Promoting Teacher Learning Through Learning Study Discourse: The Case of Science Teachers in Singapore     

Yuen Sze Michelle Tan  Samson Madera Nashon 《Journal of Science Teacher Education》2013,24(5):859-877

The potential of a theory of variation-framed learning study, a teacher professional development approach, to help teachers overcome curricular and pedagogical challenges associated with teaching new science curricula content was explored. With a group of Singapore teachers collaboratively planning and teaching new genetics content, phenomenographic analysis of data corpus from classroom observations, teacher meetings and interviews revealed teacher learning that manifested in the teachers’ experiences. These were captured as (1) increased degrees of student-centered pedagogy and challenges to teachers’ prior assumptions about science pedagogy, (2) increased awareness of possibilities and limitations of their beliefs about science pedagogy, and (3) emergence of new understandings about new curricular content and science pedagogy. The possibility of transformative and generative learning is also discussed.  相似文献   

BookReviews     

Kelly Coate  Michelle Tooher 《Teaching in Higher Education》2013,18(3):347-370

Teachers in American study-abroad programs usually receive little, if any, training before the trip, because ‘teaching is teaching’. The cultural differences between Chinese and American university classrooms, however, affect the students' ability to learn and the teacher's ability to teach in profound ways. Foreign teachers in China require at least a basic understanding of the educational, moral and political dimensions of their classrooms if they wish to maximize the learning potential of their Chinese students. Faculty teaching abroad should be prepared for the politics of their new university department, including management styles that can hamper efforts to acclimatize to the new setting.  相似文献   

Natatanuran frogs used the Indian Plate to step-stone disperse and radiate across the Indian Ocean     

Zhi-Yong Yuan  Bao-Lin Zhang  Christopher J Raxworthy  David W Weisrock  Paul M Hime  Jie-Qiong Jin  Emily M Lemmon  Alan R Lemmon  Sean D Holland  Michelle L Kortyna  Wei-Wei Zhou  Min-Sheng Peng  Jing Che  Elizabeth Prendini 《国家科学评论(英文版)》2019,6(1):10

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Teacher–student negotiations during context-based chemistry reform: A case study     

Michelle Overman  Jan D. Vermunt  Paulien C. Meijer  Mieke Brekelmans 《科学教学研究杂志》2019,56(6):797-820

Teachers participating in curricular reforms, especially reforms based on constructivism, are expected to bring about change in their teaching approach. This is often a difficult, complex and intensive process, and demands a radical reculturing of the classroom. This is also the case for social constructivist reforms in chemistry education, which are based on a context-based approach. Educational change is a social and interactional process, and during this change teachers will engage in negotiations with their students about the reform. These teacher–student negotiations have a profound impact on the succeeding of the reform. This study explores the teacher–student interactions during the reform that shape and alter the context-based chemistry approach. We focused on two teachers, of whom it was found in an earlier study that one of them succeeded in implementing the reform, while the other one struggled. By following them for one school year, in which in-depth qualitative data was collected through various instruments, we developed insights about the teacher–student negotiations that influenced the educational reform. Three themes emerged from the data: “agency of learning,” “vulnerability,” and “care.” The differences that were found between the teachers regarding these themes help explain why and how the reform can become a success and why the reform often fails to change classroom practice.  相似文献   

Sarah Caroline Thuesen. Greater than Equal: African American Struggles for Schools and Citizenship in North Carolina, 1919–1965. Chapel Hill: The University of North Carolina Press, 2013. 366 pp. Cloth: $45.00     

Michelle A. Purdy 《History of education quarterly》2014,54(2):250-252

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Athens Access Management     

Michelle A. Kraft 《Journal of the Medical Library Association》2008,96(2):176-177

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Early Childhood,Major Challenges: Review of Early Childhood Education and Care Policies in Oecd Countries     

John?Bennett  Michelle?J.?NeumanEmail author 《Prospects》2004,34(4):423-433

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Toward collaborator selection and determination of data ownership and publication authorship in research collaborations     

Besiki Stvilia  Charles C. Hinnant  Shuheng Wu  Adam Worrall  Dong Joon Lee  Kathleen Burnett  Gary Burnett  Michelle M. Kazmer  Paul F. Marty 《Library & information science research》2017,39(2):85-97

This study examined factors that might affect researchers' willingness to collaborate with a specific researcher and the priorities given to those factors. In addition, it investigated how researchers determined the ownership of collaborative project data and how they determined the order of authorship on collaborative publications in condensed matter physics. In general, researchers rated their intrinsic motivations the highest, such as the quality of ideas a potential collaborator might have and their satisfaction with a past collaboration, followed by their extrinsic motivations, such as the complementary knowledge, skills, or resources the collaborator could provide. In addition, researchers who had a greater number of collaborative projects and researchers who had served as a project PI or co-PI valued the deep-level, personality-related characteristics of a collaborator higher than did those who had not. Younger researchers were more risk averse and more concerned with a collaborator's reputation and the possible cost of a collaboration decision. Additionally, younger researchers indicated more often than older researchers that they did not know whether their project teams followed any rules or norms or engaged in negotiation to determine the order of authorship on collaborative publications.  相似文献   

Internationalizing Reference Education     

Loriene Roy  Michelle Keba 《The Reference Librarian》2017,58(3):206-213

Reference instruction should also involve preparing library and information science students for working with international students. There are numerous options for embedding such content into courses. In addition, professional organizations offers students with many opportunities to launch their international experiences.  相似文献   

Use of Decontextualized Talk Across Story Contexts: How Oral Storytelling and Emergent Reading Can Scaffold Children's Development     

Stephanie M. Curenton  Michelle Jones Craig  Nadia Flanigan 《Early education and development》2008,19(1):161-187

This study examined 33 mothers' and preschoolers' oral language skills (decontextualized discourse) across an emergent reading, shared reading, and oral storytelling interaction. The sample comprised primarily African American families from various socioeconomic backgrounds, ranging from Head Start families to middle-income families. Two measures of decontextualized language were assessed—literate language features and type of talk (i.e., a coding scheme categorizing comments/questions on a continuum from contextualized to decontextualized talk). Mothers used more decontextualized language during the oral storytelling interaction versus the other interactions, but children used more during the emergent reading interaction. Mothers with advanced literacy skills were more likely to make decontextualized comments/questions and use mental/linguistic verbs during the interactions. Results are discussed in terms of implications for parent-child home literacy interventions.  相似文献