Coteaching and Disturbances: Building a Better System for Learning to Teach Science     

Catherine Milne  Kathryn Scantlebury  Jason Blonstein  Susan Gleason 《Research in Science Education》2011,41(3):413-440

Science education research has examined the benefits of coteaching for learning to teach in elementary and secondary school contexts where coteachers bring variable levels of experience to the work of coteaching. Coteaching as a pedagogical strategy is being implemented at the university level but with limited research. Drawing from the field of activity theory and our emic experience as coteachers, we examine the enactment of coteaching in university science education courses. One of the tools central to our examination of coteaching included the analysis of disturbances in the work and object of preparing science teachers. This analysis highlighted the role, during discursive interactions, of problem posing and problem solving for addressing observed disturbances. The presence of an extra instructor provided increased opportunities in the system for recognizing and valuing disturbances as indicators of underlying contradictions or tensions in elements of the activity system of the learning and teaching of science teachers. Our analysis suggests that coteaching offers expanded opportunities for the evolution of the activity system of preparing science teachers.  相似文献   

Dark matter: the ‘gravitational pull’ of maternalist discourses on politicians’ decision making for early childhood policy in Australia     

Kathryn Bown  Jennifer Sumsion  Frances Press 《Gender and education》2011,23(3):263-280

The article reports on a study investigating influences on Australian politicians’ decision making for early childhood education and care (ECEC) policy. The astronomical concept of dark matter is utilised as a metaphor for considering normalising, and therefore frequently difficult to detect and disrupt, influences implicated in politicians’ decision making for ECEC policy. The concept of dark matter connects with and extends Foucauldian conceptualisations of knowledge, power and discourse. The paper argues that maternalist discourses continue to shape the policy landscape for ECEC, though these are largely unacknowledged.  相似文献   

Institutional separation in schools of education: Understanding the functions of space in general and special education teacher preparation     

Kathryn S. Young 《Teaching and Teacher Education》2011,27(2):483-493

The purpose of this spatial study is to understand the function space play in a combined credential program in the US in helping or hindering the program’s inclusive mission. The study examines how physical and social manifestations of general and special education are (re)organized in the new program. The data provides evidence for the pervasive separation between general and special education within the new program. This study points to the importance of examining space in relation to teacher education reform as a way to highlight where policy, institutional, programmatic, physical, and pedagogic changes are needed to support inclusive teacher preparation.  相似文献   

Motivators and Inhibitors for University Faculty in Distance and e-learning   总被引：1，自引：0，他引：1  

Ruth Gannon Cook  Kathryn Ley  Caroline Crawford  Allen Warner 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(1):149-163

This article reports on four United States studies of how rewards systems, extrinsic and intrinsic, could play an important role in providing incentives for university faculty to teach (or remain teaching) electronic and distance education courses. The first three studies conducted prior to 2003 reported faculty were inherently motivated to teach e-learning and distance education. The fourth study in 2003 reported key findings that differed from the earlier studies. Using a principal components analysis, the researchers found nine indicators of motivation to participate or not participate in electronic or distance education. The implications from the fourth study indicated that, while faculty members were inherently committed to helping students, faculty members wanted their basic physiological needs met by university administration through extrinsic motivators, such as salary increases and course releases.  相似文献   

An intervention for relational and physical aggression in early childhood: A preliminary study     

Jamie M. Ostrov  Greta M. Massetti  Kirstin Stauffacher  Stephanie A. Godleski  Katie C. Hart  Kathryn M. Karch  Adam D. Mullins  Emily E. Ries 《Early childhood research quarterly》2009

A preventive intervention for reducing physical and relational aggression, peer victimization, and increasing prosocial behavior was developed for use in early childhood classrooms. Nine classrooms were randomly assigned to be intervention rooms (N = 202 children) and nine classrooms were control rooms (N = 201 children). Classroom was the unit of analysis and both observations and teacher-reports were obtained at pre and post-test. Focus groups were used to develop the initial program. The 6-week program consisted of developmentally appropriate puppet shows, active participatory sessions, passive concept activities and in vivo reinforcement periods. Preliminary findings suggest that the “Early Childhood Friendship Project” tended to reduce physical and relational aggression, as well as physical and relational victimization and tended to increase prosocial behavior more for intervention than control classrooms. Teachers and interventionists provided positive evaluations of the program and there is evidence for appropriate program implementation.  相似文献   

Voluntary use of online study questions as a function of previous minimal use requirements and learner aptitude     

Mark Grabe  Kathryn Flannery  Kimberly Christopherson   《The Internet and Higher Education》2008,11(3-4):145

This study investigates voluntary use of online study questions, the relationship of study question use to examination performance, and the relationship of aptitude to study question use following an initial phase during which students either received course points for passing mastery quizzes or for completing a designated number of study questions. The results indicate a) students who first received points for completing study questions later made greater voluntary use of study questions, b) less able readers made less voluntary use of study questions than more able readers, and c) less able readers performed better on course examinations when awarded course points for completing a required number of study questions rather than quizzes.  相似文献   

The Berg Fashion Library     

Kathryn EARLE 《Learned Publishing》2009,22(1):27-35

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Communication disorders in the school: Perspectives on academic and social success an introduction     

Karen L. Thatcher  Kathryn Fletcher  Blair Decker 《Psychology in the schools》2008,45(7):579-581

The critical role of communication in schools cannot be understated. Communication skills are a necessity both in the academic and social atmosphere of the school environment. Unfortunately, there are a large number of children in the schools today identified with speech and language disorders. This special edition of Psychology in the Schools examined issues that impact the academic and social functioning of such children. Several articles are focused on potential early intervention strategies or services surrounding literacy and social skills that may enhance the success of children with communication disorders and/or at risk for communication disorders (e.g., Chapman, Denning, & Jamison, 2008; Thatcher & Fletcher, 2008; van Kleeck, 2008). Two other articles tackle promising strategies that may be used in academic settings with children who stutter (Logan, Mullins, & Jones, 2008) or with children with cognitive impairments (Gillette & DePompei, 2008). Despite promising avenues of intervention and practice, there are also barriers to providing instruction to children with communication disorders in a regular classroom (Pufpaff, 2008). Each article provides insight into the importance of communication skills for academic and social success in the schools. The key to the success of children with or at risk for communication is for all school personnel to be aware of and proactive with children with communication disorders. © 2008 Wiley Periodicals, Inc.  相似文献   

Book reviews     

Kathryn Pomerantz  Helen Mitton  Matthew Chuard  Sonya Hinton  Belinda Medhurst 《Educational Psychology in Practice》2008,24(1):79-89

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Announcing the Engagement of Sudoku: An In‐Class Genetic Algorithm Game          下载免费PDF全文

Kathryn W. Ernstberger  M.A. Venkataramanan 《Decision Sciences Journal of Innovative Education》2018,16(3):185-196

This teaching brief describes an engaging, in‐class exercise that introduces genetic algorithms as well as advanced Excel functions and capabilities by modeling the familiar Sudoku puzzle. Student groups are first asked to manually solve a given puzzle and then translate that solution methodology to a spreadsheet model. This exercise can be used to build classroom community and as a launching point for the content area of genetic algorithms and the use of Evolutionary Solver.  相似文献