Women and the future of mankind     

Margaret Mead 《Prospects》1975,5(3):341-342

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Student Agency: an Analysis of Students’ Networked Relations Across the Informal and Formal Learning Domains     

Natasha Anne Rappa  Kok-Sing Tang 《Research in Science Education》2017,47(3):673-684

Agency is a construct facilitating our examination of when and how young people extend their own learning across contexts. However, little is known about the role played by adolescent learners’ sense of agency. This paper reports two cases of students’ agentively employing and developing science literacy practices—one in Singapore and the other in the USA. The paper illustrates how these two adolescent learners in different ways creatively accessed, navigated and integrated in-school and out-of-school discourses to support and nurture their learning of physics. Data were gleaned from students’ work and interviews with students participating in a physics curricular programme in which they made linkages between their chosen out-of-school texts and several physics concepts learnt in school. The students’ agentive moves were identified by means of situational mapping, which involved a relational analysis of the students’ chosen artefacts and discourses across time and space. This relational analysis enabled us to address questions of student agency—how it can be effected, realised, construed and examined. It highlights possible ways to intervene in these networked relations to facilitate adolescents’ agentive moves in their learning endeavours.  相似文献   

Testing social learning in a wild mountain parrot,the kea (<Emphasis Type="Italic">Nestor notabilis</Emphasis>)     

Gajdon GK  Fijn N  Huber L 《Learning & behavior》2004,32(1):62-71

Huber, Taborsky, and Rechberger (2001) reported an experiment in which the efficiency with which captive keas opened a complex food container was increased by observation of a skilled conspecific. However, only testing social learning in free-ranging animals can demonstrate social learning in natural conditions. For that purpose, a tube-lifting paradigm was developed and tested on keas both in captivity and in Mount Cook National Park, New Zealand. The task was to remove a tube from an upright pole in order to gain access to a reward inside the tube. The top of the pole was higher than a standing kea, so that, to remove the tube, an individual had to simultaneously climb onto the pole and manipulate the tube up the pole with its bill. Because only 1 naive bird managed to remove a tube twice in 25 halfhour sessions and disappeared after success, another bird was trained to solve the task and to provide demonstrations for others. Even under such conditions, only 2 of at least 15 birds learned to remove the tube in 28 sessions. There was no indication that observer birds’ use of bill and feet when exploring the tube changed as the number of observations of tube removal increased in a way that would, in principle, increase the likelihood of tube removal. The results suggest a dissociation of social learning potential as assessed in laboratory animals, and social transmission of foraging techniques in natural populations.  相似文献   

Found Things: Genre,Narrative, and Identification in a Networked Activist Organization     

Natasha N. Jones 《Technical Communication Quarterly》2016,25(4):298-318

This article examines the inter-relational role of genre and narrative in a social justice organization. Employing an interdisciplinary approach, this test presents a process-centered approach using genre ecology modeling and narrative maps. This approach can help scholars understand how genre and narrative dialectically promote collaboration and coordination while simultaneously promoting the process of consubstantiality and rhetorical identification in networked organizations.  相似文献   

Giving Feedback on Peers’ Concept Maps in an Inquiry Learning Context: The Effect of Providing Assessment Criteria     

Dmoshinskaia  Natasha  Gijlers  Hannie  de Jong  Ton 《Journal of Science Education and Technology》2021,30(3):420-430

Journal of Science Education and Technology - Giving and receiving peer feedback is seen as an important vehicle for deep learning. Defining assessment criteria is a first step in giving feedback...  相似文献   

Project news     

Xavier Roqu  Nstor Herran  Tania Durt  Sharon Grant  Sandra Knapp  Blanca Len  Daniela Zappi  Clifford S. Mead 《Endeavour》2002,26(4)

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The experience of black African religious education trainee teachers training in England     

Nick Mead 《British Journal of Religious Education》2006,28(2):173-184

This study addresses issues surrounding the recruitment and training of black African religious education teachers within the context of the government’s intention to make the teaching profession more representative of the wider community. In relation to this there is a strong emphasis in the Teacher Training Agency’s Qualifying to Teach on selection procedures which promote equality of opportunity and the recognition of individual training needs. The study is informed by the work of Sikes and Everington who have highlighted the place of religion and culture within the personal histories of religious education teachers. Black African members of two successive cohorts of PGCE students are tracked to identify their training needs in relation to their cultural and religious backgrounds. The data identifies four cultural and religious factors which impact on their training to teach religious education in the UK. Finally, as advised by the Carrington Report, recommendations are made for the practice of teacher educators.  相似文献   

What role do students’ enjoyment and perception of ability play in social disparities in subject choices at university?     

Natasha Codiroli Mcmaster 《British Journal of Sociology of Education》2019,40(3):357-377

Prior research has shown that students from less educated families are less likely to study both science, technology, engineering and mathematics (STEM) subjects and arts and humanities subjects. This article used a large representative sample of university students in England to explore the relationship between students’ enjoyment, perception of ability and socio-economic disparities in subject choices. Although these attitudes differed by students’ parents’ education level, and were associated with subject choices, disparities in choices persisted when accounting for these differences. Students with less educated parents were less likely to choose arts and humanities and more likely to study social sciences, law and business, over STEM, even when their enjoyment and perception of ability in subjects were similar. Students whose parents had higher levels of education were more likely to choose STEM over arts and humanities as their enjoyment of STEM increased, suggesting different underlying processes informing student choices by social background.  相似文献   

Giving feedback on peers’ concept maps as a learning experience: does quality of reviewed concept maps matter?     

Dmoshinskaia  Natasha  Gijlers  Hannie  de Jong  Ton 《Learning Environments Research》2022,25(3):823-840

Learning Environments Research - Giving feedback to peers can be a powerful learning tool because of the feedback provider’s active cognitive involvement with the products to be reviewed. The...  相似文献   

Low-income minority mothers’ and fathers’ reading and children's interest: Longitudinal contributions to children's receptive vocabulary skills     

Jenessa L. Malin  Natasha J. CabreraMeredith L. Rowe 《Early childhood research quarterly》2014

Using data from a diverse sample of low-income African American and Latino mothers, fathers, and their young children who participated in Early Head Start (n = 61), the current study explored the association between parents’ reading quality (i.e. metalingual talk) while reading with their 2-year-old children and their children's receptive vocabulary skills at pre-kindergarten. It further examined whether children's interest in reading mediated this association. There were three main findings. First, most mothers and fathers in our sample read relatively often to their children (a few times a week) and used some metalingual talk; fathers used more than mothers. Second, controlling for parental education, mothers’ and fathers’ early reading quality significantly predicted children's receptive vocabulary skills at pre-kindergarten. Third, children's interest in reading mediated the association between mothers’ and fathers’ reading quality and children's receptive vocabulary scores. These findings have important implications for programs aimed at fostering low-income children's vocabularies and suggest that both mothers and fathers need to be included in programs.  相似文献