Book Reviews     

Marcy Guddemi  K. Eileen Allen  Audrey Skrupskelis 《Journal of Early Childhood Teacher Education》2013,34(2):23-24

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An Examination of Black Science Teacher Educators’ Experiences with Multicultural Education, Equity, and Social Justice     

Mary M. Atwater  Malcolm B. Butler  Tonjua B. Freeman  Eileen R. Carlton Parsons 《Journal of Science Teacher Education》2013,24(8):1293-1313

Diversity, multicultural education, equity, and social justice are dominant themes in cultural studies (Hall in Cultural dialogues in cultural studies. Routledge, New York, pp 261–274, 1996; Wallace 1994). Zeichner (Studying teacher education: The report of the AERA panel on research and teacher education. Lawrence Erlbaum Associates, Mahwah, pp 737–759, 2005) called for research studies of teacher educators because little research exists on teacher educators since the late 1980s. Thomson et al. (2001) identified essential elements needed in order for critical multiculturalism to be infused in teacher education programs. However, little is known about the commitment and experiences of science teacher educators infusing multicultural education, equity, and social justice into science teacher education programs. This paper examines twenty (20) Black science teacher educators’ teaching experiences as a result of their Blackness and the inclusion of multicultural education, equity, and social justice in their teaching. This qualitative case study of 20 Black science teacher educators found that some of them have attempted and stopped due to student evaluations and the need to gain promotion and tenure. Other participants were able to integrate diversity, multicultural education, equity and social justice in their courses because their colleagues were supportive. Still others continue to struggle with this infusion without the support of their colleagues, and others have stopped The investigators suggest that if science teacher educators are going to prepare science teachers for the twenty first century, then teacher candidates must be challenged to grapple with racial, ethnic, cultural, instructional, and curricular issues and what that must mean to teach science to US students in rural, urban, and suburban school contexts.  相似文献   

Personal inquiry learning trajectories in geography: technological support across contexts     

Lucinda Kerawalla  Karen Littleton  Eileen Scanlon  Ann Jones  Mark Gaved  Trevor Collins 《Interactive Learning Environments》2013,21(6):497-515

Student engagement in the design and implementation of inquiries is an effective way for them to learn about the inquiry process and the domain being studied. However, inquiry learning in geography can be challenging for teachers and students due to the complexity of scientific inquiry and the diversity of pupils' and teachers' knowledge and abilities. To address this, the Personal Inquiry project has designed a tool kit that includes nQuire, a Web-based tool to support students through the inquiry process. Here, we identify when, across five lessons comprising an inquiry into microclimates, nQuire was used by a teacher and a case study group of her 12 to 13-year-old students, and the ways in which they adopted nQuire as a tool to facilitate the creation of a coherent and cumulative inquiry learning experience over time. We found that students' use of nQuire supported them in capturing and representing their evolving understanding of inquiry, in defining and supporting their progression through the process of inquiry and in resourcing their cognitive engagement in data interpretation and representation. nQuire supported the students in accumulating and integrating new understandings across contexts and over time. In this way, nQuire successfully resourced and supported the students' learning journeys or trajectories. We conclude that nQuire can be an effective tool for supporting teachers' and students' understanding of the nature of inquiry and how to design and implement inquiries of their own.  相似文献   

在工作过程中学习工作过程知识   总被引：13，自引：0，他引：13  

费舍尔  杨琳  赵志群 《职教通讯(江苏技术师范学院学报)》2008,23(4):25-29

通过讨论在工作过程中学习的直接原因和个人动机,说明了工作中学习的主要内容是工作过程知识,指出工作过程中学习的方式是隐性的。从不同角度对焦点意识和背景意识进行了区分,帮助正确理解职业教育的学习内容有着重要的意义。  相似文献   

Pupillary and Attentional Responses to Infant Facial Expressions in Mothers Across Socioeconomic Variations     

Santeri Yrttiaho  Belinda Bruwer  Heather J. Zar  Kirsten A Donald  Susan Malcolm-Smith  Lee Ginton  Nadia Hoffman  Eileen Vuong  Dana Niehaus  Jukka M. Leppänen  Dan J. Stein 《Child development》2021,92(3):e236-e251

Maternal responses to infant facial expressions were examined in two socioeconomically diverse samples of South African mothers (Study I, N = 111; and Study II, N = 214; age: 17–44 years) using pupil and gaze tracking. Study I showed increased pupil response to infant distress expressions in groups recruited from private as compared to public maternity clinics, possibly reflecting underlying differences in socioeconomic status (SES) across the groups. Study II, sampling uniformly low-SES neighborhoods, found increased pupil dilation and faster orientation to expressions of infant distress, but only in the highest income group. These results are consistent with maternal physiological and attentional sensitivity to infant distress cues but challenge the universality of this sensitivity across socioeconomic diversity.  相似文献   

Visual Learning and the Brain: Implications for Dyslexia     

Matthew H. Schneps  L. Todd Rose  Kurt W. Fischer 《Mind, Brain, and Education》2007,1(3):128-139

