Using critical race theory to analyze science teachers culturally responsive practices     

Tamara Wallace  Brenda R. Brand 《Cultural Studies of Science Education》2012,7(2):341-374

Culturally responsive science teaching is using knowledge about the culture and life experiences of students to structure learning that is conducive to their needs. Understanding what teachers need to prepare them to be culturally responsive is a matter of continuous debate. As the focus of multicultural education ventures farther away from its roots, advocating the civil rights of historically oppressed groups, concerns about the gravity of racial inequity on schooling continues. How will this shift in focus influence teachers’ capacity to accommodate students’ needs resulting from racial inequities in this society, particularly African American students? What knowledge is essential to their effectiveness? This qualitative study examined the instructional practices of two effective middle school science teachers deemed culturally responsive by their administrator on the basis of classroom observations, students’ responses and standardized assessment results. Both teachers’ classrooms consisted primarily of African American students. Grounded theory was used to analyze the teachers’ beliefs and practices in order to identify existing commonalties. Critical race theory was used to identify whether there was any influence of the students’ racial identities on the teachers’ beliefs and practices. The analysis reveals that the teachers’ beliefs and practices were informed by their critical awareness of social constraints imposed upon their African American students’ identities. These findings communicate the significance of sociocultural awareness to informing the teachers’ instruction, as well as their strategies for managing the varying dynamics occurring in their classrooms. It can be deduced from the findings that an understanding of racial inequities is crucial to the development of sociocultural awareness, and is the foundation for the culturally responsive dispositions and practices of these middle school science teachers.  相似文献   

The Mirror Neuron System and Observational Learning: Implications for the Effectiveness of Dynamic Visualizations     

Tamara van Gog  Fred Paas  Nadine Marcus  Paul Ayres  John Sweller 《Educational Psychology Review》2009,21(1):21-30

Learning by observing and imitating others has long been recognized as constituting a powerful learning strategy for humans. Recent findings from neuroscience research, more specifically on the mirror neuron system, begin to provide insight into the neural bases of learning by observation and imitation. These findings are discussed here, along with their potential consequences for the design of instruction, focusing in particular on the effectiveness of dynamic vs. static visualizations.

Tamara van GogEmail:

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Talking about Multimedia: a layered design framework     

Josie Taylor?  Tamara Sumner  Andrew Law? 《Learning, Media and Technology》1997,23(2-3):215-241

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The effects of constructivist learning environments: a commentary     

Remy M. J. P. Rikers  Tamara van Gog  Fred Paas 《Instructional Science》2008,36(5-6):463-467

This special issue on the effects of constructivist learning environments is based on a symposium organized during the last annual meeting of the American Educational Research Association in Chicago. The studies in this issue not only provide an overview of the multitude of forms a constructivist learning environment can take, they also provide the reader with an overview of recent advances in this domain of research. The present discussion article provides a critical reflection on the studies in this special issue and tries to identify their prospects and limitations.  相似文献   

Improved Feistel-based ciphers for wireless sensor network security   总被引：1，自引：0，他引：1  

Tamara Pazynyuk  Jian-zhong Li  George S. Oreku 《浙江大学学报(A卷英文版)》2008,9(8):1111-1117

Wireless sensor networks （WSNs） are exposed to a variety of attacks. The quality and complexity of attacks are rising day by day. The proposed work aims at showing how the complexity of modern attacks is growing accordingly, leading to a similar rise in methods of resistance. Limitations in computational and battery power in sensor nodes are constraints on the diversity of security mechanisms. We must apply only suitable mechanisms to WSN where our approach was motivated by the application of an improved Feistel scheme. The modified accelerated-cipher design uses data-dependent permutations, and can be used for fast hardware, firmware, software and WSN encryption systems. The approach presented showed that ciphers using this approach are less likely to suffer intrusion of differential cryptanalysis than currently used popular WSN ciphers like DES, Camellia and so on.  相似文献   

An Embedded and Embodied Cognition Review of Instructional Manipulatives   总被引：1，自引：0，他引：1  

Wim T. J. L. Pouw  Tamara van Gog  Fred Paas 《Educational Psychology Review》2014,26(1):51-72

