Positioning participation in the NGSS era: What counts as success?     

Laura Zangori  Rachel J. Pinnow 《科学教学研究杂志》2020,57(4):623-648

The Next Generation Science Standards (NGSS) strives to shift science learning from the teacher as a single cognitive agent, to a classroom community in which participants are working together in directing the classroom's communal knowledge to figure out questions about how phenomena occur, and building, testing, and refining their ideas to address those questions. To achieve this type of classroom environment, teachers should attend to students' knowledge and ideas and pay attention to how students are located within teacher-led interactions, such as being positioned as active discussants or designated listeners. In this study, we explore if and how this is occurring in the NGSS era. We used a naturalistic inquiry to explore how an experienced first-grade teacher used a new NGSS-aligned unit that called for students to use the science and engineering practices (SEP) to build content knowledge. We used a macro-analytic lens to answer the research question “how are class discussions shaped to address the SEP”? We used a micro-analytic lens to answer the research question “how are students positioned during these science discussions in this classroom?” Evidence suggests that the teachers' whole class discussions incorporated and involved the SEP which were specified in the unit lessons for content learning. However, on a micro-analytic level, we found that few students were positioned as active discussants. The teacher heavily relied on those students who could provide succinct and clearly relevant answers while positioning the remainder of the students as silent spectators. Implications from this research suggest that not only new NGSS curriculum materials need to focus on what students should know and do but they also need to address heuristics for teachers that show them how to position all of their students as active doers of science so all students have opportunities to build deeper, core science knowledge.  相似文献   

Laying down a path in walking: student teachers’ emerging ecological identities     

Donald Stuart Gray  Laura Colucci-Gray 《Environmental Education Research》2019,25(3):341-364

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“I Didn't Do Nothin'”: The Discursive Construction of School Suspension   总被引：1，自引：0，他引：1  

Vavrus  Frances  Cole  KimMarie 《The Urban Review》2002,34(2):87-111

This article examines the issue of school suspension by looking at the sociocultural factors that influence a teacher's decision to remove a student from the classroom. The authors use ethnographic and discourse analytic approaches to study how disciplinary moments are constructed by teachers and students in an urban high school in the Midwest. The analysis of classroom observations, videotaped lessons, and interviews from a longitudinal study at this multiethnic high school shows that suspensions frequently occur in the absence of any physical violence or blatant verbal abuse. Rather, suspensions are often preceded by a complex series of nonviolent events when one disruptive act among many is singled out for action by the teacher. This study has implications for current debates about zero-tolerance policies that disproportionately affect students of color for their misbehavior in school. Our analysis suggests that removing a student from class is a highly contextualized decision based on subtle race and gender relations that cannot be adequately addressed in school discipline policies.  相似文献   

Recipes for fun     

Ann Cole  Carolyn Haas  Elizabeth Heller  Betty Weinberger 《Early Childhood Education Journal》1975,2(4):39-42

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Designing for “challenge” in a large-scale adaptive literacy game for primary school children     

Laura Benton  Manolis Mavrikis  Asimina Vasalou  Nelly Joye  Emma Sumner  Elisabeth Herbert  Andrea Revesz  Antonios Symvonis  Chrysanthi Raftopoulou 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(5):1862-1880

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Multimethod assessment of self-regulated learning in college students: different methods for different components?     

Dörrenbächer-Ulrich  Laura  Weißenfels  Marie  Russer  Lea  Perels  Franziska 《Instructional Science》2021,49(1):137-163

Instructional Science - Although self-regulated learning (SRL) is seen as highly relevant for successful college learning, college students oftentimes show a lack in SRL abilities. Therefore, it...  相似文献   

Analysis of Articles in The American Biology Teacher for Essential Features of Inquiry Representation     

Mumba  Frackson  Pottmeyer  Laura Ochs  Chabalengula  Vivien M. 《Research in Science Education》2021,51(5):1247-1267

Research in Science Education - Most studies on inquiry have focused on student outcomes, teachers’ conceptions of inquiry, implementation of inquiry in science classrooms, and inquiry...  相似文献   

Announcements     

Nota  Laura 《International Journal for Educational and Vocational Guidance》2021,21(3):719-722

International Journal for Educational and Vocational Guidance -  相似文献   

Children’s first manifestations of cognitive control in the early years school: the importance of the educational situation and materiality     

Moreno-Llanos  Iván  Zapardiel  Laura A.  Rodríguez  Cintia 《European Journal of Psychology of Education - EJPE》2021,36(4):903-922

European Journal of Psychology of Education - Executive functions (EFs) embrace a range of cognitive control processes that allow us to control and direct our own behavior, thoughts, and emotions...  相似文献   

Examining the Psychometric Properties of a New Integrative Learning Scale     

Youngerman  Ethan  Dahl  Laura S.  Mayhew  Matthew J. 《Research in higher education》2021,62(6):829-854

Research in Higher Education - Integrative learning is the ability to connect, apply, and/or synthesize. A highly valued skill for the knowledge economy and combating false narratives, integrative...  相似文献