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1.
Jennifer D. Adams 《Cultural Studies of Science Education》2007,2(2):393-440
In this article I critically examine the historical context of science education in a natural history museum and its relevance
to using museum resources to teach science today. I begin with a discussion of the historical display of race and its relevance
to my practice of using the Museum’s resources to teach science. I continue with a critical review of the history of the education
department in a natural history museum to demonstrate the historical constitution of current practices of the education department.
Using sociocultural constructs around identity formation and transformation, I move to the present with a case study of a
teacher who transforms the structure of science education in her classroom and school as a result of her identity transformation
and association with a museum-based professional education program.
相似文献
Jennifer D. AdamsEmail: |
2.
As an innovative model for diversity education, Dickinson College designed the Crossing Borders program to encourage culturally diverse students to live, work, and study together in multiple contexts both within the United States and abroad. Envisioning a series of crossings, the program brings together up to 20 students from Dickinson College, a predominantly White Institution, and Xavier University, Dillard College, and Spelman College, three Historically Black Colleges/Universities, to spend 4 weeks studying together in Cameroon. West Africa. Students then study at Dickinson for one semester and at one of the Historically Black Colleges/Universities for one semester.
相似文献
Joyce Bylander (Corresponding author)Email: |
3.
Twenty-two faculty and graduate students were interviewed in one college of education in order to understand what the college
and its constituents view as the skills, habits of mind, and dispositions needed to obtain a Ph.D. in Education. Analysis
of the data was conducted using professional socialization as a theoretical framework, allowing for an understanding of the
different perspectives of this topic as viewed through a developmental lens. Implications for theory and practice are included.
相似文献
Xyanthe N. NeiderEmail: |
4.
This article discusses an educational practice that has been introduced in Rwanda, which aims to bring back into the formal
education system children who are out-of-school or unschooled, even though they are over the legal enrolment age. The authors
analyse this intensive programme, designed for children at that age and adapted to their daily living conditions, which are
particularly difficult. They also examine the factors underlying this innovative approach, its originality and the features
that make it a good practice that could be applied in other contexts. The minimal conditions for success, the implications
for teacher training, the obstacles faced and the strategies devised to overcome these obstacles are also discussed.
相似文献
Joseph RutakamizeEmail: |
5.
In response to the critical shortage of qualified mathematics teachers in the U.S., the TIME 2000 Program was created with
funds from the National Science Foundation, at Queens College of the City University of New York. Now institutionalized, the
program is designed to support the recruitment, preparation, and retention of prospective teachers through a close-knit learning
community in which participants experience an innovative and multifaceted program for their four years of undergraduate study.
This article describes the innovative aspects of the program that show promise of preparing highly competent teachers whose
careers span a lifetime. Short- and long-term strategies for recruiting students from high school are described as well as
the program components that are designed to increase retention of candidates in the program and in teaching.
相似文献
Alice F. ArtztEmail: |
6.
Sheau-Wen Lin 《Cultural Studies of Science Education》2008,3(1):5-12
This article reviews the work of Jong-Hsiang Yang in science education and his efforts in creating a research culture in Taiwan.
Following in Yang’s footprints, the rebuilding of science education, implementing a new science curriculum, and gaining the
academic status of science education, we go through the important years of the development of science education in Taiwan.
His leadership in introducing interpretive research methods and expanding international studies catalyzed profound changes
to science education research in Taiwan.
相似文献
Sheau-Wen LinEmail: |
7.
This article discusses the Priority Education Zones project (ZEP) in Mauritius. The original and innovative dimensions of
the project are described, together with the difficulties encountered during the setting-up of the ZEP schools. The article
covers five main issues: the status of the ZEP project; the minimal conditions for success; the implications concerning the
teachers; the obstacles faced; and the strategy devised to implement the ZEP project, while overcoming the obstacles.
相似文献
Mahomed Aniff GurribEmail: |
8.
Angela Calabrese Barton 《Cultural Studies of Science Education》2009,4(2):393-397
Dr. Sreyashi Jhumki Basu was a scholar committed to equity and social justice in science education who passed away in December
2008. In this essay, I describe Jhumki’s research and the call to action her life’s work has laid out for the science education
community. In particular, I draw attention to the role of critical science agency in learning and the democratic science pedagogy
model that Jhumki developed to support students in crafting such agency.
相似文献
Angela Calabrese BartonEmail: |
9.
Mark G. Storz 《The Urban Review》2008,40(3):247-267
In interviews with over 250 urban young adolescents, many students make it clear that they are acutely aware of the educational
inequities that exist in their schools and that these inequities are having a negative impact on their education. Student
voice is used to highlight urban middle school students’ perspectives on the quality of their education particularly in terms
of curricular issues, teacher quality, and lack of resources.
相似文献
Mark G. StorzEmail: |
10.
Since many teachers and students recognize other kinds of knowledge (faith) based on other ways of knowing, consideration
of these realities is appropriate for the science education community. Understanding the multitude of ways that clergy view
relationships between science and faith (i.e. alternative ways of knowing) would assist in understanding various ways that
people address complex issues arising from ideas about science and faith. We administered a questionnaire composed of multiple-choice
and short answer items to 63 United Methodist ministers. Findings included (1) that formal, organized faith contexts (e.g.
church services) serve as informal science education opportunities, (2) participants demonstrated considerable diversity regarding
the types of relationships developed between science and faith, and (3) participants recognized a need exists for better understandings
of science and its relationship to faith for them, their colleagues, and their congregations.
相似文献
Daniel L. Dickerson (Corresponding author)Email: |
Karen R. DawkinsEmail: |
John E. PenickEmail: |
11.
