Priming urban learners' attitudes toward the relevancy of science: A mixed-methods study testing the importance of context     

Phillip A. Boda  Bryan Brown 《科学教学研究杂志》2020,57(4):567-596

The development of three-dimensional learning among all K-12 student demographics remains a prominent goal for the field of science education. However, substantial research in science teacher education for urban populations showcases hurdles to overcome in order to achieve this goal, particularly for elementary teachers. Research shows that urban elementary teachers are often ill-prepared to develop a type of science pedagogy responsive to students' learning needs. The fidelity of such pedagogies that these teachers adhere to when trying to implement such a requested content–relationality between these populations and how their local contexts can be used as sites to learn science in relevant ways are often not fully realized, as well. Given that science achievement gaps exhibit racial disparities starting in primary grades and attitudes toward science have been shown to affect academic achievement and motivation, we argue that one way to ameliorate, in at least an incremental way, this disparity is to design novel learning experiences to prime students to see the relevancy of science in their local contexts before such three-dimensional designed learning is set to occur. In this research, we leveraged the immersive nature of Virtual Reality 360 videos and present a design-based research iteration testing how this novel technologically enhanced learning experience may have influenced close to 400 urban elementary students' attitudes toward science around those attitudes labeled as “behavioral beliefs” by the field. Using a concurrent, convergent mixed-methods design with a two-way multivariate analysis of covariance quantitative data set triangulated with students' qualitative self-reports that were transformed into quantitative preponderances in graphic form, the data support that our design iteration emphasizing the importance of context as a design focus can prime students who struggle to see science as relevant to change their attitudes. Implications are discussed around relationality, novel technological affordances, and the use of local contexts as learning resources.  相似文献   

Deep teaching in a college STEM classroom     

Dewsbury  Bryan M. 《Cultural Studies of Science Education》2020,15(1):169-191

Cultural Studies of Science Education - The retention of underrepresented students remains a significant challenge in the STEM (Science, Technology, Engineering and Math) disciplines. A broad range...  相似文献   

Supervisor Cultural Humility Predicts Intentional Nondisclosure by Post-Master's Counselors     

Ryan M. Cook  Connie T. Jones  Laura E. Welfare 《Counselor Education & Supervision》2020,59(2):160-167

The authors examined supervisor cultural humility as a predictor of supervisee intentional nondisclosure. Using multiple regression in a sample of 101 post-master's counselors, the authors found that 20% of supervisees' intentional nondisclosure was explained by their perceptions of their supervisors' level of cultural humility.  相似文献   

‘“Navvy” import alions [sic]’: the schooling of navvy children in the Midlands in the 1890s     

Bryan John Ayres 《History of education》2017,46(4):419-435

The children of navvies were subject to the vagaries of an itinerant lifestyle, and during the latter years of the nineteenth century this invariably affected their relationship with an educational system that mandated compulsory attendance. Based primarily on school records, this article explores the contrasting ways in which teachers perceived navvy children who were admitted to a number of schools during the construction of one particular railway in the mid-1890s. Perceptions concerning the children’s behaviour, attendance, abilities and educational progress, together with evidence of the treatment they received, are considered in the context of contemporary attitudes towards the navvy community and aspects of the navvy lifestyle. The admission of navvy children also had logistical implications for schools, and these are assessed in terms of the pressures placed upon financial resources and teaching staff. This illustrates the disparity that could exist between small rural schools and larger schools in urban areas.  相似文献   

Agricultural and science education: a socio-analysis of their intersection and positions within the educational field     

Bryan J. Hains  Gary L. Hansen  Ronald J. Hustedde 《Cultural Studies of Science Education》2017,12(1):199-210

It can be argued that agricultural science is one of the original forms of science education. However, over the past century, agricultural science education has habitually been perceived as an educational venue meant solely for production agriculturalists. When examining modern agricultural education we find it to be a minority within the broader field of science education, contradicting its historically stout scientific standing within the sciences. This educational shift leaves one to ponder the historic development of contemporary agricultural education. To gain deeper insight into these questions we reviewed the historical evolution of agricultural education within the United States. We then examined the professional habitus, or cultural nuances, associated with contemporary agricultural education. Next, we considered potential outcomes associated with the profession embracing post-modern perspectives within mainstream science and community-based education. Finally, we call for critical venues within agriculture education to question the status quo and challenge the acceptance of commonly held views.  相似文献   

Corrigendum to “An examination of knowledge prioritisation in secondary physical education teacher education courses” [Teaching and Teacher Education 24, 330–342]     

Sid Hayes  Susan Capel  Will Katene  Philippa Cook 《Teaching and Teacher Education》2008

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Context and agency in educational leadership: framework for study     

Curtis Brewer  Nathern Okilwa  Bryan Duarte 《International Journal of Leadership in Education》2020,23(3):330-354

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Body Dissatisfaction in College Women: Identification of Risk and Protective Factors to Guide College Counseling Practices     

Catherine Cook‐Cottone  LeAdelle Phelps 《Journal of College Counseling》2003,6(1):80-89

This study attempted to identify risk factors that are implicated in the body dissatisfaction of college women and the factors that may facilitate effective prevention and treatment efforts. Data collected from 215 female college students indicated that participants with (a) greater physical self‐concept, (b) less drive for thinness, and (c) greater social self‐esteem manifested less body dissatisfaction.  相似文献   

From teaching from the heart to teaching with a heart: Segmenting filipino college students’ views of their teachers’ caring behavior and their orientations as cared-for individuals     

Allan B. de Guzman  Ramon Kristoffer C. Torres  Millard M. Uy  Joseph Bryan F. Tancioco  Elmore Y. Siy  Jomar R. Hernandez 《Asia Pacific Education Review》2008,9(4):487-502

Caring, as a universal human phenomenon, should permeate elementary, secondary and tertiary level instruction. The practice of teaching, especially at the tertiary level, is not only substantial and procedural but relational as well. To teach with a heart is the essence that makes teaching a form of caring. When teaching is viewed as a form of caring, teachers become relational geniuses in their own right. This study is an attempt to segment Filipino college students’ views (n=1000) of their teachers’ caring behavior and their orientations as cared-for individuals. The identified clusters of teacher roles that indicate caring behavior imply that acts of teaching become acts of caring depending on how the teachers, theefficient cause of education, perform their ordinary tasks in the context ofextraordinariness. Such extraordinariness spells out a big difference in the way teachers practice the so-calledsingle loop caring or caring visibility anddouble- loop caring or caring presence. The former refers to teaching from the heart while the latter pertains to teaching with a heart. Interestingly, the extent to which teachers’ caring behavior is felt and experienced by the students positively shapes their orientations as cared-for individuals.  相似文献   

Responses to Wyse and Styles' article, “Synthetic phonics and the teaching of reading: the debate surrounding England's ‘Rose Report’” (Literacy, 41, 1, April 2007)     

Margaret Cook  Alison Littlefair  Greg Brooks 《Literacy》2007,41(3):169-170

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