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1.
Wolff-Michael Roth’s In Search of Meaning and Coherence: A Life in Research, presents a selection of his previously published key works layered with current commentary and analysis. In this book review,
we explore themes that emerge through the text to trace Roth’s development as a theoretician and as a researcher. We recommend
this book for all those who are interested in Wolff-Michael Roth and the trajectory of his career, in particular those who
are just beginning their journey towards academic scholarship.
相似文献
Christina SiryEmail: |
2.
George Reisch 《Science & Education》2009,18(2):191-197
In responding to critics and reviewers of my book, How the Cold War Transformed Philosophy of Science, I attempt to identify some misleading conventional wisdom about the place of values in philosophy of science and then offer
three distinct ways in which philosophers of science can engage their work with ongoing social and political currents.
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George ReischEmail: |
3.
Zbigniew Semadeni 《Educational Studies in Mathematics》2008,68(1):1-17
To explicate certain phenomena, e.g., the possibility of deduction without definition, we hypothesize that an individual is
able to understand and appreciate reasoning with a due feeling of its necessity when the concept image of each concept involved
in the reasoning has reached a certain level of development; we then speak of deep intuition. This conception is presented (with a variety of examples) in the framework of D. Tall’s theory of three worlds of mathematics
(‘conceptual-embodied’, ‘proceptual-symbolic’, and ‘formal-axiomatic’).
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Zbigniew SemadeniEmail: |
4.
Don Latham 《Children‘s Literature in Education》2008,39(3):213-226
In Skellig, Kit’s Wilderness, and Clay, David Almond employs various types of intertextuality to enrich his narratives. Through the use of allusion, adaptation,
collage, and mise-en-abyme, he encourages his adolescent readers to seek out precursor texts and to consider the interrelationships between these texts
and his own. By so doing, he demonstrates the respect he has for his readers and empowers them to become active makers of
meaning.
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Don LathamEmail: |
5.
Janis Dawson 《Children‘s Literature in Education》2007,38(2):141-152
This article discusses Philip Reeve's young adult science fiction novels as literary collages. It explores the ways in which
the author uses postmodernisms to introduce big ideas and construct a compelling futuristic world that combines fast-paced
adventure with the bildungsroman.
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Janis DawsonEmail: |
6.
Susan Louise Stewart 《Children‘s Literature in Education》2009,40(3):180-196
When Ralph Ellison’s Invisible Man was published in 1952, he could not have known the impact his metaphor of invisibility would have on adolescent and YA literature.
However, upon closer inspection, the importance and prevalence of his metaphor becomes evident. Authors of adolescent and
YA literature routinely use the metaphor as an intertextual shortcut to discuss issues that shape adolescent subjectivity,
which is demonstrated through an examination of Sapphire’s Push, Virginia Hamilton’s The Planet of Junior Brown, and Robert Cormier’s Fade.
相似文献
Susan Louise StewartEmail: |
7.
Technology-Enhanced Formative Assessment: A Research-Based Pedagogy for Teaching Science with Classroom Response Technology 总被引:3,自引:3,他引:0
Classroom response systems (CRSs) are a promising instructional technology, but most literature on CRS use fails to distinguish between technology and
pedagogy, to define and justify a pedagogical perspective, or to discriminate between pedagogies. Technology-enhanced formative assessment (TEFA) is our pedagogy for CRS-based science instruction, informed by experience and by several traditions of educational
research. In TEFA, four principles enjoin the practice of question-driven instruction, dialogical discourse, formative assessment, and meta-level communication. These are enacted via the question cycle, an iterative pattern of CRS-based questioning that can serve multiple instructional needs. TEFA should improve CRS use and
help teachers “bridge the gap” between educational research findings and practical, flexible classroom strategies for science
instruction.
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Ian D. BeattyEmail: |
8.
Tim Rowland 《Educational Studies in Mathematics》2008,69(2):149-163
This empirical paper considers the different purposes for which teachers use examples in elementary mathematics teaching,
and how well the actual examples used fit these intended purposes. For this study, 24 mathematics lessons taught by prospective
elementary school teachers were videotaped. In the spirit of grounded theory, the purpose of the analysis of these lessons
was to discover, and to construct theories around, the ways that these novice teachers could be seen to draw upon their mathematics
teaching knowledge-base in their lesson preparation and in their observed classroom instruction. A highly-pervasive dimension
of the findings was these teachers’ choice and use of examples. Four categories of uses of examples are identified and exemplified:
these are related to different kinds of teacher awareness.
相似文献
Tim RowlandEmail: |
9.
Marek Oziewicz 《Children‘s Literature in Education》2009,40(2):85-94
This article examines Terry Pratchett’s The Amazing Maurice as a modern example of environmentally informed social dreaming about sustainable coexistence. In our increasingly ecologically-conscious
world sustainability and coexistence have become key words in the discourse about social, economic and political relations.
The problem of relating to what lies beyond the human, however, remains a challenge. This article argues that this problem
is central to Pratchett’s novel, making it a serious commentary on ecoliteracy and ecodesign. The Amazing Maurice, it is claimed, is a work with a transformative purpose. It suggests that cooperation and coexistence are workable beyond
what we assume to be their limits.
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Marek OziewiczEmail: |
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.
Ruth Berman 《Children‘s Literature in Education》2008,39(3):169-185
The second book edition of Louisa May Alcott's Hospital Sketches eliminated jokes about drinking and religion. Although these were small changes, the edgy theme of drinking and religion
as topics that could and sometimes should be taken lightly (even by a writer who also considered both topics as serious) interested
Alcott throughout her career. Jokes on drinking and religion, although not a major element in any one of Alcott's stories
(and not present at all in Little Women, published the year before the reprint of Hospital Sketches and written while negotiations for the reprint were going on), were recurrent in her work generally and added up to a substantial
element in her humorous attacks on pomposity.
