相似文献   

Assessing Perceptions of Culture and Trauma in an Elementary School: Informing a Model for Culturally Responsive Trauma-Informed Schools     

Lisa V. Blitz  Elizabeth M. Anderson  Monique Saastamoinen 《The Urban Review》2016,48(4):520-542

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The influence of learner characteristics on degree and type of participation in a CSCL environment   总被引：1，自引：0，他引：1  

Fleur Prinsen  Monique L.L. Volman  Jan Terwel 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(6):1037-1055

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