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   

Attention and curiosity in museums     

John J. Koran  Laura Morrison  Jeffrey R. Lehman  Mary Lou Koran  Luisa Gandara 《科学教学研究杂志》1984,21(4):357-363

Two hundred and thirty-four museum visitors of all ages were observed as they entered the Object Gallery area of the Florida State Museum. Visitors were observed under conditions where objects were available for close inspection but could not be manipulated (baseline data) and later when the same objects were placed on tables and were available for visitors to touch, move, and use a variety of senses to inspect them (intervention data). Data were recorded on the sex, age, and number of subjects in these areas under each of the above conditions. The results obtained show a significant increase in the number of visitors entering this section of the museum when manipulatable objects were available. Baseline data showed that 58.5% of the people who entered the Object Gallery went into the drawer section. However, when manipulatable objects were made available this increased to 82.3%. Chi-square analysis was used to determine whether the presence of manipulatable objects in the area increased the number of people who entered the area. It did (p < 0.05). Chi-square analysis was also used to determine whether entering the drawer section depended on age or sex. It was found that more children entered the drawer section than adults (p < 0.05) and significantly more female children and female adults entered as a result of intervention (p < 0.05). At the same time, more male children than adults entered after intervention (p < 0.05) than before. These data are supported by considerable curiosity research indicating that both children and adults are attracted to novel as well as complex stimuli which can be manipulated in both formal and free-choice environments. The data also support the growing movement to hands-on exhibits in natural history museums and science centers around the country, as well as hands-on classroom activities from the perspective of their attention attracting and holding power and their curiosity evoking characteristics. Whether these positive factors also lead to increased knowledge or skill development is a question yet to be explored.  相似文献   

Developing a student-led school mental health strategy     

Cathy Atkinson  George Thomas  Natasha Goodhall  Laura Barker  Isabella Healey  Lucy Wilkinson 《Pastoral Care in Education》2019,37(1):3-25

Although there is increasing interest in promoting mental health and wellbeing within education, to date, the voices of young people appear to have been almost completely overlooked in the development of school-based mental health practices. This is despite increasing focus on young people’s participation; and the fact that young people may be best positioned to understand the pressures of contemporary society. This paper, co-authored by educational psychologists (EPs), school students and the school vice-principal, documents the development of a student-led mental health initiative within a high-achieving girls’ grammar school, led by students aged 12–18. Following EP input, the students devised a whole-school, student-friendly mental health strategy with the support of the EPs and senior school staff. As the project progressed, it became evident that applying even carefully selected adult mental health models to school contexts might not be appropriate; instead the students advocated for young person-friendly, innovative, contemporary and creative ways of communicating information about mental health, which avoided stigma. The students involved were well-placed to identify environmental stressors and to disseminate their strategy. The authors conclude that mental health planning in schools should encourage greater student participation, show caution over applying adult mental health models and promote greater use of technology or visual resources.  相似文献   

Is Canada really an education superpower? The impact of non-participation on results from PISA 2015     

Anders  Jake  Has  Silvan  Jerrim  John  Shure  Nikki  Zieger  Laura 《Educational Assessment, Evaluation and Accountability》2021,33(1):229-249

Educational Assessment, Evaluation and Accountability - The purpose of large-scale international assessments is to compare educational achievement across countries. For such cross-national...  相似文献   

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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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   

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   

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