共查询到20条相似文献,搜索用时 31 毫秒
1.
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: |
2.
Jennifer Ayala 《The Urban Review》2009,41(1):66-84
This paper examines theoretical linkages between Anzaldua’s borderland scholarship, in particular the notion of mestiza consciousness,
and participatory action research. Two studies with high school and college co-researchers falling along different points
of the PAR spectrum are described to illustrate these conceptual linkages. Points in the process including critical decisions
in crafting questions and conducting actions, reflections on who are the knowledge holders and producers, and struggles with
responsibilities and vulnerabilities doing this work, are discussed through a lens of mestiza consciousness.
相似文献
Jennifer AyalaEmail: |
3.
4.
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: |
5.
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: |
6.
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.
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Catherine MilneEmail: |
7.
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: |
8.
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: |
9.
Alandeom W. Oliveira Huseyin Colak Valarie L. Akerson 《Cultural Studies of Science Education》2009,4(1):149-155
We would like to thank our commentators Reis, Ercikan and Alper for their insightful comments on our research study and respond
in brief to a few of their criticisms. More specifically, we would like to address what we consider to be the three main issues
they raise with regard to the practices of curriculum translation and implementation across languages, namely viewing speakers’
intentions as a mode of signification in discourse analysis, exploring curriculum translation through an interpretive research
approach, and establishing the validity of research on curriculum translation.
相似文献
Alandeom W. OliveiraEmail: |
10.
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: |
11.
Research on induction of newcomers is primarily focused on individual processes, such as acquisition of knowledge and socialization
in order to create a smooth and frictionless entry period. The interest of our research, however, is the processes that happen
on the organizational level. We claim that induction potentially triggers both individual and organizational learning and by drawing on practice-based theory we discuss how the interplay between individual and the organization,
what we call a generative dance, ignites both kinds of learning. We focus on and describe the interplay that takes place in particular induction events and
analyze the “dance” through the lens of learning. The article concludes with a brief discussion about the implications for
practitioners and the challenges and future research prospects we have encountered. We draw on an empirical enquiry in two
organizational settings, a Danish management consulting company and a German retail bank.
相似文献
Nicolas RohdeEmail: |
12.
Literature that vividly and explicitly describes (often in the form of testimonies from one or more characters) traumatic
and/or catastrophic events of human history poses particular challenges for readers. This article proposes testimonial response as one approach to responding to these “risky historical texts.” By way of introducing testimonial response, the article
outlines a three-part framework. After considering how testimonial response extends and complements other traditional approaches
to literature response to give readers a fuller experience of risky historical literature, the article applies the framework
of testimonial response to the picture book, From Slave Ship to Freedom Road. The article concludes with implications for bringing risky historical literature and testimonial response into the classroom.
相似文献
James DamicoEmail: |
13.
Christopher Emdin 《Cultural Studies of Science Education》2009,4(1):239-254
In this article I explore research in urban science education inspired by the work of Kris Gutierrez in a paper based on her
2005 Scribner Award. It addresses key points in Gutierrez’s work by exploring theoretical frameworks for research and approaches
to teaching and research that expand the discourse on the agency of urban youth in corporate school settings. The work serves
as an overview of under-discussed approaches and theoretical frameworks to consider in teaching and conducting research with
marginalized urban youth in urban science classrooms.
相似文献
Christopher EmdinEmail: Email: |
14.
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: |
15.
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: |
16.
This paper presents an investigation of management accounting in four major Italian universities, which have been struggling
to build their strategy in a context of significant change. Following many OECD countries the Italian government has been
changing its higher education system by giving more autonomy to universities. These changes pose a number of challenges for
management and accounting systems in Italian Universities. Drawing on self-referential theory and its applications to accounting
research the paper analyses the construction of Strategic Management Accounting (SMA) in four Italian universities, which
are immersed in a similar context of change. The focus is specifically on two aspects of decisions: (1) resource allocation
and (2) new academic programme.
相似文献
Tommaso AgasistiEmail: |
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.
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: |
19.
Tamara van Gog Fred Paas Nadine Marcus Paul Ayres John Sweller 《Educational Psychology Review》2009,21(1):21-30
Learning by observing and imitating others has long been recognized as constituting a powerful learning strategy for humans.
Recent findings from neuroscience research, more specifically on the mirror neuron system, begin to provide insight into the
neural bases of learning by observation and imitation. These findings are discussed here, along with their potential consequences
for the design of instruction, focusing in particular on the effectiveness of dynamic vs. static visualizations.
相似文献
Tamara van GogEmail: |
20.
In this paper we examine the possibility of differentiating between two types of nonexamples. The first type, intuitive nonexamples, consists of nonexamples which are intuitively accepted as such. That is, children immediately identify them as nonexamples.
The second type, non-intuitive nonexamples, consists of nonexamples that bear a significant similarity to valid examples of the concept, and consequently are more often
mistakenly identified as examples. We describe and discuss these notions and present a study regarding kindergarten children’s
grasp of nonexamples of triangles.
相似文献
Esther LevensonEmail: |