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1.
This article focuses upon programs for undergraduate women in science and engineering, which are a strategic research site
in the study of gender, science, and higher education. The design involves both quantitative and qualitative approaches, linking
theory, method, questions, and analyses in ways not undertaken previously. Using a comprehensive, quantitative, cross-institutional,
and longitudinal method, two extreme groups of programs are distinguished: those associated with the “most successful” and
“least successful” outcomes in undergraduate degrees awarded to women in science and engineering. Qualitative analyses of
interview data with key players in the programs in these two groups point to ways in which definitions of issues, problems,
and solutions diverge (as well as converge), and thus to conceptual underpinnings that have important real-life consequences
in these organizational settings of higher education. The programs that regard issues, problems, and solutions of women in
science and engineering as rooted in “institutional/structural-centered,” as opposed to “individual/student-centered,” perspectives
are associated with the most positive outcomes in undergraduate degrees awarded to women in science and engineering.
相似文献
Mary Frank FoxEmail: |
2.
Marilyn Fleer 《Cultural Studies of Science Education》2008,3(3):781-786
“Culturally-Sensitive Schooling” as proposed by Brayboy and Castagno offers an important way of thinking about the relations
between formal and informal science learning and between Western and Indigenous science. The constructivist framework adopted
by Brayboy and Castagno in their discussions is consistent with the theoretical approach traditionally used by many researchers
and scholars interested in science learning. In this article I explore the basic concepts introduced in their paper, but use
a different theoretical lens for explicating concept formation. Through a cultural-historical reading of “Culturally Sensitive
Schooling,” different insights can be gained about the relations between everyday informal learning and schooled learning
in science. I argue that dialectical logic is more productive for re-theorising science teaching and learning in culturally
diverse communities.
相似文献
Marilyn FleerEmail: |
3.
This study explores the extent to which the term “sex hormone” is used in science textbooks, and whether the use of the term
“sex hormone” is associated with pre-empirical concepts of sex dualism, in particular the misconceptions that these so-called
“sex hormones” are sex specific and restricted to sex-related physiological functioning. We found that: (1) all the texts
employed the term “sex hormone”; (2) in all texts estrogen is characterized as restricted to females and testosterone is characterized
as restricted to males; and (3) in all texts testosterone and estrogen are discussed as exclusively involved in sex-related
physiological roles. We conclude that (1) contemporary science textbooks preserve sex-dualistic models of steroid hormones
(one sex, one “sex hormone”) that were rejected by medical science in the early 20th century and (2) use of the term “sex
hormone” is associated with misconceptions regarding the presence and functions of steroid hormones in male and female bodies.
相似文献
Ross H. NehmEmail: |
4.
Kenneth Leithwood 《Journal of Educational Change》2008,9(1):71-75
Policy makers and leadership developers now admonish both aspiring and practicing educational leaders to base what they do
on evidence of “best practice”. Some argue, however, that today’s best practices stand a reasonably good chance of being unsuitable
for schools in the future. Unfortunately, effective leadership in future schools is empirically unknowable. This paper unpacks
the arguments about “best” and “next” practices concluding that there is an empirically defensible foundation for current
and future leaders.
相似文献
Kenneth LeithwoodEmail: |
5.
Charbel Niño El-Hani Fábio Pedro Souza de Ferreira Bandeira 《Cultural Studies of Science Education》2008,3(3):751-779
In this commentary on Brayboy and Castagno’s paper, published in this volume, we discuss, on the one hand, many points of
agreement between their proposal of culturally responsive schooling for indigenous youth and El-Hani and Mortimer’s proposal
of culturally-sensitive science education. On the other hand, we focus on a key disagreement, not only with Brayboy and Castagno,
but with a whole body of literature on multicultural, postcolonialist, postmodernist education. The main point of disagreement
lies in the fact that we are not sure that to broaden the concept of science so as to talk about “native science” or “indigenous
science” is indeed the best strategy to attain a goal that we wholeheartedly share with Brayboy and Castagno, to value other
ways of knowing for their own sake, validity, and legitimacy.
相似文献
Fábio Pedro Souza de Ferreira BandeiraEmail: |
6.
Yukari Seko 《Learning Inquiry》2008,2(3):181-199
Internet-mediated joint suicides or “Net group suicides” (Net shinjū) has become a significant social problem in Japan since 2002. Despite a privileged view of suicide-related cyberspaces as
a murky underworld, there has been little study about how the participants of such spaces interact and perform their “suicidal”
identity. Viewing cyberspace as a unique discursive playground that sprouts a myriad of transgressive narratives, this paper
examines “Suicide Club” (Jisatsu Club) an online discussion forum that facilitated the largest “Net group suicide” in Japanese history. A thematic content analysis
of actual postings on “Suicide Club” reveals the double-edged nature of the forum. While some participants were determined
to seek suicide companions or what I metaphorically call “suicide machines,” others used the board as a social outlet to freely
disclose their pent-up struggles, attempting to collectively transgress social taboos of suicide.
