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1.
Students have been largely ignored in discussions about how best to teach science, and many students feel the curriculum is
detached from their lives and interests. This article presents a strategy for incorporating students’ interests into the formal
Biology curriculum, by drawing on the political meaning of “shadow government” as alternative policies developed by parties
not in office. A “shadow curriculum” thus reflects the interests and information needs of those who have no voice in deciding
what the formal curriculum should include, although they are the ones who are most influenced by it. High school students’
interests in three Biology topics were identified (n = 343) and retested on another student sample (n = 375), based on their solicited questions as indicators for interests. The results of this exploratory case study showed
that half of the questions asked by students in the areas of genetics, the cardiovascular system and the reproductive system
are not addressed by the national curriculum. Students’ questions were then expressed in the curricular language of principles,
phenomena and concepts in order to create a shadow curriculum. A procedure that could be used by other researchers and practitioners
to guide the development of a curriculum that is more aligned with student interests is suggested. 相似文献
2.
The purpose of this mixed methods sequential explanatory study was to identify factors contributing to students’ persistence
in the University of Nebraska-Lincoln Distributed Doctoral Program in Educational Leadership in Higher Education by obtaining
quantitative results from surveying 278 current and former students and then following up with four purposefully selected
typical respondents to explore those results in more depth. In the first, quantitative, phase, five external and internal
to the program factors were found to be predictors to students’ persistence in the program: “program”, “online learning environment”,
“student support services”, “faculty”, and “self-motivation”. In the qualitative follow up multiple case study analysis four
major themes emerged: (1) quality of academic experiences; (2) online learning environment; (3) support and assistance; and
(4) student self-motivation. The quantitative and qualitative findings from the two phases of the study are discussed with
reference to prior research. Implications and recommendations for policy makers are provided. 相似文献
3.
Katherine Main 《The Australian Educational Researcher》2010,37(3):77-93
Explicit training in teaming skills (both preservice and inservice) has been identified as a key means of facilitating the
effective functioning of teaching teams (Main, 2007). This case study explored how groupwork tasks within university coursework
can prepare preservice education students to work effectively in teaching teams. Three students in their final year of study
were primed to the skills that have been identified as necessary for successful team practices. The students then participated
in a semi-structured interview about their groupwork experiences at university. Results from this study of preservice teacher
education students reflected findings from studies of students’ groupwork experiences in other disciplines (i.e., business).
Students reported opportunities to practise teamwork. However, they were not explicitly taught “how” to work effectively together.
It was also found that the assessment focus was entirely on the final “product” and not on the group “process”. 相似文献
4.
Margareta Enghag Hans Niedderer 《International Journal of Science and Mathematics Education》2008,6(4):629-653
The theoretical framework student ownership of learning is developed both theoretically and with qualitative research. The metaphor “ownership” is related to the process towards
meaning making and understanding and is seen as relevant especially to improve physics instruction. The dimension group ownership of learning refers to the groups’ actions of choice and control of the management of the task; how the task is determined, performed
and finally reported. The other dimension, the individual student ownership of learning, refers to an individual student’s own question/idea that comes from own experiences, interests or anomalies of understanding;
an idea/question that comes back several times and leads to new insights. From literature and from our own data, we have developed
categories for group and individual student ownership of learning, which were iteratively sharpened in order to identify ownership
in the two dimensions. As a consequence, we argue for use of the framework student ownership of learning as a way to identify
an optimal level of ownership for better learning and higher motivation in physics teaching. 相似文献
5.
Tailoring National Standards to Early Science Teacher Identities: Building on Personal Histories to Support Beginning Practice 总被引:1,自引:0,他引:1
Charles J. Eick 《Journal of Science Teacher Education》2009,20(2):135-156
Individual recommendation plans (IRP) for student teaching practice were co-constructed with two methods students based on
the select application of National Science Teachers Association’s National Standards for Science Teacher Preparation. Methods
students completed a resume, an interview on pedagogical preferences, and a learning styles survey to determine the reform-based
standards and pedagogical approaches that better fit their personal histories and identity formation as science teachers.
Each case was unique with one student better meeting the Standards of “Issues” and “Science in the Community” and the other
student better meeting the standards of “Inquiry” and the “Nature of Science”. Student teachers planned and taught lessons
based on their IRP and were mostly successful in meeting their prescribed standards and utilizing their preferred pedagogies.
However, their success in use of specific strategies supporting their approach was highly dependent upon classroom context.
The use of the IRP process as a reflective tool strengthening identity formation and early practice is discussed. 相似文献
6.
This study examined the dispositions, experiences, and expectations of international students in a developing country to understand
the increasing phenomenon of reverse student flows and the role of the political economy in international student mobility.
