Preservice Teachers’ Uptake and Understanding of Funds of Knowledge in Elementary Science     

David S. McLaughlin  Angela Calabrese Barton 《Journal of Science Teacher Education》2013,24(1):13-36

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Book Reviews     

W. P. Kirkman  John Ziman  Keith Pavitt  Dietrich Goldschmidt  Ulrich Teichler  E. Barton Worthington  P. B. Medawar 《Minerva》1974,12(3):382-400

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Making Sociologists Confess     

Martin Lawn  Len Barton 《British Journal of Sociology of Education》1985,6(1):117-121

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FORUM: Toward a Politics of Place-Based Science Education     

Glen Aikenhead  Angela Barton Calabrese  Pauline W. U. Chinn 《Cultural Studies of Science Education》2006,1(2):403-416

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Editorial: Broadening the study of reading     

Mary Hamilton  David Barton 《Journal of Research in Reading》2001,24(3):217-221

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Making sense of ethnomathematics: Ethnomathematics is making sense     

Bill Barton 《Educational Studies in Mathematics》1996,31(1-2):201-233

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Learning about transformative research through others' stories: What does it mean to involve ‘others’ in science education reform?     

Angela Calabrese Barton  Kenneth Tobin 《科学教学研究杂志》2002,39(2):110-113

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'You'd Be Wanting to Know about the Past': Social contexts of children's historical understanding in Northern Ireland and the USA     

Keith C. Barton 《比较教育学》2001,37(1):89-106

This research reports the results of two studies of young children's historical thinking, one conducted in Northern Ireland and one in the USA. In both countries, primary/elementary students learn about history in a variety of settings, including not only schools but also family conversations, historic sites and the media. The differing nature of historical representations in the two countries, however, leads students to contrasting conclusions about the purpose of learning about the past: in the USA, students emphasise that history is important so that they will know about the origin of their country and their own place within it, while in Northern Ireland students describe the purpose of history as being to learn about those who are different from themselves. In both countries, such comparative evidence about children's thinking provides educators with the opportunity to consider how they can build on and extend students' understanding of history.  相似文献   

‘That extra sparkle’: students’ experiences of volunteering and the impact on satisfaction and employability in higher education     

Emma Barton  Rachel O'Donovan 《Journal of Further & Higher Education》2019,43(4):453-466

Research suggests that students entering Higher Education are doing so with greater expectations around their graduate employability. Students’ volunteering activities have been of interest to academics, but the impact of these activities on learning, employability and student satisfaction has been neglected. The current study investigated whether students who volunteered felt it benefited them, whether they felt they were more employable and whether they perceived their course as satisfying in combination with their volunteering. This small-scale qualitative study used a sample of psychology undergraduate students in focus groups (n = 11), and also a number of psychology graduate interviews (n = 6) from one UK university. Thematic analysis produced several key themes including students’ motivations to begin volunteering, which were mainly career-oriented; their motivations to continue, which included rewarding feelings and personal development; the impact of volunteering on their psychology degree, which included situated learning; and their perceptions of their volunteering and its impact on their employability. The findings indicated many reasons for both starting and continuing with volunteering activities with a clear narrative among this sample that volunteering enhanced their employment and postgraduate prospects. Findings are discussed in line with the current context of Higher Education and the implications for both students and Higher Education Institutions.  相似文献   

Representing student achievements in science     

Dana Fusco  Angela Calabrese Barton 《科学教学研究杂志》2001,38(3):337-354

In what follows, we develop a conceptual argument for expanding current visions of performance assessment to include the following three ideals: that performance/assessment addresses the value‐laden decisions about what and whose science is learned and assessed and include multiple worldviews, that performance/assessment in science simultaneously emerges in response to local needs, and that the performance/assessment is a method as well as an ongoing search for method. To make this argument, we draw together ideas raised by critical, feminist and multicultural science educators to describe an inclusive science education, one we refer to as critical science education, to raise questions about the nature and purpose of performance assessment in science education. We are particularly interested in how the science of assessment is challenged and transformed within a critical science education perspective and the conditions needed to create an equitable and inclusive practice of science and science assessment across diversity. We present a case study from a youth‐led community science project in the inner city to help contextualize our argument. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 337–354, 2001  相似文献