相似文献
Yukari SekoEmail: |
7.
Joby Gardner 《The Urban Review》2009,41(2):174-197
This article explores how incarcerated youth and adult supervisors contest claims to identity via language of “representing”.
Comparing how youth and adults “represent” in discussions of their own past and future selves sheds light on the constrained
universe of discourse within which both groups work to express identities and on the basis of which we counsel, mentor, and
educate young people. Acknowledging these constraints can contribute to understanding what I call exceptionalism—the idea that only exceptional poor and raced young men, through great personal effort and sacrifice, may resist the lure
of the “street”. I conclude by discussing implications of this work for education and youth development work both inside and
beyond the juvenile justice system as well as for research across lines of difference by committed “outsiders”.
相似文献
Joby GardnerEmail: |
8.
Sreyashi Jhumki Basu 《Cultural Studies of Science Education》2008,3(4):859-865
In this paper, in response to Ajay Sharma’s paper titled “Portrait of a science teacher as a bricoleur: A case study from
India” and associated reviews, I address the value of bridging two narrative styles for describing teacher development, discuss
questions of over-essentializing an Indian school context, propose that teacher and student participants should be included
in this type of writing series, and identify institutional barriers to researchers acting as agents-of-change.
相似文献
Sreyashi Jhumki BasuEmail: |
9.
Sung-Ae Lee 《Children‘s Literature in Education》2008,39(2):85-93
A recent controversy in the USA centres on classroom use of Yoko Kawashima Watkins’s semi-autobiographical So Far from the Bamboo Grove (1986), a novel focused on the flight of Japanese settler families to Japan after the liberation of Korea at the end of World
War II. Taught in a literary and historical vacuum under the thematic umbrella of “courage and survival,” the novel has been
criticised as an example of “perpetrator as victim” representation. Because of its assumed high “truth value,” life-writing
positions itself very specifically as a narrative of a “witness” recounting her story. The resultant authentication of suffering
may thereby render issues of historicity effectively irrelevant. Diverse interpretative communities may thus read the novel
in incompatible ways.
相似文献
Sung-Ae LeeEmail: |
10.
Bringing a greater number of students into science is one of, if not the most fundamental goals of science education for all, especially for heretofore-neglected groups of society such as women and Aboriginal students. Providing students with opportunities
to experience how science really is enacted—i.e., authentic science—has been advocated as an important means to allow students to know and learn about science. The purpose of this paper is
to problematize how “authentic” science experiences may mediate students’ orientations towards science and scientific career
choices. Based on a larger ethnographic study, we present the case of an Aboriginal student who engaged in a scientific internship
program. We draw on cultural–historical activity theory to understand the intersection between science as practice and the
mundane practices in which students participate as part of their daily lives. Following Brad, we articulate our understanding
of the ways in which he hybridized the various mundane and scientific practices that intersected in and through his participation
and by which he realized his cultural identity as an Aboriginal. Mediated by this hybridization, we observe changes in his
orientation towards science and his career choices. We use this case study to revisit methodological implications for understanding
the role of “authentic science experiences” in science education.
相似文献
Michiel van EijckEmail: |
11.
12.
Ethan Campbell 《Academic Questions》2007,20(4):307-310
Ideological differences in a writing class evoke the passion of political sensitivities. A graduate student tells of “coming
out” as a pro-life advocate in an essay before his feminist classmates and professor. The exchange created instant and irreconcilable
enemies, but he also found some unexpected support from a hesitant voice within that classroom.
相似文献
Ethan CampbellEmail: |
13.
Felicia M. Moore 《Journal of Science Teacher Education》2007,18(5):773-794
This study describes how teachers use their personal knowledge of a school district and their students to cope with teaching
under stressful situations associated with economic, social, and institutional factors. The 3 teachers dealt with these issues
in unique ways, focusing on helping students to overcome negative perceptions, value the importance of an education, and build
strong relationships. A model of multicultural science professional development is proposed that complements the strengths
that these teachers have. A task for science educators working with teachers and administration in schools and districts that
are “critically low performing” is to support everyone in implementing pedagogical methods aimed at empowerment, social justice,
and high achievement for all students.
相似文献
Felicia M. MooreEmail: |
14.
This exploratory study examines the learning beliefs of high and low achieving, low-income Mexican-American students. Semi-structured
interviews were conducted with 11 ninth grade students. The qualitative analysis shows that students’ perceptions of their
teachers’ expectations of a “good” student or a “not so good” student did not differ along achievement lines. However, the
students’ perceptions about what it means to be a good student differentiated the low-achievers from the high-achievers. This
study’s findings may be used to inform educators about Mexican-American students’ orientation towards school and learning,
in hopes for creating more equitable educational settings where all students achieve to their fullest potential.
相似文献
Soung BaeEmail: |
15.
