排序方式： 共有130条查询结果，搜索用时 31 毫秒
91.
92.
Sherry Southerland Alejandro Gallard Laurie Callihan 《International Journal of Science Education》2013,35(16):2183-2213
The goal of this research is to identify science teachers' beliefs and conceptions that play an important role in shaping their understandings of and attempts to enact inclusive science teaching practices. We examined the work products, both informal (online discussions, email exchanges) and formal (papers, unit plans, peer reviews), of 14 teachers enrolled in a master's degree course focused on diversity in science teaching and learning. These emerging understandings were member-checked via a series of interviews with a subset of these teachers. Our analysis was conducted in two stages: (1) describing the difficulties the teachers identified for themselves in their attempts to teach science to a wide range of students in their classes and (2) analyzing these self-identified barriers for underlying beliefs and conceptions that serve to prohibit or allow for the teachers' understanding and enactment of equitable science instruction. The teachers' self-identified barriers were grouped into three categories: students, broader social infrastructure, and self. The more fundamental barriers identified included teacher beliefs about the ethnocentrism of the mainstream, essentialism/individualism, and beliefs about the meritocracy of schooling. The implications of these hurdles for science teacher education are discussed. 相似文献
93.
Melissa Fore Hensarling Alejandro del Carmen 《Journal of Criminal Justice Education》2013,24(2):351-368
This study examines the self-concept of criminology and criminal justice students, vis-`a-vis the perceptions held of them by non-criminology and criminal justice students, using a framework of symbolic interactionism. The data in this study were obtained from a sample of both criminology and criminal justice students and non-criminology and criminal justice students attending a large state university in north Texas. The findings reveal a lack of consensus among perception patterns held by criminology and criminal justice students and non-criminology and criminal justice students. Implications regarding the future of criminology and criminal justice education follow. 相似文献
94.
The Development of Category-based Induction 总被引：6，自引：0，他引：6
Alejandro López Susan A. Gelman Grant Gutheil Edward E. Smith 《Child development》1992,63(5):1070-1090
In a category-based induction, knowing that a property is true of some category members leads one to conclude that the property is true of other category members. An example is: Cardinals have ulnar arteries. Therefore hawks have ulnar arteries. Recently, Osherson et al. (1990) demonstrated a number of phenomena involving category-based inductions, and proposed that these phenomena can be explained by variations in 2 processes: (a) the similarity between the premise category (cardinals in the above example) and the conclusion category (hawks in the above example), and (b) the degree to which the premise category "covers" (roughly, is similar to) instances of the lowest-level category that includes both the premise and conclusion categories (birds in the above example). The present paper traces the developmental course of the relevant phenomena and of the similarity and coverage processes that presumably underlie them. Studies 1 and 2 demonstrated that the inductions made by kindergartners are sensitive only to the similarity between the premise and conclusion categories. Studies 3 and 4 showed that second graders' inductions are sensitive to both premise-conclusion similarity and coverage, as long as there is no need actually to use a generated category that includes both the premise and conclusion categories. These developmental findings reveal an orderly process in the growth of category-based inductions, and also decompose the Osherson et al. model into 3 basic components that have not previously been explicitly distinguished. 相似文献
95.
Luis Alejandro Lopez-Agudo Oscar David Marcenaro-Gutierrez 《School Effectiveness & School Improvement》2017,28(4):650-669
The training of effective teachers has been one of the main aims of educational systems, in so far as it could be an important tool to improve the education performance of children and, consequently, contribute to their career progression and foster social mobility towards a more meritocratic society. The present study intends to identify these teachers by their ability to engage young students in lessons, which may reflect the capacity of their teaching practices and efficient use of available resources to increase students’ learning. We focus on 4th-grade reading and mathematics teachers in Spain – using TIMSS and PIRLS 2011 data – and we propose a 2-step procedure for this analysis: the 1st step obtains teachers’ efficiency scores, which are later employed in a 2nd step – together with teachers’ practices – to explain children’s engagement in lessons. 相似文献
96.
