Authoring Data Stories in a Media Makerspace: Adolescents Developing Critical Data Literacies     

Amy Stornaiuolo 《学习科学杂志》2020,29(1):81-103

This article centers sociocultural and sociopolitical considerations of how young people understand, represent, and use data by presenting findings from a social design research study about how students in a public urban high school authored “data stories” using personal data they curated, collected, and visualized. The study contributes to theoretical understandings of critical data literacies by considering the experiences and practices of adolescents enrolled in a required media arts class as they produced data visualizations drawn from their everyday lives. Findings center on two aspects of critical data literacies youth developed—understanding themselves as people capable of using data for multiple purposes and understanding data as socially situated resources for meaning-making. This study foregrounds the importance of positioning youth as authors and architects of data, making central youth perspectives in understanding the role of data in young people’s digitally connected lives and highlighting the importance of expanding what “counts” as data. It also suggests the importance of creating infrastructure to support the development of culturally relevant data practices that highlight the social, cultural, and political uses of data and its racialized dimensions.  相似文献   

Using videotapes to study the construction of mathematical knowledge by individual children working in groups     

Robert B. Davis  Carolyn A. Maher  Amy M. Martino 《Journal of Science Education and Technology》1992,1(3):177-189

Videotaping small groups of students in a regular classroom environment makes it possible to study individual student cognitive growth in a social setting. The present report deals with student development of some new mathematical ideas over an extended period of time.  相似文献   

Two tools to facilitate pre-service teachers’ self-regulation during instructional planning     

Amy?L.?BaylorEmail author  Anastasia?Kitsantas  Haihong?Hu 《TechTrends》2003,47(2):45-49

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The effectiveness of international development assistance from American organizations to deaf communities in Jamaica     

Wilson AT 《American annals of the deaf》2005,150(3):292-304

American organizations bringing assistance to deaf people in developing countries unintentionally create relationships of dependency or oppression rather than relationships of support. Using qualitative methods, the author examined the effectiveness of development assistance provided to the Jamaican Deaf community by two American churches, one American nongovernmental organization, and one U.S. federal agency. Documents were reviewed and observations were made. Interviews were conducted with more than 60 deaf and hearing people involved with the American organizations, the Jamaican organizations, and deaf Jamaican beneficiaries. The author concludes that the Jamaican Deaf community was often excluded in planning, designing, or evaluating programs, and was unsatisfied with the American assistance it received. Results also indicate that the American organizations were poorly prepared to work with the Deaf community. Suggestions for American organizations wishing to strengthen and empower deaf people through development assistance in developing countries are proposed.  相似文献   

Re-envisioning scientific literacy as relational,participatory thinking and doing     

Amy Trauth-Nare 《Cultural Studies of Science Education》2016,11(2):327-334

This review explores Michelle Hollingsworth Koomen’s “Inclusive science education: Learning from Wizard,” a case study of a middle school student with learning exceptionalities in a mainstream science classroom. The strength of Koomen’s work lies in her elucidation of the ways in which normative science instruction fails to adequately support Wizard’s learning. His classroom experiences position him, if unintentionally, as deficient and incapable, which in turn serves to undermine his ability to fully engage in science or to capitalize on his strengths as a learner in the service of developing disciplinary literacy. I extend this conversation by arguing for a broader view of scientific literacy and the need for a more relational pedagogy in classrooms that supports meaningful and productive engagement in science learning and fosters positive identification with science.  相似文献   

Gauging primary school teachers’ environmental literacy: An issue of ‘priority’   总被引：1，自引：0，他引：1  

