Developing a framework for critical science agency through case study in a conceptual physics context     

Sreyashi Jhumki Basu  Angela Calabrese Barton  Neil Clairmont  Donya Locke 《Cultural Studies of Science Education》2009,4(2):345-371

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Critical physics agency: further unraveling the intersections of subject matter knowledge, learning, and taking action     

Sreyashi Jhumki Basu  Angela Calabrese Barton 《Cultural Studies of Science Education》2009,4(2):387-392

In this rejoinder to Bryan Brown and John Reveles, we highlight the facts that (a) sociocultural theories of learning do not go far enough because they fail to address a number of issues and (b) we require concepts such as power and positionality to understand science learning.

Angela Calabrese BartonEmail:

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The influence of Cardan rotation sequence on angular orientation data for the lower limb in the soccer kick     

Adrian Lees  Gabor Barton  Mark Robinson 《Journal of sports sciences》2013,31(4):445-450

Abstract

The influence of the Cardan rotation sequence on the orientation angles for joints is well known but has not been explored for dynamic sports movements. The purpose of this study is to establish the influence of Cardan rotation sequence on the orientation angles of the ankle, knee, and hip of the support leg and pelvis during dynamic sports movements, typified by a maximal instep kick in soccer. We found that: (a) the X (flexion/extension) axis rotations provide data that are robust for any sequence used other than the YXZ sequence, although the Y (abduction/adduction) and Z (internal/external) axes rotations are variable in both shape and offset magnitude; (b) the preferred rotation sequence is either XYZ or XZY for dynamic sports movements, although for the soccer kick the XYZ rotation sequence has been widely used and so this is recommended as a standard; and (c) most uncertainties exist in the Y and Z axes and are most apparent at the beginning of the movement. Where uncertainty exists in identifying Y and Z axes orientations, the integrated angular velocity may be considered as an alternative to determine the relative changes in segment orientation.  相似文献   

Impacts of an Early Childhood Mathematics and Science Intervention on Teaching Practices and Child Outcomes     

Jessica V. Whittaker  Mable B. Kinzie  Virginia Vitiello  Jamie DeCoster  Christina Mulcahy  Emily A. Barton 《Journal of research on educational effectiveness》2020,13(2):177-212

abstract

This randomized controlled trial examined effects of the MyTeachingPartner-Math/Science intervention on the quality and quantity of teachers’ mathematics and science instruction, and children’s mathematics and science outcomes in 140 pre-kindergarten classrooms. Teachers participated in the intervention for two years with consecutive cohorts of children. Results from Year 1 are considered experimental, however due to high levels of attrition, results from Year 2 are considered quasi-experimental. Across both years, intervention teachers exhibited higher quality and quantity of instruction. In Year 1, there were no significant effects of the intervention on children’s outcomes. In Year 2, children in intervention classrooms made greater gains in teachers’ ratings of mathematics and science skills and performed better on a spring assessment of science skills. These results have implications for designing and evaluating professional development aimed at supporting children’s mathematics and science knowledge and skills.  相似文献   

Identifying the training experiences and needs of bilingual school psychologists     

Desire Vega  Jaclyn N. Wolf  Dylan O. Barton  Michele Stathatos  Charlotte Iurino  Lily Hammer 《Psychology in the schools》2019,56(10):1687-1699

The purpose of this pilot study was to better understand the training experiences of bilingual school psychologists (BSPs) and identify their training needs in the provision of psychological services to English language learner students. The secondary aims of the study were to determine how school psychology programs can better prepare BSPs and incorporate best practices in bilingual competencies into their training models. Six BSPs (Spanish/English‐speakers) participated in the study; findings revealed four themes related to their training experiences: (a) programmatic limitations, (b) assumption that language equals competence, (c) going beyond the classroom, and (d) experiential training. In addition, as a result of their training experiences, the BSPs provided training recommendations in two major areas: (a) trainers and (b) culturally relevant curriculum. Implications for school psychology trainers will be provided.  相似文献   

Shifting codes: education or regulation? Trainee teachers and the Code of Conduct and Practice in England     

David Spendlove  Amanda Barton  Fiona Hallett  Damien Shortt 《欧洲师范教育杂志》2012,35(4):449-462

