How epistemic reflexivity enables teacher educators’ teaching for diversity: Exploring a pedagogical framework for critical thinking     

Jo Lunn Brownlee  Terri Bourke  Leonie Rowan  Mary Ryan  Peter Churchward  Sue Walker  Lyra L’Estrange  Anita Berge  Eva Johansson 《British Educational Research Journal》2022,48(4):684-703

Recent research points to the importance of teacher educators teaching for diversity in initial teacher education programmes. Teaching for diversity is an approach to teacher education in which an understanding of specialist literature and a focus on critical thinking supports a social justice agenda as opposed to merely using different tips and tricks to prepare future teachers for teaching diverse learners in the classroom. In this study, we explored how Australian and New Zealand teacher educators negotiated a social justice agenda in teacher education programmes, using a new transdisciplinary framework of epistemic reflexivity. The Epistemic Reflexivity for Teacher Education (ER-TED) framework draws on epistemic cognition (Clark Chinn’s Aims, Ideals, Reliable epistemic processes – AIR – framework) and Margaret Archer’s reflexivity to explore knowledge claims in teacher educators’ pedagogical decision-making. The findings identified how teacher educators in our study discerned and deliberated with respect to epistemic aims for justification, which involve transformative critical thinking and critical thinking for self. They reported good knowledge (ideals) as being scholarly in nature, and reliable epistemic processes based on higher-order thinking (analysis and evaluating competing ideas) or engaging with multiple perspectives. The teacher educators in our study are clear examples of how strong overall evaluative epistemic stances enable teaching for social justice. We argue that the ER-TED framework can help us as a profession to address teaching for diversity in teacher education programmes based on the belief that the pursuit of social justice requires an evaluativist epistemic stance.  相似文献   

Beyond Stimulus Deprivation: Iron Deficiency and Cognitive Deficits in Postinstitutionalized Children     

Jenalee R. Doom  Megan R. Gunnar  Michael K. Georgieff  Maria G. Kroupina  Kristin Frenn  Anita J. Fuglestad  Stephanie M. Carlson 《Child development》2014,85(5):1805-1812

Children adopted from institutions have been studied as models of the impact of stimulus deprivation on cognitive development (Nelson, Bos, Gunnar, & Sonuga‐Barke, 2011), but these children may also suffer from micronutrient deficiencies (Fuglestad et al., 2008). The contributions of iron deficiency (ID) and duration of deprivation on cognitive functioning in children adopted from institutions between 17 and 36 months of age were examined. ID was assessed in 55 children soon after adoption, and cognitive functioning was evaluated 11–14.6 months postadoption when the children averaged 37.4 months old (SD = 4.9). ID at adoption and longer duration of institutional care independently predicted lower IQ scores and executive function (EF) performance. IQ did not mediate the association between ID and EF.  相似文献   

Defining,Assessing, and Promoting E‐Learning Success: An Information Systems Perspective*     

Clyde W. Holsapple  Anita Lee‐Post 《Decision Sciences Journal of Innovative Education》2006,4(1):67-85

This research advances the understanding of how to define, evaluate, and promote e‐learning success from an information systems perspective. It introduces the E‐Learning Success Model, which posits that the overall success of an e‐learning initiative depends on the attainment of success at each of the three stages of e‐learning systems development: system design, system delivery, and system outcome. To study this model, an online version of an undergraduate quantitative methods core course for business students is developed using a prototyping strategy. Four cycles of development are traced, each comprised analysis, design, implementation, testing, and enhancement. Findings from the study confirm the validity of using the proposed success model for e‐learning success assessment. In addition, an action research methodology is also found to be a valuable impetus for promoting e‐learning success through an iterative process of diagnosing, action planning, action taking, evaluating, and learning.  相似文献   