Students’ dispositions, experiences and expectations—referred here collectively as “orientations”—served as the guiding framework
for this study. Data were drawn from survey responses from 279 international students at universities throughout Mexico and
analyzed to explore the orientations among students from Europe, Latin America and North America. Findings showed significant
differences among international students’ dispositions, experiences, and expectations by these geographical regions of origin.
In a broader context, this research addressed the important role of developing countries as not only senders but also receivers
of international students. This research also demonstrated the ways that the political economy shape the orientations of students
studying abroad. 相似文献
7.
A science teacher and her mentor reflect on their participation in the Learning Research Cycle, a professional learning model
that bridges research and practice in both university and public school contexts. Teachers do scientific research in scientists’
laboratories, then bridge their scientific experiences with the design of new classroom learning environments and teacher-driven
educational research projects. Science students do scientific research via their teachers’ lessons that bridge laboratory
research with classroom learning. Scientists and educational researchers bridge their research interests to create new questions
centered on teaching and learning in authentic science learning environments. The authors engaged in this qualitative inquiry
present their perspectives on “what goes on,” “what we have learned,” and “what it means to the larger community.” 相似文献
8.
Donald A. Stepich Peggy A. Ertmer Molly M. Lane 《Educational technology research and development : ETR & D》2001,49(3):53-67
This paper proposes the use of specific coaching strategies to facilitate student use of expert-like problem-solving strategies
while analyzing and solving instructional design case studies. Findings from an exploratory study, designed to examine changes
in students' problem-solving skills as they analyzed case studies, suggested that students could show expert characteristics
at times, under some circumstances, but did not perform like experts on a regular basis. At two midwestern universities, 37
students analyzed 6 to 10 case studies both in class and in on-line discussions. Comparisons were made both within and across
students, as well as across time, to examine patterns and changes in student problem-solving approaches. Findings suggested
that primary influences on the incidence of expert performance were more external than internal and might be more aptly characterized
as “coached expertise”. Specific suggestions are included for coaching the development of student problem-solving skills within
a case-based course. 相似文献
9.
Figuring “Success” in a Bilingual High School 总被引:1,自引:0,他引:1
Using the concept of figured worlds, this article demonstrates how the faculty, staff, and students of Gregorio Luperón High
School in New York City figured “success” by prioritizing the students’ linguistic and cultural resources. “Success” was constructed
specifically through granting Spanish high status, developing positive teacher–student relationships, and relying upon the
cultural artifact of the opportunity narrative. This qualitative ethnographic study focuses on the school-related social interactions
that took place among students, teachers and staff, to explore the socially and locally constructed model of success within
this bilingual high school for newly arrived, Spanish-speaking immigrant youth.
Ali Michael is a PhD candidate in Teaching Learning, Curriculum and Society at the University of Pennsylvania. Her academic
and research interests include whiteness studies, multicultural education and anthropology of education.
Norma Andrade is the Language and Latin American Coordinator and Advocate for a non-profit organization, Refugee Women’s Alliance,
located in Seattle, Washington. She advocates for the immigrant and refugee communities in Washington State.
Lesley Bartlett is an assistant professor at Teachers College, Columbia University. Her research and teaching interests include
anthropology of education, comparative and international education, sociocultural studies of literacies, transnationalism,
and schooling across the Americas. 相似文献
10.
Shelly Sheats Harkness Beatriz Dambrosio Anastasia S. Morrone 《Educational Studies in Mathematics》2007,65(2):235-254
In this study, data in the form of (preservice teacher) student voices taken from mathematical autobiographies, written at the beginning of the semester, and end-of-semester reflections, were
analyzed in order to examine why preservice elementary school teachers were highly motivated in a social constructivist mathematics
course in which the teacher emphasized mastery goals. The findings suggest that students entered the course with a wide variety
of feelings about mathematics and their own mathematical ability. At the end of the semester, students wrote about aspects
of the course that “led to their growth as a mathematical thinker and as a mathematics teacher…” Student responses were coded
within themes that emerged from the data: Struggle; Construction of meaning [mathematical language; mathematical understanding];
Grouping [working in groups]; Change [self-efficacy; math self-concept]; and the Teacher’s Role. These themes are described
using student voices and within a motivation goal theory framework. The role of struggle, in relation to motivation, is discussed. 相似文献
11.