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Ruth BermanEmail: |
12.
Susan Louise Stewart 《Children‘s Literature in Education》2008,39(2):95-105
The author analyzes two texts, Gloria Whelan’s Homeless Bird and Deborah Ellis’s Parvana’s Journey, in an attempt to explain some of the problems and difficulties associated with those texts. The author examines Whelan’s
representations of India and finds troubling binaries associated with that text. In comparison, the author finds Ellis’s depictions
of Afghanistan more nuanced and complex. The author also discusses student reception of both texts and offers ways to problematize
some of their reactions.
相似文献
Susan Louise StewartEmail: |
13.
In this paper we describe learners being asked to generate examples of new mathematical concepts, thus developing and exploring
example spaces. First we elaborate the theoretical background for learner generated examples (LGEs) in learning new concepts.
The data we then present provides evidence of the possibility of learning new concepts through a symbiosis of induction and
abduction from experience and deduction from the relationships generated in exemplification. In other words, experience can
be organised in such a way that shifts of understanding take place as a result of learners’ own actions. Actions, in this
context, include mental acts of organisational reflection.
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Anne WatsonEmail: |
14.
Sreyashi Jhumki Basu Angela Calabrese Barton 《Cultural Studies of Science Education》2009,4(2):387-392
In this rejoinder to Bryan Brown and John Reveles, we highlight the facts that (a) sociocultural theories of learning do not
go far enough because they fail to address a number of issues and (b) we require concepts such as power and positionality
to understand science learning.
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Angela Calabrese BartonEmail: |
15.
Paul Joslin Karen S. Stiles J. Stanley Marshall O. Roger Anderson James J. Gallagher Jane Butler Kahle Peter Fensham Ruben Lazarowitz Léonie J. Rennie Barry Fraser John R. Staver Alejandro Gallard María Pilar Jiménez-Aleixandre Justin Dillon Hedy Moscovici Hsiao-Lin Tuan Christopher Emdin Kenneth Tobin Wolff-Michael Roth 《Cultural Studies of Science Education》2008,3(1):157-207
In this Forum, we construct a history of the National Association for Research in Science Education (NARST) through the analysis of documents and through the personal perspectives of individuals. The history of NARST is inseparable
from the biography of the individuals through whose lives it was produced and reproduced. The history of NARST is a living
history that both shapes and was shaped by the biographies of its members.
相似文献
Kenneth TobinEmail: |
16.
Re-visioning Action: Participatory Action Research and Indigenous Theories of Change 总被引:2,自引:0,他引:2
Eve Tuck 《The Urban Review》2009,41(1):47-65
This article observes that participatory action research (PAR), by nature of being collaborative, necessitates making explicit
theories of change that may have otherwise gone unseen or unexamined. The article explores the limits of the reform/revolution
paradox on actions and theories of change in PAR. Citing examples from two recent youth PAR projects on educational issues,
the author submits that when met with such a paradox, one can only move to a new vantage point. Four alternative vantage points,
drawn from Indigenous epistemologies, are illustrated; they are sovereignty, contention, balance, and relationship.
相似文献
Eve TuckEmail: |
17.
Outcomes of three different types of computerized training in sub-lexical items (word-initial consonant clusters) on reading
speed for 39 German-speaking poor readers in Grades 2 and 3 were evaluated. A phonological–orthographic association group, a reading aloud group, and a combined group were compared in performance with an untrained control group. During short-term training, the intervention groups showed higher gains than the control group in reading speed of the trained
sub-lexical items and of the words containing the trained segments. No differences were found between the intervention groups.
In the development of pseudoword reading, the groups did not show differential improvements. The generalization effect to
pseudoword reading was similar, whether the pseudowords contained the trained segment as a syllable or as a non-syllabic letter
string. The gains induced by training were specific to the materials used in training and did not induce gains in general
reading speed.
相似文献
Sini HintikkaEmail: |
18.
This paper suggests an alternative to the standard practice of measuring the graduation rate performance using regression
analysis. The alternative is production frontier analysis. Production frontier analysis is appealing because it compares an
institution’s graduation rate to the best performance instead of the average performance. The paper explains the differences
between these two types of analysis and provides examples of their application using data for 187 national universities.
相似文献
David H. FeldmanEmail: |
19.
Catherine Milne Susan Kirch Sreyashi Jhumki Basu Mary Leou Pamela Fraser-Abder 《Cultural Studies of Science Education》2008,3(2):417-434
We engage in a metalogue based on eight papers in this issue of Cultural Studies of Science Education that review the state of conceptual change research and its possible affect on the teaching and learning of science. Our
discussion addresses three aspects of conceptual change research: theoretical, methodological, and practical, as we discuss
conceptual change research in light of our experiences as science educators. Finally, we examine the implications of conceptual
change research for the teachers and students with whom we work.
相似文献
Catherine MilneEmail: |
20.
Melissa Gross 《Children‘s Literature in Education》2007,38(2):115-126
Alice Miller’s work provides a theoretical framework to assess the effects of child abuse and its relationship to the development
of creativity, hatred, and violence in the novel Ender’s Game. Analysis focuses on the extent to which children are manipulated in order to meet the needs of adults, the presence of behaviors
such as the repression of feelings and memories, the idealization of perpetrators, blind obedience to authority, and the expression
of repressed feelings in destructive acts, and identification of a helping witness as predictors for the actions and outcomes
in this story.
相似文献
Melissa GrossEmail: |