Wendy Kicken Saskia Brand-Gruwel Jeroen J. G. van Merri?nboer Wim Slot 《Educational technology research and development : ETR & D》2009,57(4):439-460
This experimental study was designed to investigate whether supervision meetings, in which students receive specific advice
on how to use a development portfolio to monitor their progress and plan their future learning, helps them to develop self-directed
learning skills and improve their learning in the domain. In the first year of a hairdressing program in vocational education,
supervision meetings were used to provide students with either specific advice or not. Students in the advice group (n = 21) formulated better learning needs, selected more suitable learning tasks, completed more practical assignments, and
acquired more certificates than students in the feedback-only group (n = 22). Interviews also showed that students in the advice group appreciated the supervision meeting more and perceived them
as more effective than students in the feedback-only group. Guidelines are provided for the use of development portfolios
and the organization of supervision meetings in on-demand vocational education.
相似文献
Wendy KickenEmail: |
12.
13.
Program assessments are an essential part of the ongoing survival of teaching centers performed by faculty development personnel
at institutions of higher education. Little research is available to guide developers in performing these assessments. In
this article we describe assessments conducted at three Canadian universities and highlight the theoretical models used to
guide the process. Reflections on the strengths and challenges are discussed for each program assessment for the purpose of
assisting faculty developers in performing similar program assessments of their faculty development offices.
相似文献
Judy BritnellEmail: |
14.
Rhona B. Caoli-Rodriguez 《Prospects》2008,38(3):393-399
The Philippines has experienced a setback in its progress towards EFA 2015 Goals. In particular, a decline in primary and
secondary education performance indicators and a widening gap between boys’ and girls’ performance were noted. While the present
policy environment in the country has been conducive to education reforms, a lack of political will, discontinuity in education
leadership and an inability to capitalize on proven educational innovations and major programmes/projects are likely to further
undermine EFA progress. The country must immediately introduce efficient and effective measures to arrest this trend. The
government must also return to social marketing among all stakeholders, emphasizing the long-term benefits of basic education.
相似文献
Rhona B. Caoli-RodriguezEmail: |
15.
Nigel M. Healey 《Higher Education》2008,55(3):333-355
It is a widely accepted maxim that, like business generally, higher education is globalising. For many countries, higher education
is now an important export sector, with university campuses attracting international students from around the world. Licensing
production, in the form of franchising degree provision to international partners, is beginning to mutate into foreign direct
investment as many universities set up campuses in other countries. While there are clearly parallels between the globalisation
of business and higher education, this paper examines the supply- and demand-side drivers within the university sector. It
argues that an alignment of special factors, rather than an inexorable trend towards commercialisation, has caused the recent
internationalisation of higher education and concludes that current trends are unsustainable in the medium-term.
相似文献
Nigel M. HealeyEmail: |
16.
More than a conversation: using cogenerative dialogues in the professional development of high school chemistry teachers 总被引:1,自引:0,他引:1
Sonya N. Martin Kathryn Scantlebury 《Educational Assessment, Evaluation and Accountability》2009,21(2):119-136
This paper focuses on content-based and pedagogical instructors’ use of cogenerative dialogues to improve instructional practice
and to evaluate program effectiveness in a professional development program for high school chemistry teachers. We share our
research findings from using cogenerative dialogues as an evaluative tool for general assessment of various program-related
issues. We discuss how engaging students in cogenerative dialogues improved teaching and learning in chemistry and chemistry
education courses. This research provides insights and direction for improving content-based professional development programs
for science teachers and the learning experiences of high school science students. Cogenerative dialogue has the potential
to expand evaluation methodologies that will position participants more centrally in not only the collection of data, but
also the analysis of these data to catalyze transformative practices in educational programs.
相似文献
Sonya N. MartinEmail: |
17.
Richard White Paul Gardner Malcolm Carr Alister Jones Ken Appleton Marilyn Fleer Christine Redman Vaille Dawson Wen-Hua Chang Stephen M. Ritchie 《Cultural Studies of Science Education》2009,4(2):263-301
This collection of historical accounts provides diverse perspectives on the structure and culture of the community of researchers
who participate in activities of the Australasian Science Education Research Association (ASERA). It describes the formation
of the Association, and identifies major changes and challenges for the ever growing and internationalisation of its membership.
相似文献
Stephen M. RitchieEmail: |
18.
Institutional change includes the supplanting of the old model of production with a new one, the elimination of old markets
and the emergence of new ones. As higher education around the world shifts from national markets to an integrated transnational
market, and possibly toward a virtual market, Christian higher education, like other market sectors, will have the opportunity
to redefine its market niche. Emerging opportunities linked to new institutional rules will challenge higher education in
ways that may not yet be obvious to its present managers and faculties. How the university in its portfolio of options might
negotiate the elimination of old markets and the creation of new markets is the subject of this essay. A general set of principles
and recommendations is offered.
相似文献
Steven LoomisEmail: |
19.
Campus-based urban legends have the potential to convey and construct student culture in higher education. Basic qualitative
and humanistic research methods were used to collect, analyze, and interpret legends related to the academic experience of
collegiate life.
相似文献
Claire Howell MajorEmail: |
20.
Julie A. Bianchini 《Cultural Studies of Science Education》2008,3(4):799-810
This article examines Mary Budd Rowe’s groundbreaking and far-reaching contributions to science education. Rowe is best known
for her research on wait-time: the idea that teachers can improve the quality and length of classroom discussions by waiting
at least 3 s before and after student responses. Her wait-time research grew from and helped inform her staunch advocacy of
science education as inquiry; Rowe saw wonder and excitement as central to the teaching and learning of science. She spent
much of her professional life designing professional development experiences and innovative curriculum materials to help teachers,
particularly elementary school teachers, enact inquiry in their classrooms.
相似文献
Julie A. BianchiniEmail: |