Science literacy and academic identity formulation     

John M. Reveles  Ralph Cordova  Gregory J. Kelly 《科学教学研究杂志》2004,41(10):1111-1144

The purpose of this article is to report findings from an ethnographic study that focused on the co‐development of science literacy and academic identity formulation within a third‐grade classroom. Our theoretical framework draws from sociocultural theory and studies of scientific literacy. Through analysis of classroom discourse, we identified opportunities afforded students to learn specific scientific knowledge and practices during a series of science investigations. The results of this study suggest that the collective practice of the scientific conversations and activities that took place within this classroom enabled students to engage in the construction of communal science knowledge through multiple textual forms. By examining the ways in which students contributed to the construction of scientific understanding, and then by examining their performances within and across events, we present evidence of the co‐development of students' academic identities and scientific literacy. Students' communication and participation in science during the investigations enabled them to learn the structure of the discipline by identifying and engaging in scientific activities. The intersection of academic identities with the development of scientific literacy provides a basis for considering specific ways to achieve scientific literacy for all students. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 1111–1144, 2004  相似文献   

Focus-on-form instructional methods promote deaf college students' improvement in English grammar     

Berent GP  Kelly RR  Aldersley S  Schmitz KL  Khalsa BK  Panara J  Keenan S 《Journal of deaf studies and deaf education》2007,12(1):8-24

Focus-on-form English teaching methods are designed to facilitate second-language learners' noticing of target language input, where "noticing" is an acquisitional prerequisite for the comprehension, processing, and eventual integration of new grammatical knowledge. While primarily designed for teaching hearing second-language learners, many focus-on-form methods lend themselves to visual presentation. This article reports the results of classroom research on the visually based implementation of focus-on-form methods with deaf college students learning English. Two of 3 groups of deaf students received focus-on-form instruction during a 10-week remedial grammar course; a third control group received grammatical instruction that did not involve focus-on-form methods. The 2 experimental groups exhibited significantly greater improvement in English grammatical knowledge relative to the control group. These results validate the efficacy of visually based focus-on-form English instruction for deaf students of English and set the stage for the continual search for innovative and effective English teaching methodologies.  相似文献   

Teachers' education, classroom quality, and young children's academic skills: results from seven studies of preschool programs   总被引：10，自引：0，他引：10  

Early DM  Maxwell KL  Burchinal M  Alva S  Bender RH  Bryant D  Cai K  Clifford RM  Ebanks C  Griffin JA  Henry GT  Howes C  Iriondo-Perez J  Jeon HJ  Mashburn AJ  Peisner-Feinberg E  Pianta RC  Vandergrift N  Zill N 《Child development》2007,78(2):558-580

In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational attainment and major of teachers of 4-year-olds. The findings indicate largely null or contradictory associations, indicating that policies focused solely on increasing teachers' education will not suffice for improving classroom quality or maximizing children's academic gains. Instead, raising the effectiveness of early childhood education likely will require a broad range of professional development activities and supports targeted toward teachers' interactions with children.  相似文献   

Evaluating electronic resources: Personal Development Planning resources at the Open University,a case study   总被引：1，自引：1，他引：0  

Anne Jelfs  Patrick Kelly 《Assessment & Evaluation in Higher Education》2007,32(5):515-526

This paper discusses the evaluation of Web‐based tools to support Personal Development Planning (PDP) in order to illustrate issues associated with the introduction and assessment of the effectiveness of online resources. The aims of the evaluation were based on concerns about the very complex situation that offering online resources including PDP poses for part‐time off‐campus students. In this paper the authors utilize a modified RUFDATA framework (Saunders, 2000 Saunders, M. 2000. Beginning an evaluation with RUFDATA: theorising a practical approach to evaluation planning. Evaluation, 1: 7–21.  [Google Scholar]) and consider the benefits a range of methods, including surveys and observational studies, can offer evaluations of electronic resources. They found that students used and valued some aspects of the provision but that even with best efforts of instructional designers, and user testing at the draft stage, students do not always behave as intended. This evaluation highlighted the need for a range of strategies for evaluating online resources and that regardless of student attitude there are real worries about eLearning imposing extra workload burdens on ‘time poor’ adults.  相似文献   

“Writing Will Keep You Free”: Allusions to and Recreations of the Fairy Tale Heroine in <Emphasis Type="Italic">The House on Mango Street</Emphasis>     

Kelly Wissman 《Children‘s Literature in Education》2007,38(1):17-34

This article explores how Sandra Cisneros alludes to and recasts popular fairy tales in The House on Mango Street to reveal their troubled legacy in the lives of many women in the novel. Drawing upon Latina feminist theory and Cisneros’s autobiographical writing, this article posits that the main character Esperanza’s alternative “happily ever after” comes through locating the vocation of writing as the fulcrum for self-definition and social change. It is suggested that feminist literary criticism can be enhanced through analysis of heroines from diverse cultural backgrounds and theoretical frameworks attuned to racial and ethnic diversity.