Steven C. Turner 《Science & Education》2012,21(2):245-270
Between 1880 and 1920 the way science was taught in American High Schools changed dramatically. The old “lecture/demonstration”
method, where information was presented to essentially passive students, was replaced by the “laboratory” method, where students
performed their own experiments in specially constructed student laboratories. National leadership in education was generally
weak during this period, and the new method required significant investments by the schools, but within a few decades American
science education was rapidly and completely transformed. Previous studies of this fundamental change have concentrated on
the activities of organizations like the NEA, the Bureau of Education and a few major universities, but the way in which these
groups were able to effect actual changes in classroom practice is not completely clear. This article attempts to broaden
the existing narrative by integrating the rich and largely ignored material culture of science education—such things as textbooks,
lab manuals, student notebooks, science teaching instruments and scientific instrument catalogs. Surprisingly, much of this
story can be seen in changes to the depiction of a single, venerable and otherwise unremarkable teaching instrument: the inclined
plane. 相似文献
12.
Ayanna F. Brown 《The Urban Review》2011,43(5):597-619
This article presents the complex relationship between how black male and female identities have been constructed dichotomously
in response to the gender framed “crisis” in black America. The ethnographic research study was conducted in an secondary
African American History course, located in an urban school district in the southern portion of the United States. A case
study of one black female student in a class of fourteen black male students was developed to deconstruct opposition and the
use of resistance and empowerment by the female student. The classroom interactions among the male students, teacher, and
Nicole were presented and analyzed from Nicole’s perspective. Analysis centralizes how Nicole interprets the class community,
social interactions, and language used reflecting the needs of the African American males at the expense of her own social,
cultural, and gender identity. 相似文献
13.
John C. Smart Corinna A. Ethington Paul D. Umbach Louis M. Rocconi 《Research in higher education》2009,50(5):483-501
This study examines variability in the extent to which faculty members in the disciplinary-based academic environments of
Holland’s theory emphasize different student learning outcomes in their classes and whether such differences are comparable
for those in “consistent” versus “inconsistent” environments. The findings show wide variation in the extent to which faculty
members in four of the academic environments of Holland’s theory emphasize the alternative student learning outcomes and that
such differences vary based on the level of consistency or inconsistency in the environmental profiles of the environments.
The implications of these findings for future research using Holland’s theory to understand longitudinal patterns of change
and stability in the attitudes, interests, and abilities of college students as well as variability in the patterns of professional
attitudes and behaviors of college faculty are discussed. Attention is also devoted to the policy development and practical
implications of these findings for academic advisors, career counselors, and other college and university leaders. 相似文献
14.
Anne French Dalke Kim Cassidy Paul Grobstein Doug Blank 《Journal of Educational Change》2007,8(2):111-130
This essay reflects the shared experiences of four college faculty members (a biologist, a psychologist, a computer scientist,
and a feminist literary scholar) working together with K-12 teachers to explore a new perspective on educational practice.
It offers a novel rationale for independent thinking and learning, one that derives from rapidly developing interdisciplinary
and transdisciplinary inquiries in the sciences and social sciences into what are known as “complex” or “emergent” systems.
Using emergent systems as a model of teaching and learning makes at least three significant contributions to our thinking
bout teaching, in three very different dimensions. It invites us into an awareness that the brains of individual students
and teachers operate as emergent systems that are neither possible nor desirable to control fully. It invites us to appreciate
as well that the activities and benefits of a classroom are not all individual interactions between teacher and student. Interactions
among students and teachers are collectively contributing to a somewhat unpredictable project with an insistently social dimension,
which is in turn crucial to the individual achievements of all involved. Finally, emergent pedagogy encourages us to consider
more carefully the relations between the individual classroom and the larger educational community of which it is a component,
including a challenge to rethink the matter of assessment. 相似文献
15.
Attitudes toward learning (ATL) have been shown to influence students’ learning outcomes. However, there is a lack of knowledge
about the ways in which the interaction between ATL, the learning situation, and the level of students’ prior knowledge influence
affective reactions and conceptual change. In this study, a simulation of acid-base titrations was examined to assess the
impact of instruction format, level of prior knowledge and students’ ATL on university-level students, with respect to flow
experiences (Csikszentmihalyi, 1990) and perceived conceptual change. Results show that the use of guiding instructions was
correlated with a perceived conceptual change and high levels of “Challenge,” “Enjoyment,” and “Concentration,” but low sense
of control during the exercise. Students who used the open instructions scored highly on the “Control flow” component, but
their perceived learning score was lower than that for the students who used the guiding instructions. In neither case did
students’ ATL or their pre-test results contribute strongly to students’ flow experiences or their perceived learning in the
two different learning situations. 相似文献
16.
