Feeling voice: The emotional politics of ‘student voice’ for teachers     

Rosalyn Black  Eve Mayes 《British Educational Research Journal》2020,46(5):1064-1080

In recent years, student voice has become a popular school reform strategy, with the promise of generating relations of trust, respect, belonging and student empowerment. However, when student voice practices are taken up by schools, student voice may also be associated with less affirmative feelings: it is often accounted for in terms of teacher ‘fear’, ‘resistance’ or ‘uncertainty’ about altered power relations. Such explanations risk individualising and pathologising teachers’ responses, rather than recognising the complexities of the institutional conditions of student voice. This article considers the affective politics of student voice: that is, the contestations that attend who gets to name how student voice feels in schools. Working with data from an evaluation study of three Australian primary schools who engage in ‘exemplary’ student voice practices, we listen to school leaders and facilitating teachers’ accounts about the responses of other teachers at their schools to student voice. Parallels are drawn between the construction of some teachers as reluctant, and previous analyses of ‘silenced’ student voices in schools. We argue that, in order to analyse the enactment of student voice in more nuanced tones, it is necessary to consider the profoundly emotional experience of teaching and learning, the ambivalences of teachers’ experiences of student voice and contemporary reconstitutions of teacher subjectivities.  相似文献   

Addressing violence against teachers: A social-ecological analysis of teachers' perspectives     

Susan D. McMahon  Eric Peist  Jacqueline O. Davis  Elizabeth McConnell  Samantha Reaves  Linda A. Reddy  Eric M. Anderman  Dorothy L. Espelage 《Psychology in the schools》2020,57(7):1040-1056

Much research has been dedicated to supporting school communities in combating the problem of school violence. However, violence directed toward teachers is under-investigated, and knowledge of how to support teachers is limited. This qualitative study used conventional content analysis to assess teachers' recommendations for preventing and improving the response to teacher-directed violence. The sample included 245 prekindergarten through 12th grade teachers, all of whom experienced school violence and participated in a larger national survey study on violence against teachers. Using a social-ecological framework and conventional content analysis, teacher recommendations for addressing teacher victimization were identified and organized at the individual, school, community, and society levels. Themes around conflict resolution strategies; improving policies, resources, and relationships with administrators; increasing parental involvement; and changing culture and laws were highlighted. Implications for research, practice, and policy are discussed.  相似文献   

Rethinking the classroom science investigation     

Eve Manz  Richard Lehrer  Leona Schauble 《科学教学研究杂志》2020,57(7):1148-1174

There is now a significant research literature devoted to reconceptualizing scientific activities, such as modeling, explanation, and argumentation, to realize a vision of science-as-practice in classrooms. As yet, however, not all scientific practices have received equal attention. Planning and Carrying out Investigations is one of the eight scientific practices identified in the Next Generation Science Standards, and there is a long line of research from both psychological and science education traditions that addresses topics about investigation, such as the generation and interpretation of evidence. However, investigation has not been subject to concerted reconceptualization within recent research and instructional design efforts focused on science-as-practice. In this article, we propose a framework that centers the investigation as a key locus for constructing alignments among phenomena, data, and explanatory models and makes visible the work that scientists engage in as they develop and stabilize alignments. We argue that these alignments are currently under-theorized and under-utilized in instructional environments. We explore four opportunities that we argue are both accessible to students from a young age and can support conceptual innovation. These are (a) developing empirical systems, (b) getting a grip on empirical systems, (c) determining, defining and operationalizing data as “evidence,” and (d) making sense of what the results of empirical systems do and do not help us understand.  相似文献   

Correction to: What do upper‑elementary and middle school teachers know about the processes of text comprehension?     

Davis  Dennis S.  Tenore  F. Blake  McElhone  Dot  DeIaco  Robyn 《Reading and writing》2022,35(9):2285-2285

Reading and Writing -  相似文献   

Formal rules and rules as reasoning-in-action: playing games with reality in science education     

Davis  James P. 《Cultural Studies of Science Education》2022,17(4):1081-1088

Bonne and Higgins (2022) explore game playing and fluctuations in emotional climate at a classroom level of analysis using a social and phenomenological orientation. My aim in this forum paper is to extend upon their work by exploring the nature of both formal game rules and practical game rules as reasoning-in-action where science reasoning may be embedded. Rules as reasoning-in-action are considered from the perspective of studies of ethnomethods, which are the interactional methods people use in everyday situations to make sense of social reality. I apply these ideas to compare gamification of science learning with learning through authentic science practices by discussing similarities and differences in the way we might regard reality in game play and the application of emotions to the design of learning contexts. I suggest the need for future research to embed gamification more routinely in science teacher education, including raised awareness about emotions and aesthetics in learning science.

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Timeliness: A Discussion for Museums     

Joy Davis  Elaine Heumann Gurian  Emlyn Koster 《Curator: The Museum Journal》2003,46(4):353-361

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