Recent literature on learning with instructional manipulatives seems to call for a moderate view on the effects of perceptual and interactive richness of instructional manipulatives on learning. This “moderate view” holds that manipulatives’ perceptual and interactive richness may compromise learning in two ways: (1) by imposing a very high cognitive load on the learner, and (2) by hindering drawing of symbolic inferences that are supposed to play a key role in transfer (i.e., application of knowledge to new situations in the absence of instructional manipulatives). This paper presents a contrasting view. Drawing on recent insights from Embedded Embodied perspectives on cognition, it is argued that (1) perceptual and interactive richness may provide opportunities for alleviating cognitive load (Embedded Cognition), and (2) transfer of learning is not reliant on decontextualized knowledge but may draw on previous sensorimotor experiences of the kind afforded by perceptual and interactive richness of manipulatives (Embodied Cognition). By negotiating the Embedded Embodied Cognition view with the moderate view, implications for research are derived.  相似文献   

Education experienced by foreign-born faculty whose native countries have undergone major socio-economical changes     

Mitra Fallahi Tamara Korenman Liang Zhao 《美中教育评论》2010,(2):45-54

Three professors of education reflected on education in their countries of origin, and compare their education with learning, teaching and the education in the United States. The three countries represented are China prior to the political and economical reforms starting from 1979, Iran prior to the Islamic Republic of 1979, and the Russian Federation of the Former Soviet Union prior to the fall of the Soviet Union in 1991. Certain aspects of education such as the curriculum, pedagogy, length of schooling, methods of teaching, the textbooks, and priorities and goals of schooling in each country are discussed. This article is a comparison of the educational system of each country with the American educational system as well as among the three countries. The article concludes with each author offering some ideas on how the American educational system might benefit from the experience of the other countries.  相似文献   

Ensuring Indigenous cultural respect in Australian undergraduate nursing students     

Tamara Power  Claudia Virdun  Edward Gorman  Anna Doab  Rachel Smith  Angela Phillips 《高等教育研究与发展》2018,37(4):837-851

Like other Westernised countries, Australia’s history of colonisation, racism and oppression has impacted upon Indigenous Peoples’ health and well-being. It is also evident that institutional racism and ongoing colonisation are present in the Australian health system. Better preparation of health professionals to work in a culturally respectful way can contribute to addressing health disparities and prejudices. One approach to enabling the development of cultural respect is through embedding an Indigenous graduate attribute (IGA) across curricula and ensuring the process is thoughtfully developed and assessed. This paper describes and discusses the process of developing an assessment criteria template (ACT) to assess Indigenous cultural respect in an undergraduate nursing degree programme. Critical to the project was meaningful engagement with Indigenous stakeholders and Indigenous leadership to inform the development and implementation process. Although the context will vary globally due to the diversity of Indigenous Peoples and each country’s history of colonisation, by publishing this work, we intend to provide transparency into the process we undertook to embed and assess an IGA ACT in an undergraduate nursing curriculum. We hope this is helpful for other tertiary institutions internationally who are also engaging in this space.  相似文献   

Scaffolding Mathematics Remediation for Academically At-Risk Students Following Developmental Education Reform in Florida     

Rebecca L. Brower  Chenoa S. Woods  Tamara Bertrand Jones  Toby J. Park  Shouping Hu  David A. Tandberg 《Community College Journal of Research & Practice》2018,42(2):112-128

The purpose of this qualitative study is to understand how educational scaffolding may explain changing patterns of student success in mathematics in the era of developmental education (DE or remediation) reform in Florida College System (FCS) institutions. Specifically, we apply the concept of scaffolding to underprepared FCS students who are at risk of dropping out or failing gateway courses (the first credit-bearing college-level class in a course sequence) because they lack the academic skills necessary to succeed in college-level coursework, particularly in mathematics. We present data from focus groups conducted at 10 FCS institutions, suggesting that a reduction of scaffolding in math remediation occurred in the areas of course sequencing, instruction, and coordination with academic support services following state-level policy changes. In light of these findings, we offer a discussion of practical recommendations for college administrators related to academic advising, instructional strategies in DE courses, coordination between developmental and college-level instructors, student success courses, and the integration of DE instruction with academic support. We also suggest directions for continued research on the effects of policy changes in the FCS and DE reform efforts across the country.  相似文献