Summary of new day care regulations     

Dana Tracy Friedman 《Early Childhood Education Journal》1980,8(2):31-52

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STEM education: A deficit framework for the twenty first century? A sociocultural socioscientific response     

Dana L. Zeidler 《Cultural Studies of Science Education》2016,11(1):11-26

The ubiquitous of STEM education initiatives in recent years has created a bandwagon that has moved at nearly light speed. The impulse of the science education community and policy-makers is to grab hold for dear life or be marginalized from subsequent discussions about the necessity and consequences of using STEM initiatives to prepare and inform our next generation of citizens. This commentary questions the prudence of STEM-related science education goals, as typically represented and discussed in the literature, and likens the current practice to a deficit framework. A sociocultural perspective framed through socioscientific considerations is offered as an alternative conceptualization as well as surplus model to hegemonic STEM practices.  相似文献   

Does entrepreneurship education matter? Business students’ perspectives     

Egerová  Dana  Eger  Ludvík  Mičík  Michal 《Tertiary Education and Management》2017,23(4):319-333

The paper presents the findings of a mixed-methods study investigating the perceptions of business students in the Czech Republic towards entrepreneurship education, and examining the factors influencing their level of intention to be entrepreneurs. The results indicate that family background significantly influences the student’s entrepreneurial intention, and that participation in entrepreneurship-oriented courses positively influences the student’s level of self-efficacy. The study revealed further that business education had some effect on the student’s ability to gain the necessary knowledge for entrepreneurship. Another key finding was that entrepreneurship education specifically for business students has to equip students with entrepreneurial skills, attributes and behaviours. The results also suggest that entrepreneurship education is a contextually determined concept which requires modification of content and methods to meet the specific needs of particular target groups. The study has important implications for higher education institutions in terms of designing and managing effective entrepreneurship education.  相似文献   

Discipline in the context of development: a case of the social sciences in Malawi,Southern Africa     

Dana G. Holland 《Higher Education》2008,55(6):671-681

Changes in research production precipitated by the globalization have generally been theorized as applying across nations and disciplinary projects. This article examines the relation of discipline to research production from the situational vantage point of the developing world, specifically the Southern African country of Malawi, and from the empirical perspective of the social sciences. Evidence derives from eight months of ethnographic fieldwork conducted in Malawi in 2003 and 2004, drawing specifically from over 100 formal interviews and from analysis of historical and contemporary documents. The article finds that against depictions of academic disciplines as inflexible, arbitrary, and in need of restructuring, the case of the social sciences in Malawi demonstrates the value of distinctly disciplined expertise in problem-oriented research. This efficacy is, however, precariously dependent on the capacity of local disciplinary communities to regenerate and reproduce their expertise and compete effectively in the increasingly competitive knowledge market.

Dana G. HollandEmail:

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Reducing students’ ‘absent presenteeism’ and mobile misbehaviour in class: an empirical study of teacher perspectives and practices     

Itai Beeri  Dana Daniel Horowitz 《Technology, Pedagogy and Education》2020,29(2):177-190

ABSTRACT

Advances in information technology and communication through new social media platforms have enormous benefits in many contexts, including education. At the same time, self-distractive use of technology – or ‘absent presenteeism’ – can have negative effects in the classroom. The main research question of this study is the relationship between organisational leadership, enforcement of discipline and self-distractive use of technology in the secondary school setting. The finding indicated that the permissive style of discipline appeared to be the most effective at reducing self-distractive mobile phone use. However, a more authoritative style of discipline, short teacher tenure and the principal’s transformational leadership style contributed to high self-distractive mobile phone use. The authors rely on empirical data collected in Israeli public high schools from two independent sources: 144 teachers and 591 students, which yielded 4440 teacher-student events. Implications of the findings are discussed in the context of the school setting characterised by rapid changes in technology.  相似文献   

Theory-based Change and Change-based Theory: Going Deeper, Going Broader   总被引：1，自引：1，他引：1  

Milbrey W. McLaughlin  Dana Mitra 《Journal of Educational Change》2001,2(4):301-323

This article examines the questions of sustaining and extending theory-based educational change reforms, which are designed by laboratories outside of schools and whose motivating theoretical base assumes change in elemental aspects of classroom practice. This article defines sustainability of theory-based reform as more than maintaining current implementation, rather as deepening reforms in ways that allow for flexible response to changes in student, curricular, and school contexts. It draws upon five years of research in schools and classrooms engaged in one of three theory-based reforms to discuss five essential factors affecting sustainability: resources, reformers' learning, knowledge of the first principles of the reform and the support of a community of practice, the principal, and the district. This article then turns to ``scaling up.' Rather than merely replicating structures, extending theory-based reform to new sites requires building compatibility between the normative base of the reform with that in the classrooms, schools and districts in which they are growing as well as the capacity of the classroom, school, and district to see it through. This article suggests three main factors that reform founders must focus upon to scale up their reforms – attention to site selection, a proactive stance toward district contexts, and planned transfer of authority. The article concludes that issues of invention, implementation, sustainability, and scale occur simultaneously when going deeper and broader with theory-based change.  相似文献   

“Won't you give up your snack for the sake of science?” Emerging science identities in family everyday interaction          下载免费PDF全文