Amy Cutter  Richard Smith 《Asia Pacific Education Review》2001,2(2):45-60

Over the past thirty years, it has often been stated that primary school education should endeavour to improve and protect the environment through producing an ‘environmentally informed, committed and active citizenry’. Even so, existing research shows that the implementation of environmental education in primary schools is problematic and has had limited success. However, the reasons for these shortcomings are far from clear, with present research merely speculating about barriers to effective implementation. This paper presents a detailed discussion and analysis of primary school teachers knowledge and beliefs about environmental concepts and environmental education. In so doing, the paper identifies a perceived gap within the field of environmental education research and literature. This field has neglected studies of Australian primary school teacher’s knowledge and beliefs about environmental education as a factor affecting the capacity of schooling to achieve environmental education goals. To these ends, we utilise the concept of ‘environmental literacy’ to assess primary school teacher’s knowledge and beliefs about environmental education. Based upon preliminary data analysis, we tentatively claim that current Queensland primary school teachers are variably committed to and demonstrably lack content knowledge of environmental concepts and environmental education. More significantly, these primary school teachers tend to dismiss the importance of content knowledge, preferring to focus upon attitudes towards environmental education and environmental concepts. Clearly these levels of environmental literacy are inadequate if environmentally literate students and thus an environmentally literate citizenry are to be achieved within schools. We conclude that the introduction of environmental literacy in educational policy would advance the goals of environmental education, namely the production of an informed, committed and active citizenry.  相似文献   

Preservice Teachers' Development and Implementation of Science Performance Assessment Tasks     

Judith?A.?MorrisonEmail author  Amy?Roth McDuffie  Valarie?L.?Akerson 《International Journal of Science and Mathematics Education》2005,3(3):379-406

Preservice teachers in a science methods course were provided instruction on performance assessment, then guided through a design and implementation process of performance assessment tasks. We assessed the effect of designing and implementing a performance assessment task on preservice teachers' understanding of standards-based assessment. The findings show that these preservice teachers improved in their understanding of assessment as a formative process as well as their science content understanding of the topic addressed in their designed task. We found that preservice teachers need to experiment with performance assessment tasks in an authentic context in order to understand the full potential and value of the task.  相似文献   

Research summaries for normal birth     

Romano AM 《The Journal of perinatal education》2007,16(4):70-74

In this column, the author summarizes four research studies relevant to normal birth. The topics of the studies include the clinical and behavioral benefits of skin-to-skin contact after birth; the effect of a group model of prenatal care on preterm birth risk and breastfeeding success; the harmful effects of a brief interval of electronic fetal monitoring at hospital admission; and barriers to access to midwifery care.  相似文献   

Mother- and father-reported reactions to children's negative emotions: relations to young children's emotional understanding and friendship quality   总被引：2，自引：0，他引：2  

McElwain NL  Halberstadt AG  Volling BL 《Child development》2007,78(5):1407-1425

Mother- and father-reported reactions to children's negative emotions were examined as correlates of emotional understanding (Study 1, N = 55, 5- to 6-year-olds) and friendship quality (Study 2, N = 49, 3- to 5-year-olds). Mothers' and fathers' supportive reactions together contributed to greater child-friend coordinated play during a sharing task. Further, when one parent reported low support, greater support by the other parent was related to better understanding of emotions and less intense conflict with friends (for boys only). When one parent reported high support, however, greater support by the other parent was associated with less optimal functioning on these outcomes. Results partially support the notion that children benefit when parents differ in their reactions to children's emotions.  相似文献   

Individual differences and the development of joint attention in infancy   总被引：4，自引：0，他引：4  

Mundy P  Block J  Delgado C  Pomares Y  Van Hecke AV  Parlade MV 《Child development》2007,78(3):938-954

This study examined the development of joint attention in 95 infants assessed between 9 and 18 months of age. Infants displayed significant test-retest reliability on measures of following gaze and gestures (responding to joint attention, RJA) and in their use of eye contact to establish social attention coordination (initiating joint attention, IJA). Infants displayed a linear, increasing pattern of age-related growth on most joint attention measures. However, IJA was characterized by a significant cubic developmental pattern. Infants with different rates of cognitive development exhibited different frequencies of joint attention acts at each age, but did not exhibit different age-related patterns of development. Finally, 12-month RJA and 18-month IJA predicted 24-month language after controlling for general aspects of cognitive development.  相似文献