共查询到20条相似文献,搜索用时 15 毫秒
1.
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.
相似文献
Angela Calabrese BartonEmail: |
2.
A research framework for creative and imitative reasoning 总被引:1,自引:0,他引:1
Johan Lithner 《Educational Studies in Mathematics》2008,67(3):255-276
This conceptual research framework addresses the problem of rote learning by characterising key aspects of the dominating
imitative reasoning and the lack of creative mathematical reasoning found in empirical data. By relating reasoning to thinking
processes, student competencies, and the learning milieu it explains origins and consequences of different reasoning types.
相似文献
Johan LithnerEmail: |
3.
Approaches to research in the social sciences often embrace schema that are consistent with positivism, even though it is
widely held that positivism is discredited and essentially dead. Accordingly, many of the methods used in present day scholarship
are supported by the tenets of positivism, and are sources of hegemony. We exhort researchers to employ reflexive methods
to identify the epistemologies, ontologies and axiologies that are salient in their scholarship and, when necessary, transform
practices such that forms of oppression associated with crypto-positivism are identified and extinguished.
相似文献
Kenneth TobinEmail: |
4.
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: |
5.
With our conceptualization of Harré and van Langenhove’s (1999) positioning theory, we draw attention to immanent experience and read transcendent discursive practices through the moment
of interaction. We use a series of spatial images as metaphors to analyze the way positioning is conceptualized in current
mathematics education literature and the way it may be alternatively conceptualized. This leads us to claim that changing
the way mathematics is talked about and changing the stories (or myths) told about mathematics is necessary for efforts to
change the way mathematics is done and the way it is taught.
相似文献
Beth Herbel-EisenmannEmail: |
6.
Jane-Jane Lo Theresa J. Grant Judith Flowers 《Journal of Mathematics Teacher Education》2008,11(1):5-22
This article reports challenges faced by prospective elementary teachers as they revisited whole number multiplication through
a sequence of tasks that required them to develop and justify reasoning strategies for multiplication. Classroom episodes
and student work are used both to illustrate these challenges, as well as to demonstrate growth over time. Implications for
the design of mathematics courses for prospective teachers’ are discussed. Although the study is situated in the context of
multiplication, it has implications for teachers reasoning and justification in other areas of mathematics.
相似文献
Judith FlowersEmail: |
7.
Bryan A. Brown 《Cultural Studies of Science Education》2009,4(2):379-386
A great challenge in education research involves the difficulty of differentiating between studies that apply commonly understood
theoretical perspectives and recognizing studies that merely rename old theoretical frameworks. This conflict between intellectual
innovation and intellectual retrofitting emerges as central to Basu, Calabrese-Barton, Clairmont, and Lock’s exploration of
the relationship between critical agency and student identity development in science.
相似文献
Bryan A. BrownEmail: |
8.
Tamara Holmlund Nelson 《Journal of Science Teacher Education》2008,19(3):235-254
Preservice teachers in a K–8 science methods course used guided video reflection to examine their interactions with children
during science teaching. This inquiry approach helped preservice teachers identify and respond to gaps between their beliefs
and intentions about teaching all children and their enactment of those beliefs. The experience of teaching a science lesson
and then viewing it multiple times through a critical framework provided an opportunity for preservice teachers to recognize
hidden assumptions, unexamined behaviors, and the unintentional meanings they may have conveyed to children. This encouraged
them to think more critically about their roles as teachers in creating spaces where all children have access to quality science
learning experiences.
相似文献
Tamara Holmlund NelsonEmail: |
9.
Leonard J. Waks 《Learning Inquiry》2007,1(2):83-87
The topic of listening has been broadly neglected in educational studies. This special issue presents studies on the connections
between listening and reflecting in educational contexts.
相似文献
Leonard J. WaksEmail: |
10.
In this rejoinder, we respond to the major points made by Gallo-Fox (this forum), Beers (this forum), Carambo and Stickney
(this forum), and Murphy, Carlisle and Beggs (this forum). We focus primarily on the benefits and considerations that stem
from employing additional theoretical frameworks for analyzing research in coteaching. We also address some of the future
directions that should be explored in coteaching research.
相似文献
Beth WassellEmail: |
11.
Believing that accountability could be a vehicle for change, the California Department of Education (CDE) requires all high
school students to pass the Calfornia High School Exit Exam (CAHSEE) in order to graduate. In doing so, California joins many
others states in mandating a high school exit exam as a current or future requirement for graduation. In this essay, the authors
will argue that this testing approach to school change is based on myths about the role of assessment, the information testing
can provide and the impact high stakes testing has on urban schools. Although California is the focus of this analysis, these
issues are salient across the county. Testing as a solution to poor student achievement is based on faulty assumptions. It
is these assumptions this piece seeks to address.