Lectures are often thought of in terms of information transfer: students (do not) “get” or “construct meaning of” what physics
professors (lecturers) say and the notes they put on the chalkboard (overhead). But this information transfer view does not
explain, for example, why students have a clear sense of understanding while they sit in a lecture and their subsequent experiences
of failure to understand their own lecture notes or textbooks while preparing for an exam. Based on a decade of studies on
the embodied nature of science lectures, the purpose of this article is to articulate and exemplify a different way of understanding
physics lectures. We exhibit how there is more to lectures than the talk plus notes. This informational “more” may explain
(part of) the gap between students’ participative understanding that exists in the situation where they sit in the lecture
on the one hand and the one where they study for an exam from their lecture notes on the other. Our results suggest that in
lectures, concepts are heterogeneous performances in which meaning is synonymous with the synergistic and irreducible transactions of many different communicative modes, including
gestures, body movements, body positions, prosody, and so forth. 相似文献
17.
Burden of Acting Neither White Nor Black: Asian American Identities and Achievement in Urban Schools
Jamie Lew 《The Urban Review》2006,38(5):335-352
Ogbu’s theory of “burden of acting white” has been one of the most frequently cited studies to explain black and white achievement
gap. However, emerging studies have argued that Ogbu’s theory may be limited when examining variability of school achievement
among black and white students. Research shows that in addition to culture, other social forces, such as class, peer networks,
and school context may play a significant role when accounting for minority students’ academic aspirations and achievement.
In the midst of this on-going debate, however, there is a limited understanding of how, if at all, theory of “acting white”
plays a role for racial groups other than black and white students. By extending the discussion beyond a black-and-white discourse,
this research examines how Asian American students in two different social and economic contexts, negotiate their race and
ethnic identities. Framed by a prevalent model minority stereotype that conflates Asian Americans with whiteness, the findings
show that portrayal of Asian “success” much like black “failure” cannot be explained solely on their cultural orientation.
By comparing experiences of two groups of Korean American students—both high- and low-achieving—in different economic and
school contexts, this study illustrates how the two groups of Korean American students adopt different racial strategies depending
on their socioeconomic backgrounds, peer networks, and school contexts. Using Korean American students in urban schools as
a case study, this research complicates and challenges our understanding of the role of culture in school achievement and
illustrates how culture intersects with class, race, and schools.
Jamie Lew is an Assistant Professor in the Department of Urban Education, Rutgers University-Newark, 110 Warren Street, Newark,
NY, 07102-1814, USA 相似文献
18.
John C. Smart 《Research in higher education》2010,51(5):468-482
The findings of this study show wide variation in the learning patterns of college students in the academic environments of
Holland’s theory and, more importantly, that such variability differs based on the level of “consistency” or “inconsistency”
of the environments. Differences in the learning patterns of students in “consistent” academic environments tend to be more
in alignment with the premises of Holland’s theory than those of students in “inconsistent” environments. Implications of
these findings for future research using Holland’s theory to understand longitudinal patterns of change and stability in the
attitudes, interests, and abilities of college students are discussed, and attention is devoted to policy development and
practical implications for academic advisors, career counselors, campus leaders, and governmental and accrediting officials. 相似文献
19.
This paper reports a qualitative case study of four preservice student teachers’ professional learning experiences in an international
field experience programme situated in the language and cultural immersion component of a PGDE(Primary) Programme in Hong
Kong. Two of the student teachers undertook the international field experience in Australia and Canada. The other two had
their “non-local” field experience in mainland China1. The findings reveal student teachers' development in personal and intercultural
competence in cross-cultural experiences. Their professional learning experiences in the action context, socio-professional
context, and supervisory context of the cross-cultural school settings, and their reflection upon these experiences constituted
the development of their professional competence. Suggestions for improvement of the international field experience programme
and implications for future research are discussed. 相似文献
20.
Lena Hansson Andreas Redfors Maria Rosberg 《Journal of Science Education and Technology》2011,20(4):388-402
In a European project—CoReflect—researchers in seven countries are developing, implementing and evaluating teaching sequences
using a web-based platform (STOCHASMOS). The interactive web-based inquiry materials support collaborative and reflective
work. The learning environments will be iteratively tested and refined, during different phases of the project. All learning
environments are focusing “socio-scientific issues”. In this article we report from the pilot implementation of the Swedish
learning environment which has an Astrobiology context. The socio-scientific driving questions are “Should we look for, and
try to contact, extraterrestrial life?”, and “Should we transform Mars into a planet where humans can live in the future?”
The students were in their last year of compulsory school (16 years old), and worked together in triads. We report from the
groups’ decisions and the support used for their claims. On a group level a majority of the student groups in their final
statements express reluctance towards both the search of extraterrestrial life and the terraforming of Mars. The support used
by the students are reported and discussed. We also look more closely into the argumentation of one of the student groups.
The results presented in this article, differ from earlier studies on students’ argumentation and decision making on socio-scientific
issues (Aikenhead in Science education for everyday life. Evidence-based practice. Teachers College Press, New York, (2006) for an overview), in that they suggest that students do use science related arguments—both from “core” and “frontier” science—in
their argumentation and decision making. 相似文献