Experiences with Counselor Training in Central Europe: Voices from Student Trainees     

Charles Jacob  Gregory Roth  Jessica Flanders  Cheria Jackson  Caitlin Park-Davidson  Tereza Grubrova  Jacqueline Guynn  Rebecca Shoemaker  Rachael Goldberg  Casy Chehayl 《International journal for the advancement of counseling》2017,39(1):43-55

Globalization has led to an increase in United States-influenced counseling programs the world over; however, the extent to which these training models apply to other cultures is unclear. Using a sample of master’s-level counseling students studying in the Czech Republic (n?=?5), the authors conducted a phenomenological inquiry examining the experiences of European students trained in a program developed and supervised by faculty in the United States. Three themes (and potential barriers) related to English-language training programs in Central Europe included: cultural differences between faculty and students, complications related to the notion of professional identity, and concerns related to the utility of wellness-based principles in the Czech Republic. Implications for educators include cultural adaptation of training and course material as well as reframing illness perspectives through a wellness lens.  相似文献   

Experimenting in a constructivist high school physics laboratory     

Wolff-Michael Roth 《科学教学研究杂志》1994,31(2):197-223

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The Education of Women in Saudi Arabia     

Haya Saad AL Rawaf  Cyril Simmons 《比较教育学》1991,27(3):287-295

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Middle school teachers’ differing perceptions and use of curriculum materials and the common core     

Amy Roth McDuffie  Jeffrey Choppin  Corey Drake  Jon D. Davis  Jennifer Brown 《Journal of Mathematics Teacher Education》2018,21(6):545-577

Eight middle school mathematics teachers’ perceptions and uses of curriculum materials and the Common Core State Standards for Mathematics (CCSSM) were investigated. Adapting a noticing framework and models of dialogic instruction and direct instruction, teachers’ noticing practices with curriculum materials and the CCSSM when planning, enacting, and reflecting on lessons were examined. Teachers who were committed to implementing the CCSSM and who were using one of two substantively different curriculum programs were purposefully selected. Data sources included multiple forms of interviews and classroom observations. The teaching evidenced three distinct noticing patterns. These patterns indicated that teachers’ curriculum materials were associated with how teachers perceived and enacted the CCSSM. Teaching with a curriculum program that was designed as a thinking device prioritized the Standards for Mathematical Practice of CCSSM evidenced noticing that was consistent with dialogic instruction. Teaching with a curriculum program that was designed as a delivery mechanism prioritized the Content Standards of CCSSM and evidenced noticing consistent with direct instruction. Findings indicated that the designated curriculum and contributed to differing interpretations of CCSSM and served as a lens for noticing. However, a dialogic curriculum program was not sufficient to support dialogic approaches in practice. One pattern showed teachers planning dialogic lessons, but the lesson enactments were not consistent with teachers’ plans, with evidence that the teachers were not aware that their practices differed from dialogic approaches. Implications for research and practice are discussed.  相似文献   

One course is not enough: Preservice elementary teachers' retention of improved views of nature of science     

Valarie L. Akerson  Judith A. Morrison  Amy Roth McDuffie 《科学教学研究杂志》2006,43(2):194-213

This study examined the views, and the retention of these views, of 19 preservice elementary teachers as they learned about nature of science (NOS). The preservice teachers participated in a cohort group as they took a science methods course during which they received explicit reflective instruction in nature of science. Through Views of Nature of Science version B (VNOS‐B) surveys and interviews it was found that most preservice teachers held inadequate ideas of nature of science prior to instruction, but improved their views after one semester of instruction in the science methods course. However, 5 months after instruction, the graduate preservice teachers were again interviewed and it was found that several of the students reverted back to their earlier views. The results are interpreted through Perry's scheme, and implications and recommendations for elementary science teacher education are made. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: 194–213, 2006  相似文献   

The nature of scientific conceptions: A discursive psychological perspective     

Wolff-Michael Roth   《Educational Research Review》2008,3(1):30-50

Over the past three decades, the literature in science education has accumulated a tremendous amount of research on students’ conceptions—one bibliography currently lists 7000 entries concerning students’ and teachers’ conceptions and science education. Yet despite all of this research and all the advances in the associated conceptual change theory, there is evidence that students’ conceptual talk remains virtually unchanged by instruction even under the best conditions. In this article, I describe and exemplify discursive psychology as a theoretical alternative, which ultimately allows me to understand the solid nature of student talk about scientific phenomena and why science instruction faces such challenges in bringing about conceptual change. To exemplify the presentation of the theory, I draw on videotaped interviews that covered ground similar to the one featured in A Private Universe. This theoretical alternative questions some of the fundamental presuppositions and assumptions made in the constructivist and conceptual change literature—including the locus of the misconceptions, the relation of individual and collective, and the situated and constitutive nature of the talk eliciting (mis-, alternative, pre-, naïve) conceptions. I conclude with some sobering suggestions and recommendations for the praxis of science teaching and the possibility to bring about scientists’ science for and in all students any time in the near future.  相似文献   

Science education in an era of globalization: an introduction     

Yew-Jin Lee  Wolff-Michael Roth 《Cultural Studies of Science Education》2008,3(1):13-15

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Constructing science teaching in the elementary school: The socialization of a science enthusiast student teacher     

Sandra K. Abell  Marie Roth 《科学教学研究杂志》1994,31(1):77-90

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Collaborative design decision-making as social process     

Chris Campbell  Wolff-Michael Roth  Alfredo Jornet 《European Journal of Engineering Education》2019,44(3):294-311

ABSTRACT

Collaborative design is recognised as being shaped by complex social, cognitive, material, and technical processes. In the case of design decision-making, however, the social dimension has yet to be fully understood as the product of the whole team dynamic rather than as simply the sum of the individual (cognitive) contributions. This paper examines the interactional work teams of first-time design students do that produces decisions in undergraduate engineering design projects. Close analysis of decision-making episodes, recorded in design meetings in a yearlong ethnographic study, reveals the joint social and situated work teams do to produce decisions. Students were found to do decision-making via three overlapping phases that were invariant across the database: (i) Design options emerge, (ii) teams orient to design options, and (iii) design decisions come off. This paper exemplifies these phases of decision-making as inherently – and not just incidentally – social, and illustrates how decisions are produced in novice design teams via these phases in multifarious ways. We argue for an explicit retrospective focus on the processes and consequences of team decisions following projects as an avenue for fostering the development of design judgment that engineering graduates will take into their professional practice.  相似文献   

The influence of model infant—toddler group care on parent-child interaction at home     

Carolyn Pope Edwards  Mary Ellin Logue  Sandra Loehr  Sanford Roth 《Early childhood research quarterly》1986,1(4)

The effects of day care participation on parent-child interaction at home were assessed using a university-based, half-day model infant—toddler program. Hypotheses concerned whether “child-centered” features of the physical and social environment were carried over by parents to the home. Nineteen matched pairs of center and noncenter children (ages 2 to 24 months at start) were followed for 8 months. All had employed student mothers. Methods included brief parent-reported “spot” observations, a videotaped observation of a bathing or feeding routine, and home environment assessments. Parents showed few group differences during the first half of the study period. At study end, however, center homes were more child-centered with respect to play, safety, and dinner arrangements. Center parents scored higher in proximity and warmth and lower in “teacher-avoided” behaviors. Noncenter parents at study end scored higher in authority (limit setting) and communicating values and labels. The findings are interpreted as supporting an ecological model of substantial intersection and cross-influence between home and day care settings.  相似文献