Kelly WissmanEmail:

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New Counselor Educators’ Scholarly Productivity: Supportive and Discouraging Environments     

L. DiAnne Borders  Laura M. Gonzalez  Lindsey K. Umstead  Kelly L. Wester 《Counselor Education & Supervision》2019,58(4):293-308

Eighteen new counselor educators shared in‐depth reports of their efforts to establish an early record of scholarly productivity, critical to their success in academe. Analyses of their experiences using consensual qualitative research methods revealed components of both highly positive and highly discouraging program environments and their impact on participants’ research goals.  相似文献   

Understanding aims and values of science: developments in the junior cycle specifications on nature of science and pre-service science teachers’ views in Ireland     

Regina Kelly  Sibel Erduran 《Irish Educational Studies》2019,38(1):43-70

Irish science education is aiming to develop post-primary students’ knowledge of and about science through the introduction of ‘nature of science’ (NOS) in the new junior cycle science specification. This study aimed to investigate pre-service science teachers’ views about a particular aspect of NOS, namely the aims and values of science. Aims and values in relation to science can be considered from epistemic, cognitive, cultural, social, political, moral and ethical perspectives. In this paper, we focus on the epistemic, cognitive and social aims and values of science to provide a broad overview and investigate pre-service science teachers’ understanding of them. Qualitative methods are used to highlight two case studies that provide an in-depth record of how pre-service science teachers interpret aims and values of science. Although the sample is limited in terms of its generalisability to pre-service teacher education at large, the study provides a framework for (a) what to target and investigate about NOS in science education, particularly about aims and values of science, and (b) how pre-service science teachers are likely to make sense of such relatively new curricular goals. Implications for pre-service science teacher education are discussed.  相似文献   

Creative Library Marketing and Publicity: Best Practices,edited by Robert J. Lackie and M. Sandra Wood     

Kelly A. Clever 《Medical reference services quarterly》2017,36(1):105-106

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The power of circulation: digital technologies and the online Chinese fans of Japanese TV drama     

Kelly Hu 《Inter-Asia Cultural Studies》2013,14(2):171-186

Focusing on the online Chinese fans of Japanese TV drama, this paper explores the way in which the fan subculture, in connection with digital technologies, has carved out alternative practices in the circulation, production and consumption of Japanese TV drama. As ‘minority audiences’ who are not targeted as the objects of capitalist interests, online Chinese fans invent spaces for Chinese transnational networking with self‐help and sharing, as a way of resisting the aloofness from marketing strategies of Japanese TV distributors in Asia. This case study reveals that the online Chinese fan clubs, the websites for downloads, pirated VCD markets, digital file conversion, and private VCD burning – all of these have linked endless networks for the digitalized circulation and consumption of Japanese TV drama. The online Chinese fans are guerrilla fighters in the politics of autonomy, network and low‐cost digital technology; they are attempting to break down time–space constraints and the official distribution hierarchy. Such fan practices shed light on the new trends of audio‐visual consumption via digitalization.  相似文献   

Developing Culturally Competent Preservice Teachers     

Calli Lewis Chiu  Donna Sayman  Kelly M. Carrero  Thomas Gibbon  Staci M. Zolkoski  Mandy E. Lusk 《Multicultural Perspectives》2017,19(1):47-52

An unfortunate, yet persistent, truth in U.S. public schools is the large achievement gap existing between children from culturally and linguistically diverse backgrounds and their White, middle-class counterparts. The potential for cultural dissonance between contemporary teachers and their students necessitates that educators must persistently seek culturally responsive practices. Much has been written regarding strategies for culturally responsive pedagogy; therefore, this article moves beyond a review of culturally responsive pedagogy. Rather than providing teacher candidates with more suggestions for culturally responsive teaching activities, the authors provide teacher educators with specific resources for facilitating the development of cultural competence among preservice teachers.  相似文献