In 2009, the General Teaching Council for England (GTCE) introduced a revised Code of Conduct and Practice (2009) for registered teachers. The code also applies to all trainee teachers who are provisionally registered with the GTCE and who could be liable to a charge of misconduct during their periods of teaching practice. This paper presents the results of a small-scale piece of research that utilises Q-methodology to ascertain trainee teacher alignment with the code. Our research concludes that trainee teachers in the sample have a high degree of homogeneity in relation to prioritising specific areas of the code, namely those pertaining to ethical behaviours. They do not prioritise those areas of the code relating to classroom-based skills which they have yet to develop. The paper questions the efficacy of a code which represents an aggregate of a code of conduct, a code of ethics and a set of standards for practice.  相似文献   

Books on Research Methodology     

Mary N. Barton  Marion V. Bell  Martha L. Hackman  Hubert M. Blalock 《Communication Booknotes Quarterly》2013,44(4)

Mary N. Barton and Marion V. Bell's compilation Reference Books: A Brief Guide (Baltimere: Enoch Pratt Free Library, $1.25)

Martha L. Hackman's The Practical Bibliographer (Prentice-Hall, $5.95 cloth, $2.95 paper)

Hubert M. Blalock An Introduction to Social Research (Prentice-Hall, $5.95 cloth, $2.95 paper)  相似文献   

Popular Music     

Brad Benedict  Linda Barton  George McCue  Dean Tudor  Andrew D. Armitage  Derek Jewell 《Communication Booknotes Quarterly》2013,44(3):55-57

Brad Benedict and Linda Barton's Phonographics: Contemporary Album Cover Art and Design (New York: Collier Books/Macmillan Publishing, 1977—$9.95, paper)

George McCue, ed. Music in American Society, 1776-1976: From Puritan Hymn to Synthesizer (New Brunswick, N.J.: Transaction Inc., 1977—$14.95/3.95)

Dean Tudor and Andrew D. Armitage, comps. Popular Music Periodicals Index, 1975 (Metuchen, N.J.: Scarecrow Press, 1976—$15.00)

Derek Jewell, Duke: A Portrait of Duke Ellington (New York: Norton, 1977—$9.95)

Stanley Dance, The World of Earl Hines (New York: Scribner's, 1977—$14.95/7.95  相似文献   

NEW MEDIA     

Roger Neil Barton 《Media History》2013,19(4):379-406

In 1845 John Lewis Ricardo was among a group who bought the Cooke and Wheatstone British patents for the electric telegraph at a current cost of £10 million. Although many people have examined the history of the telegraph no one seems to have asked the question ‘Why?’ Ricardo was a Member of the Stock Exchange, financier and a leading politician campaigning against monopolies. This paper postulates that his prime objective, while the largest shareholder for the first three and executive Chairman of the Electric Telegraph Company for its first 12 years, was to build a network, obtain and then distribute financial intelligence to its own newsrooms, adjacent to all the Stock Exchanges in Britain. It was not an afterthought as has been widely assumed. Newspapers in the regions took advantage of this new media. When the telegraph companies later formed their own cartel/monopoly, and substantially boosted prices charged to newspapers, Ricardo changed sides and secretly campaigned for their nationalization.  相似文献   

‘They still use some of their past’: historical salience in elementary children's chronological thinking   总被引：1，自引：1，他引：0  

Linda S. Levstik  Keith C. Barton 《课程研究杂志》2013,45(5):531-576

Fifty‐eight students at seven grade levels (kindergarten through sixth) from three population groups (urban, suburban and rural) were presented with the task of chronologically ordering a set of nine historical pictures and ‘thinking aloud’ about the task. The results of this study provide increased evidence regarding the kind and sources of children's historical knowledge, and how they deploy that knowledge. The most accessible historical knowledge for early and middle grade children apparently relates to changes in material culture and the patterns of everyday life. It appears, too, that the intertexts that inform children's historical understanding, especially prior to fourth grade, provide better information about material culture than about other aspects of change over time. In addition, some children at all grade levels linked history to such sociocultural issues as race and gender. Finally, by fifth grade, children were learning a new reference system that consisted of specific eras (Colonial, Revolution), events (Boston Massacre, War of 1812) and relationships (British taxes, lack of colonial representation creates pre‐Revolutionary tensions) that allowed them to make more interpretations reflective of the academic discipline of history (British and colonists had legitimate but differing points of view). Children's willingness to engage in this new genre and the facility with which some students managed the transition have important implications for instruction.  相似文献