Our paper builds on the construct of the zone of proximal development (ZPD) (Vygotsky in Mind in society: the development of higher psychological processes, Harvard University Press, Cambridge, 1978) to analyze the relationship between students’ answers and the help they receive as they construct them. We report on a secondary analysis of classroom and interview data that was collected with 1st and 2nd grade students completing a short scaffolded inquiry project designed to help them learn about how honeybees collect nectar. We explore how the progression of questions reveal students’ understanding of complex systems by examining how students’ progression through the questions tended to become more sophisticated as we increased support. We further compare two complex-systems perspectives, Component-Mechanism-Phenomena and agent-based approaches, to see how each would categorize students’ explanations. Findings demonstrate the value of the ZPD as an analytic framework in exploring students’ systems understanding in terms of the nature of questions (e.g., sequencing, type of question) and multiple conceptual models (e.g., component-mechanisms-phenomenon, single agent or aggregate behaviors), and how this might impact students’ groupings according to their ability and subsequent instructional support. 相似文献
97.
Alejandro Carrasco Germán Fromm 《Journal of educational administration and history》2016,48(4):290-308
Chile is well known worldwide for its extensive use of market-driven mechanisms in education. Using a case study strategy in three schools, this paper shows that ‘universal’ voucher system and mixed provision (co-existence of subsidised private and state-funded schools) policies are reshaping school management practices. The paper draws evidence from ethnographic data in disadvantaged Chilean public schools and uses Bourdieu’s notion of field as an analytical tool in order to conceptualise the schools’ practices within their local markets as a symbolic and strategic ‘game’ of competition. One of the main findings is that, in response to market pressures and their specific positions within local markets, school leaders built a market-competitive agenda, preparing detailed strategies and undertaking decision-making practices accordingly. These practices were distinctive in relation to different school market positions, impacting the schools’ priorities, value disputes, and management goals. 相似文献
98.
Joaquin De Juan Rosa M. Pérez-Cañaveras Yolanda Segovia Jose Luis Girela Noemi Martínez-Ruiz Alejandro Romero-Rameta Maria José Gómez-Torres M. Flores Vizcaya-Moreno 《Learning Environments Research》2016,19(1):87-106
Cell biology is an academic discipline that organises and coordinates the learning of the structure, function and molecular composition of cells in some undergraduate biomedical programs. Besides course content and teaching methodologies, the laboratory environment is considered a key element in the teaching of and learning of cell biology. The aim of this study was to determine students’ opinions about the quality of the teaching and learning environment in cell biology laboratory practice. For this study, we used a short form of the Science Laboratory Environment Inventory (SLEI), which we adapted and translated into Spanish. The questionnaire, administered to students enrolled in four undergraduate programs, consisted of 24 questions divided into four scales: integration of content, clarity of laboratory rules, cohesion between students and teachers, and quality of laboratory infrastructures and materials. The results suggested that (1) students positively assessed the learning environment provided for cell biology practice, (2) the short Spanish form of the SLEI was a valid, reliable instrument for evaluating student satisfaction, laboratory activities, the degree of cooperation between students and teachers, and theoretical and practical organisation of content and (3) the questionnaire detected differential perceptions of the learning environment based on gender and the program studied. 相似文献
99.
Socioeconomic segregation continues to be a central issue for education systems in which market-driven reforms have been implemented. This study analyses trends of socioeconomic segregation in Chile (1999–2018), considering a period with an absence of policies aimed at reducing segregation (1999–2007) and a later stage (2008–2015) when measures were implemented with the potential to affect the socioeconomic composition of schools. Results show that the segregation of both disadvantaged and wealthy students increased to extremely high levels during the first period, and has not shown signs of any significant decrease since then. The slight reduction observed in the second period is associated with changes regarding school fees in the private subsidised education sector rather than the selectivity status of the schools. The challenges faced in fostering greater socioeconomic integration within a market-driven educational system are discussed in this article. 相似文献
100.
Michael W. Dentzau Alejandro José Gallard Martínez 《Environmental Education Research》2016,22(1):129-152
A drawing assessment to gauge changes in fourth grade students’ understanding of the essential components of the longleaf pine ecosystem was developed to support an out-of-school environmental education program. Pre- and post-attendance drawings were scored with a rubric that was determined to have content validity and reliability among users. In the specific context of this intervention, the assessment documented significant growth in the understanding of the essential components, processes, flora and fauna of the ecosystem. This assessment found no significant differential advantage with respect to gender or dominance status of the students and is offered as an alternative to traditional assessments that favor select groups. Extensions of this framework to other ecosystems, and implications for in-service/pre-service educators and science proficiency, are discussed. 相似文献