Dana Vedder‐Weiss 《科学教学研究杂志》2018,55(8):1211-1235

This study provides a rich account of everyday science engagement in a science family (a family rich in science habitus) and sheds light on how science–person and science–antagonist identities emerge through science engagement in such a family. Using audio recordings and field notes obtained over a year of self‐ethnography, I systematically analyze science engagement in one family, showing how science was infused in all aspects of family life. However, the children in this family diverged in patterns of science participation: one child exhibited a science person identity, expressing more positive disciplinary emotions, initiating more frequently, asking more questions, sustaining longer investigations, and generally holding the floor three times more than the other child, who exhibited a science antagonist identity. To further understand the reason why the two children thus diverged in their patterns of science participation, despite many shared conditions, I zoom in on the moment‐by‐moment interactions in the family. Using microanalysis, I explore how positioning and roles may elucidate such local variation. The analysis illustrates how repeating events of identification within everyday family interactions are a powerful mechanism that can help explain such divergences. The findings underscore the importance of parents' awareness of the myriad of ways that recognition and roles are intertwined in everyday science engagement and identity formation. They suggest considering the potential of informal science‐learning environments to lead to alienation from science. Furthermore, the study implies that although we must investigate how socio‐historical categories function to deny individuals' (and groups') access to science, we should also go beyond these categories to understand how equal access to science is denied in less apparent ways.  相似文献   

Mobile Gaming and Student Interactions in a Science Center: the Future of Gaming in Science Education     

Atwood-Blaine  Dana  Huffman  Douglas 《International Journal of Science and Mathematics Education》2017,15(1):45-65

This article explores the impact of an augmented reality iPad-based mobile game, called The Great STEM Caper, on students’ interaction at a science center. An open-source, location-based game platform called ARIS (i.e. Augmented Reality and Interactive Storytelling) was used to create an iPad-based mobile game. The game used QR scan codes and a challenge-based game structure to encourage engagement in science. Participants wore head-mounted GoPro cameras to record interactions within the physical and social environment. The purpose of this research was to study the impact of a mobile game on student interactions in a science center. Gender differences in gameplay behaviors and perceptions were compared. The study included a quasi-experimental design with two groups: one group that played the iPad mobile game during their science center visit, and one group that explored the science center in a traditional free exploration manner. Video data from the GoPro cameras provided examination of the different ways students interacted with the science center. The female students outperformed the male students on every measure of the iPad game achievement. Lazzaro’s (2004) four types of fun was used to describe the gender differences in game perceptions and interactions. Females tended to enjoy hard fun and collaborative people fun, while males enjoyed easy fun and competitive people fun. The females tended to be more goal-oriented, persistent in the face of difficulty, and appreciative of hard fun. The results of this study have implications for the design of mobile-based gaming technology to encourage interaction in an informal science center setting.  相似文献   

ENHANCING STUDENTS’ COMMUNICATION SKILLS IN THE SCIENCE CLASSROOM THROUGH SOCIOSCIENTIFIC ISSUES     

Yoonsook Chung  Jungsook Yoo  Sung-Won Kim  Hyunju Lee  Dana L. Zeidler 《International Journal of Science and Mathematics Education》2016,14(1):1-27

Communication skills are one of the most important competencies for 21st century global citizens. Our guiding presupposition was that socioscientific issues (SSIs) could be used as an effective pedagogical tool for promoting students’ communication skills by increasing peer interactions, stimulating students’ reasoning, and in constructing shared social knowledge. We implemented a SSI program on gene modification (GM) technology to 132 9th graders in South Korea and investigated to what extent this SSI instruction contributed to enhancing students’ communication skills. Data sources included pre- and post-scores on the Communication Skills Questionnaire (CSQ), semi-structured interviews with the students and instructor, and classroom observations. The results demonstrated that SSI instruction could bring about a moderately large impact on students’ ability to understand the key ideas of others and to value others’ perspectives, as well as a marginal positive effect on developing active assertions. However, SSI instruction appeared to have a lesser impact on students’ ability to develop shared understanding. Overall, this research indicates the potential that even a limited SSI classroom could have in terms of promoting students’ communication skills in the context of their regular science class.  相似文献   

The Impact of Emotions on Student Achievement in Synchronous Hybrid Business and Public Administration Programs: A Longitudinal Test of Control‐Value Theory*     

Nikolaus T. Butz  Robert H. Stupnisky  Reinhard Pekrun  Jason L. Jensen  Dana M. Harsell 《Decision Sciences Journal of Innovative Education》2016,14(4):441-474

Synchronous hybrid delivery (simultaneously teaching on‐campus and online students using Web conferencing) is becoming more common in higher education. However, little is known about students’ emotions in these environments. Although often overlooked, emotions are fundamental antecedents of success. This study longitudinally examined the role of students’ emotions (enjoyment, anxiety, and boredom), perceptions of control, value, and success in synchronous hybrid learning environments. In particular, the investigation assessed students’ self‐reported enjoyment, anxiety, and boredom as predictors of their program achievement and successful technology use. Students were recruited from synchronous hybrid MBA and MPA programs. Control‐value theory of emotions was used as the theoretical framework. Paired samples t‐tests revealed that the achievement domain, compared to the technology domain, yielded higher mean scores for control, value, enjoyment, anxiety, and boredom. In addition, mixed ANOVAs indicated an interaction effect in which group means for program boredom were significantly higher for on‐campus students than for online students. Intercorrelations in each domain showed that perceived success was positively related to enjoyment and negatively related to anxiety and boredom. Technology‐related anxiety was also found to fully mediate the positive effect of control on perceived success in using technology.  相似文献