相似文献
Joi SpencerEmail: |
12.
Ben Levin 《Journal of Educational Change》2007,8(4):323-336
Much has been written about sustainable large-scale change but there are few examples of it. Over the last 4 years, the province
of Ontario, Canada, has been engaged in just that work of moving from a system that was in constant conflict to one that generates
both good results and positive energy. This paper describes the origin, main elements and results to date of the Ontario education
strategy as an example of large-scale change in education that is respectful of educators, fair to students and communities,
and based on the best available knowledge.
相似文献
Ben LevinEmail: |
13.
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: |
14.
The Way to Wealth and the Way to Leisure: The Impact of College Education on Graduates’ Earnings and Hours of Work 总被引:1,自引:0,他引:1
Liang Zhang 《Research in higher education》2008,49(3):199-213
This study extends the analysis of the economic return of college education up to 10 years after college education and further
examines the impact of college education on graduates’ hours of work. The results suggest that variation in hours of work
explains a portion of earnings differentials among college graduates. Graduates from high-quality private institutions tend
to work longer hours than their peers from other types of institutions. Female graduates spend fewer hours working than their
male counterparts. As far as family background is concerned, graduates from high-income families tend to work longer hours
and first-generation college graduates tend to work fewer hours. Finally, business majors seem to work longer hours while
health and public affair majors less hours.
相似文献
Liang ZhangEmail: |
15.
The major growth of doctoral education in recent decades has attracted attention from policy makers and researchers. In this
article we explore the growth of doctoral education in Australia, its impact on diversity in respect of the doctoral population,
shifts in disciplinary strengths, institutional concentration and award programs. We conclude that there has been both change
and continuity in the provision of doctoral education with extensive variation at the level of practice in what is a reasonably
stable system featuring continuing hierarchical institutional diversification. The limitations of available data and issues
for further research, policy and practice are discussed.
相似文献
Peter MacauleyEmail: |
16.
Calvin Kalman 《Science & Education》2009,18(1):25-31
The whole mode of Galileo’s discovery of the Law of Inertia is an excellent exemplar of the Nature of Science. The law can,
moreover be shown to be a direct consequence of the hypothesis that space is homogeneous and isotropic and time is homogeneous
相似文献
Calvin KalmanEmail: |
17.
Richard M. Gargiulo 《Early Childhood Education Journal》2006,33(5):357-362
Homelessness is a growing social problem in the United States. Especially vulnerable to this phenomenon are young children because homelessness is viewed as a breeding ground for disabilities. Despite federal legislation ensuring educational opportunities, the educational needs of children who are homeless are frequently unfulfilled. This article reviews the educational rights of children who are homeless, including those with disabilities, and offers recommendations and suggestions as to how early childhood programs can help meet the needs of homeless young children with disabilities and their families.
相似文献
Richard M. GargiuloEmail: |
18.
Keith Whitaker 《Academic Questions》2007,20(2):154-159
Faculty members have an important role to play in helping to fund programs and direct donor dollars at colleges and universities.
This paper outlines the ‘golden age of philanthropy’ that the United States has currently entered, explaining the combination
of material resources and spiritual inclinations that have led to increased giving. It then outlines several principles that
faculty members should keep in mind in approaching prospective donors, including the reasons for giving, donors’ interest
in ideas, and the importance of persistence, local focus, and collaboration. Finally it offers several practical steps that
faculty members can take to marshal philanthropic support for their visions.
相似文献
Keith WhitakerEmail: Email: |
19.
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.
相似文献
Janis DawsonEmail: |
20.
Using data from the five waves of the Italian Longitudinal Household Survey, this paper examines the dynamics of Italian higher education in the twentieth century. The main goals are to study changes
in participation in higher education (enrolment, transition, and graduation rates), in performance (drop out and delayed graduation
rates, average delay duration), and how these have changed in different social classes. The main results are as follows. Enrolment
growth has not been followed by a proportional increase in graduation rates. The drop out rate, the number of delayed graduations
and the average delay duration were already high before the 1969 reform, and subsequently increased over time. Delayed graduations
increased among students from both upper-middle and lower-middle classes, whereas the drop out rate rose only among the latter,
and stayed steady for the former. As a whole, absolute inequalities persisted over time, with any slight reduction that took
place resulting from declining performance of the upper classes, and not from an improvement of the lower classes.
相似文献
Paolo TrivellatoEmail: |