Transforming Praxis in Science Through Dialogue Towards Inclusive Approaches     

Brendel  Michelle  Siry  Christina  Haus  Jana Maria  Breedijk-Goedert  Fabienne 《Research in Science Education》2019,49(3):767-786

Research in Science Education - This paper offers analyses from a project examining the construction of narrative assessments within elementary science investigations. We examined how positioning...  相似文献   

Educational Inequalities in the Czech Republic     

Jana Straková  Vladislav Tomášek  J. Douglas Willms 《Prospects》2006,36(4):517-527

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Structural embeddedness of students’ professional expectations: the Czech Republic and Taiwan in comparative perspective     

Daniel Münich  Petr Matějů  Jana Straková 《Compare》2018,48(6):973-991

Abstract

We compare the role of gender, socioeconomic background and measured ability on students’ secondary school placement and professional expectations in Taiwan and the Czech Republic, two countries that have experienced substantial reforms in their educational systems in the context of political change and economic development. Using data from the international PISA 2006 survey of 15-year-olds, our analysis reveals that Czech academic upper-secondary schools are much more selective in terms of socioeconomic background and gender than comparable Taiwanese senior high schools. Controlling for measured ability and other factors, students’ professional expectations are also more closely linked to socioeconomic background and gender in the Czech Republic than in Taiwan.  相似文献   

Beyond Awareness: Black Studies for Consciousness and Praxis in Teacher Education     

Melanie M. Acosta  Charisse Hudson-Vassel  Bridgette Johnson  Gernissia Cherfrere  Michelle G. Harris  Jana Wallace 《Equity & Excellence in Education》2017,50(2):241-253

Critical Studyin' is a Black Studies-inspired, morally engaged pedagogy. With roots in anti-racist teaching, it is focused on race, ideology, and education. This study explores the learning experiences and outcomes of seven, preservice educators after taking a course that was based on Critical Studyin' and offered in a College of Education at one university in the Southeastern region of the United States. Researchers employed constructivist grounded theory techniques to the analysis of semi-structured interviews and course documents. Findings highlight the development of students' critical consciousness and agency as they engaged in critical interrogation of the complex relationships among race, culture, and classroom teaching. This study highlights the potential of Black Studies as a pedagogy teacher educators can enact to orchestrate disruptive learning experiences and environments necessary for anti-racist teaching. It adds further support for culture-centered approaches in educator preparation that scaffolds preservice educators in their development of justice-oriented perspectives and practices in education.  相似文献   

Evaluating the influence of peer learning on psychological well-being     

Jana M. Hanson  Teniell L. Trolian  Michael B. Paulsen  Ernest T. Pascarella 《Teaching in Higher Education》2016,21(2):191-206

The scholarship of teaching and learning in higher education is concerned with advancing pedagogical knowledge and teaching practice to improve student learning and associated outcomes in higher education. This study used data from the Wabash National Study of Liberal Arts Education to examine the effects of peer learning experiences on gains in psychological well-being after four years of college. Results indicate a significant, positive influence of peer learning on the Ryff scale of psychological well-being [Ryff, C. D., and C. L. Keyes. (1995). “The Structure of Psychological Well-Being Revisited.” Journal of Personality and Social Psychology 69 (4): 719–726]. In addition, peer learning had a significant positive effect on all but one of the Ryff well-being subscales (autonomy, environmental mastery, personal growth, positive relations with others, purpose in life, and self-acceptance). This research supports the use of peer learning as an important pedagogical practice.  相似文献   

The Birth of a Notion: The Windfalls and Pitfalls of Tailoring an SoTL-like Concept to Scientists, Mathematicians, and Engineers     

Mark R. Connolly  Jana L. Bouwma-Gearhart  Matthew A. Clifford 《Innovative Higher Education》2007,32(1):19-34

Despite calls for greater agreement in defining the Scholarship of Teaching and Learning (SoTL), terms that resemble SoTL are proliferating. An NSF-sponsored center for teaching and learning coined its own term, teaching-as-research (TAR), believing it would resonate better with research-active scientists, engineers, and mathematicians. To understand whether this was a wise strategy, we interviewed 43 participants from courses that sought to explain and demonstrate TAR. Our study found that participants defined TAR with varying complexity and that disciplinary concepts generally provided “conceptual handles” for making sense of TAR. However, tailoring a term to particular disciplines entails several challenging tradeoffs.

Mark R. ConnollyEmail:

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Mark Connolly   is a Researcher who studies STEM education reform efforts, postsecondary teaching, graduate education, and practitioner theorizing Jana Bouwma-Gearhart   is an Assistant Researcher whose interests include STEM K-16 educators’ teaching professional development and science learning through inquiry Matthew Clifford   is an Associate Researcher who studies the practice of instructional leadership and change in the sciences, with particular attention to the potentialities of secondary and post-secondary faculty collaboration and curriculum design.  相似文献   

Student expectations of the financial returns to higher education in the Czech Republic and England: Evidence from business schools     

John R. Anchor  Jana Fišerová 《Economics of Education Review》2011,30(4):673-681

In this paper, the short-cut method is used to estimate expected rates of financial returns to higher education in the Czech Republic and a modified version of the method is used to suit the current English system of deferred tuition fees. First year university students were asked to estimate their expected earnings with and without a university degree at two points in time. The findings show that students perceive higher education to be a profitable investment and that rates of return vary by gender as well as by country and place of study. We conclude that the current level of tuition fees in England does not act as a disincentive for students to enter higher education.  相似文献   

Phronesis and Phantasia: Teaching with Wisdom and Imagination   总被引：2，自引：0，他引：2  

Jana Noel 《Journal of Philosophy of Education》1999,33(2):277-286

Critics of Aristotelian accounts of practical reasoning, in teaching and in other contexts, criticise phronesis for its rigidity and lack of imagination. This paper argues that phantasia , or imagination, helps us to develop a richer account of Aristotle's phronesis . Two senses of phantasia , as producing images and as an interpretive faculty, are proposed here to be importantly involved in phronesis . By producing images that help in the selection of an end goal, and by having an interpretive faculty that helps to compare competing possibilities, phantasia plays a crucial role in the practical reasoning process of phronesis .  相似文献   

Performative Intra-Action of a Paper Plane and a Child: Exploring Scientific Concepts as Agentic Playmates     

Haus  Jana Maria 《Research in Science Education》2020,50(4):1305-1320

Research in Science Education - This work uses new materialist perspectives (Barad 2007; Lenz Taguchi 2014; Rautio in Children’s Geographies, 11(4), 394–408, 2013) to examine an...  相似文献   

Community College Faculty Competencies     

Ann Alexander  Jana Ulrich  Tanya Davis  Anne Wade 《Community College Journal of Research & Practice》2013,37(11):849-862

Much has been written about the characteristics of effective college teachers. However, skill sets have not yet been defined with any level of specificity. Also, instructors at community colleges have unique working conditions and challenges that influence how they teach. This paper illustrates the use of three studies conducted to build and validate a framework for defining the competencies of effective community college faculty. The project's culmination was a set of skills used to redesign one university's master's in education (MAEd) program in two-year college teaching. Although participants in all three studies identified subject matter expertise as an important competency, they emphasized several other skill sets as being important for meaningful student learning. Those skills are related to the use of authentic activities and multiple instructional delivery models, multiple ways of assessing student learning, and skills that are necessary outside the classroom in their teaching roles. Participants also emphasized interpersonal and affective components of effective teaching.  相似文献