ABSTRACT— The central and peripheral visual fields are structurally segregated in the brain and are differentiated by their anatomical and functional characteristics. While the central field appears well suited for tasks such as visual search, the periphery is optimized for rapid processing over broad regions. People vary in their abilities to make use of information in the center versus the periphery, and we propose that this bias leads to a trade-off between abilities for sequential search versus contemporaneous comparisons. The parameter of periphery-to-center ratio (PCR) describes the degree of peripheral bias, which evidence suggests is high in many people with dyslexia. That is, many dyslexics favor the peripheral visual field over the center, which results in not only search deficits but also (more surprisingly) talents for visual comparison. The PCR framework offers a coherent explanation for these seemingly contradictory observations of both deficit and talent in visual processing. The framework has potential implications for instructional support in visually intensive domains such as science and mathematics.  相似文献   

Science Teachers’ Use of a Concept Map Marking Guide as a Formative Assessment Tool for the Concept of Energy     

Mihye Won  Heiko Krabbe  Siv Ling Ley  David F. Treagust  Hans E. Fischer 《Educational Assessment》2017,22(2):95-110

In this study, we investigated the value of a concept map marking guide as an alternative formative assessment tool for science teachers to adopt for the topic of energy. Eight high school science teachers marked students’ concept maps using an itemized holistic marking guide. Their marking was compared with the researchers’ marking and the scores of a multiple-choice diagnostic test. Statistical analysis revealed that teachers evaluated students’ concept maps consistently, but the concept map scores were only mildly correlated with the multiple-choice test scores. We explored what each assessment method revealed in terms of students’ understanding with one student’s performance as a showcase. Teachers’ views on using the marking guide of concept maps as an assessment tool were also included. We discuss the value of the concept map marking guide as a formative assessment tool for science teachers to create and modify in order to encourage students’ conceptual learning.  相似文献   

PDAs as lifelong learning tools: an activity theory based analysis     

Jenny Waycott  Eileen Scanlon 《Learning, Media and Technology》2005,30(2):107-130

This paper describes the use of an activity theory (AT) framework to analyze the ways that distance part time learners and mobile workers adapted and appropriated mobile devices for their activities and in turn how their use of these new tools changed the ways that they carried out their learning or their work. It is argued that there are two key strengths in using an activity theory framework in this context. The first strength is the emphasis activity theory places on tools, including computer artefacts, as mediators of activity. This emphasis focuses attention on the activity itself rather than, for example, simply the interaction between the human and the computer. The focus is on the learner or user’s objectives and activities and the computer is the tool through which the user achieves her objectives. The second strength was referred to briefly above. The AT perspective also enabled analysis of an interactive dynamic process of users or learners and their tools—in this case personal digital assistants (PDAs). It revealed a two way process in which the user adapts the tools they use according to their everyday practice and preferences in order to carry out their activities; and how, in turn, the tools themselves also modify the activities that the user is engaged in. Three case studies illustrate these processes. The first case study is of distance learners’ use of e‐books on PDAs, to supplement their access to other static media such as books and computers. The second case study investigated how mobile workers in the energy industry used mobile devices to access information when away from the office. The third and final case study investigated the use of mobile devices in an art gallery. The paper concludes with a discussion of the information access needs that are apparent in each of these learning contexts, and highlights the pertinent issues in the use of mobile technologies to support lifelong learners’ information needs.  相似文献   

Software to Promote Young Children’s Growth in Literacy: A Comparison of Online and Offline Formats     

Eileen Wood  Amy K. Grant  Alexandra Gottardo  Robert Savage  Mary Ann Evans 《Early Childhood Education Journal》2017,45(2):207-217

The primary goal of this research was to extend our understanding of the strengths and weaknesses inherent in online and offline early literacy software programs designed for young learners. A taxonomy of reading skills was used to contrast online software with offline closed system (compact disc) based programs with respect to number of skills taught, quality of instruction and scaffolding during instruction. Overall, online programs were more comprehensive and provided instruction for more skills than offline software at either the Kindergarten or Grade 1 level. However, offline programs demonstrated some developmentally appropriate selectivity in skills trained. Quality of instruction was variable within and across all programs. Scaffolding of instruction was also variable and surprisingly few programs, either online or offline, provided automatic movement across levels of difficulty. These outcomes have important implications for the selection of instructional materials by parents and educators involved in early literacy instruction and also for future software design.  相似文献   

Tutoring deaf students in higher education: a comparison of baccalaureate and sub-baccalaureate student perceptions     

Lang HG  Biser E  Mousley K  Orlando R  Porter J 《Journal of deaf studies and deaf education》2004,9(2):189-201

Seventy-three deaf college students completed a survey examining perceptions about tutoring outcomes and emphases, characteristics of tutors, and responsibilities associated with learning through tutoring. The comparisons revealed that while baccalaureate and sub-baccalaureate students have many similar perceptions about tutoring, there are also some striking differences. In particular, as compared to the sub-baccalaureate students, baccalaureate students have a stronger preference for focusing on course content and for working with tutors who actively involve them during the tutoring sessions. In addition, baccalaureate students prefer to decide the focus of the tutoring themselves while sub-baccalaureate students tend to leave the decision to the tutor. The results of the analyses with three scales measuring perceptions of tutoring dimensions are summarized and recommendations for the selection and preparation of tutors, as well as for future research, are provided.  相似文献