Uffe Thomas Jankvist 《Educational Studies in Mathematics》2009,71(3):235-261
This is a theoretical article proposing a way of organizing and structuring the discussion of why and how to use the history
of mathematics in the teaching and learning of mathematics, as well as the interrelations between the arguments for using
history and the approaches to doing so. The way of going about this is to propose two sets of categories in which to place
the arguments for using history (the “whys”) and the different approaches to doing this (the “hows”). The arguments for using
history are divided into two categories; history as a tool and history as a goal. The ways of using history are placed into
three categories of approaches: the illumination, the modules, and the history-based approaches. This categorization, along
with a discussion of the motivation for using history being one concerned with either the inner issues (in-issues) or the
metaperspective issues (meta-issues) of mathematics, provides a means of ordering the discussion of “whys” and “hows.”
相似文献
Uffe Thomas JankvistEmail: |
16.
Thomas Crisp 《Children‘s Literature in Education》2008,39(4):237-261
Few pieces of GLBTQ fiction have received the popular and scholarly acclaim awarded to Alex Sanchez’s Rainbow Boys series. Although “problem novels” are rarely taken seriously as literature, the books—the first novel in particular—have
joined the few pieces of GLBTQ literature incorporated into educational discourse and curriculum. In this article, the author
suggests that although the positive nature and surface construction appeals to those seeking “affirmative” representations
of GLBTQ youth, the contributions made by the series may be overshadowed by its reliance on heteronormative gender stereotypes
that may actually work to perpetuate homophobic attitudes toward gay sexuality.
相似文献
Thomas CrispEmail: |
17.
Improving mathematics instruction through lesson study: a theoretical model and North American case 总被引:1,自引:0,他引:1
Catherine C. Lewis Rebecca R. Perry Jacqueline Hurd 《Journal of Mathematics Teacher Education》2009,12(4):285-304
This article presents a theoretical model of lesson study, an approach to instructional improvement that originated in Japan.
The theoretical model includes four lesson study features (investigation, planning, research lesson, and reflection) and three
pathways through which lesson study improves instruction: changes in teachers’ knowledge and beliefs; changes in professional
community; and changes in teaching–learning resources. The model thus suggests that development of teachers’ knowledge and
professional community (not just improved lesson plans) are instructional improvement mechanisms within lesson study. The
theoretical model is used to examine the “auditable trail” of data from a North American lesson study case, yielding evidence
that the lesson study work affected each of the three pathways. We argue that the case provides an “existence proof” of the
potential effectiveness of lesson study outside Japan. Limitations of the case are discussed, including (1) the nature of
data available from the “auditable trail” and (2) generalizability to other lesson study efforts.
相似文献
Catherine C. LewisEmail: |
18.
The notion of historical “parallelism” revisited: historical evolution and students’ conception of the order relation on the number line 总被引:1,自引:1,他引:0
This paper associates the findings of a historical study with those of an empirical one with 16 years-old students (1st year
of the Greek Lyceum). It aims at examining critically the much-discussed and controversial relation between the historical
evolution of mathematical concepts and the process of their teaching and learning. The paper deals with the order relation
on the number line and the algebra of inequalities, trying to elucidate the development and functioning of this knowledge
both in the world of scholarly mathematical activity and the world of teaching and learning mathematics in secondary education.
This twofold analysis reveals that the old idea of a “parallelism” between history and pedagogy of mathematics has a subtle
nature with at least two different aspects (metaphorically named “positive” and “negative”), which are worth further exploration.
相似文献
Constantinos Tzanakis (Corresponding author)Email: |
19.
In this rejoinder to Ann Kindfield and Grady Venville’s comments on our article “Reconsidering conceptual change from a socio-cultural
perspective: Analyzing students’ meaning making in genetics in collaborative learning activities,” we elaborate on some of
the critical issues they raise. Their comments make apparent some of the crucial differences between a socio-cultural and
a socio-cognitive approach towards conceptual change. We have selected some issues that are addressed, either implicitly or
explicitly, in their comments. The main issues discussed are talk and interaction as data, the significance of context in
interaction studies, the feasibility of generic claims in small-scale interaction studies, and the difference between studying
students’ understanding of science concepts as opposed to studying the construction of meaning.
相似文献
Anniken FurbergEmail: |
20.
Kenneth Kidd 《Children‘s Literature in Education》2009,40(3):197-216
This essay calls for a fresh critical approach to the topic of censorship, suggesting that anticensorship efforts, while important
and necessary, function much like literary prizing. The analysis draws especially on James English’s recent study The Economy of Prestige. There are two central arguments: first, that the librarian ethic of “selection”––introduced by Lester Asheim in 1953 as
a counterpoint to censorship––has contributed to the unfortunate construction of the censor as a “moron”; and second, that
anticensorship efforts more generally tend toward uncritical canon-making, attributing value to books simply because they’ve
been censored or (more typically) challenged.
相似文献
Kenneth KiddEmail: |