The development of science process skills in authentic contexts     

Wolff-Michael Roth  Anita Roychoudhury 《科学教学研究杂志》1993,30(2):127-152

Instructional strategies and curriculum sequences aimed at teaching process skills have received considerable attention in science education. On the other hand, the teaching of domain-independent, context-free skills has been subject to criticism on the ground that important aspects of cognitive activities are functions of meaningful contexts. The intent of this study was to examine the development of integrated process skills in the context of open-inquiry laboratory sessions. The data-collection approach was qualitative and included videotapes of laboratory sessions, laboratory reports of students, and the reflective journals kept by the two teachers involved in the study. Forty-eight students from the Grade 11 introductory physics course, 29 students from the Grade 12 physics course, and 60 students from the Grade 8 general science course from an all-boys private school participated in the study. An interpretive research methodology was adopted for construction of meaning from the data. Students worked in collaborative groups during all of the open-inquiry laboratory sessions. Findings from the study indicate that students develop higher-order process skills through nontraditional laboratory experiences that provided the students with freedom to perform experiments of personal relevance in authentic contexts. Students learned to (a) identify and define pertinent variables, (b) interpret, transform, and analyze data, (c) plan and design an experiment, and (d) formulate hypotheses. Findings of this study suggest that process skills need not be taught separately. Integrated process skills develop gradually and reach a high level of sophistication when experiments are performed in meaningful context.  相似文献   

Gender-inclusive science teaching: A feminist-constructivist approach     

Anita Roychoudhury  Debora J. Tippins  Sharon E. Nichols 《科学教学研究杂志》1995,32(9):897-924

The underrepresentation of women in science is an extensively studied yet persistent concern of our society. Researchers have identified numerous educational and social factors thought to be responsible for this underrepresentation (Kahle, 1990a; Kelly, 1987). One of the dominant explanations, used by many researchers for years to discuss gender differences in science and mathematics achievement as well as interest, has been the differences in the cognitive abilities of men and women. This explanation, however, has been discarded in recent years (Linn & Hyde, 1989; Linn 1990). On the basis of their meta-analyses of various studies. Linn and Hyde (1989) concluded that gender differences in cognitive skills have declined and those that remain are largely explained by experiential differences. Women may not have different cognitive abilities, but they may have a different way of learning rooted in their role in society. The epistemic differences between men and women stemming from their standpoint in life can help us understand their differential interaction with the nature of science, and hence their participation in the field. In the following section, we will briefly discuss the feminist critique of science and extend the implication to science education.  相似文献   

Native Mexican Parents’ Beliefs About Children’s Literacy and Language Development: A Mixed-Methods Study     

Jorge E. Gonzalez  Alain Bengochea  Laura Justice  Gloria Yeomans-Maldonado  Anita McCormick 《Early education and development》2019,30(2):259-279

Research Findings. This study examined Mexican caretaker roles, beliefs, and practices around their child’s language and literacy development. Twenty-six parents in three preschools representing three socioeconomic strata located in Querétaro City, México completed questionnaires and participated in focus groups. We used convergent parallel mixed methods to analyze and compare parent questionnaire quantitative data and qualitative focus group data with a grounded theory approach to identify focus group discussion themes. Four themes were emerged: (a) Goals and expectations regarding reading and socioemotional development, (b) Perceptions and beliefs about children’s oral and written language, (c) Caretaker’s perceived role in children’s language and literacy development, and (d) Home and community learning-related resources and practices. Findings highlighted that Mexican parents highly value supporting their children’s education both socioemotionally and through engagement in literacy routines—evidence of duality in the educacíón value among native Mexican families. These literacy routines were complementary and responsive to teacher classroom instruction. Practice or Policy. Understanding how Latino families instantiate literacy practices to respond to American schooling expectations may be a way to address home-school discontinuities that often reflect lack of familiarity with the U.S. educational system.  相似文献   

What Happens When a Teacher’s Science Belief Structure Is in Disequilibrium? Entangled Nature of Beliefs and Practice     

Martin  Anita  Park  Soonhye  Hand  Brian 《Research in Science Education》2019,49(3):885-920

Research in Science Education - This qualitative case study examined the process of change in an experienced elementary teacher’s belief structure during implementation of an inquiry-based...  相似文献   

The Impact of Cyclops Shared-Screen Teleconferencing in Distance Tutoring     

David McConnell 《British journal of educational technology : journal of the Council for Educational Technology》1986,17(1):41-74

This paper presents the major outcomes of a two-year trial of the Open University's Cyclops shared-screen telewriting tutorial system. The impact of the system is considered in terms of the human factors of the technology; tutors'and students'experiences of Cyclops; and tutorial activities and their acceptability to the participants.  相似文献   

The efficiency of different modes of communication     

Paul J. Deutschmann  Lionel C. Barrow  Anita McMillan 《Educational technology research and development : ETR & D》1962,10(3):176-178

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Reflecting gendered experiences of student-staff partnership: a student standpoint using poetic transcription     

Lucy Mercer-Mapstone  Rachel Guitman  Anita Acai 《Teaching in Higher Education》2019,24(6):809-818

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