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81.
This study examined children's conceptions of flags as social conventions and understandings of the symbolic and psychological consequences associated with transgressions toward flags. Seventy-two children, at 6, 8, and 10 years, answered general questions about flags as social conventions and judged flag-burning scenarios in which intentions of agents and consequences for recipients were varied. Flag-burning acts were motivated by symbolic, accidental, or instrumental intentions and occurred in public or private. Children at all ages viewed flags as social conventions (i.e., alterable), and symbolic acts of flag-burning occurring in public locations were judged more negatively than private transgressions. Age differences were found in evaluations of instrumental violations and in justifications used to evaluate flag-burning incidents. Overall, findings suggest that despite age-related increases in understanding of flags as meaningful collective symbols, children at all ages considered transgressions to be important and to have moral consequences (i.e., psychological harm). 相似文献
82.
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: |
83.
Angela M. Byars-Winston Janet Branchaw Christine Pfund Patrice Leverett Joseph Newton 《International Journal of Science Education》2013,35(15):2533-2554
Few studies have empirically investigated the specific factors in mentoring relationships between undergraduate researchers (mentees) and their mentors in the biological and life sciences that account for mentees’ positive academic and career outcomes. Using archival evaluation data from more than 400 mentees gathered over a multi-year period (2005–2011) from several undergraduate biology research programs at a large, Midwestern research university, we validated existing evaluation measures of the mentored research experience and the mentor–mentee relationship. We used a subset of data from mentees (77% underrepresented racial/ethnic minorities) to test a hypothesized social cognitive career theory model of associations between mentees’ academic outcomes and perceptions of their research mentoring relationships. Results from path analysis indicate that perceived mentor effectiveness indirectly predicted post-baccalaureate outcomes via research self-efficacy beliefs. Findings are discussed with implications for developing new and refining existing tools to measure this impact, programmatic interventions to increase the success of culturally diverse research mentees and future directions for research. 相似文献
84.
To increase participation of students of color in science graduate programs, research has focused on illuminating student experiences to inform ways to improve them. In biology, Black students are vastly underrepresented, and while religion has been shown to be a particularly important form of cultural wealth for Black students, Christianity is stigmatized in biology. Very few studies have explored the intersection of race/ethnicity and Christianity for Black students in biology where there is high documented tension between religion and science. Since graduate school is important for socialization and Black students are likely to experience stigmatization of their racial and religious identity, it is important to understand their experiences and how we might be able to improve them. Thus, we interviewed 13 Black Christian students enrolled in biology graduate programs and explored their experiences using the theoretical lens of stigmatized identities. Through thematic content analysis, we revealed that students negotiated experiences of cultural isolation, devaluation of intelligence, and acts of bias like other racially minoritized students in science. However, by examining these experiences at the intersection of race/ethnicity and religion, we shed light on interactions students have had with faculty and peers within the biology community that cultivated perceptions of mistrust, conflict, and stigma. Our study also revealed ways in which students' religious/spiritual capital has positively supported their navigation through biology graduate school. These results contribute to a deeper understanding of why Black Christian graduate students are more likely to leave or not pursue advanced degrees in biology with implications for research and practice that help facilitate their success. 相似文献
85.
86.
Marion Haugwitz John C. Nesbit Angela Sandmann 《Learning and individual differences》2010,20(5):536-543
Data were gathered from 248 secondary students (14 years old, 56% female) who learned about the circulatory system in 77 self-selected collaborative groups. The learning outcomes of biology students who summarised by collaborative concept mapping were compared with those of students who summarised by collaborative writing. Learning groups randomly assigned to construct concept maps instead of conventional summaries generated more relations in the summary task and their members obtained higher individual scores on a post-test. The concept mapping strategy was found to be advantageous only for students whose cognitive ability was below the median for the sample and who were placed in groups with other students having low cognitive ability. 相似文献
87.
Angela Daddow Peter Moraitis Amanda Carr 《International Journal of Inclusive Education》2013,17(5):480-489
Education policy in Australia has accelerated its aim to increase participation of under-represented groups in tertiary education including students who are culturally and linguistically diverse and have low socio-economic status. These students generally have not had prior access to privileged academic discourse, which can further disadvantage them in their participation and progress in tertiary education. In this article, we outline a cross-discipline curriculum initiative and pedagogy that draws on critical literacy and the metaphor of discourse community to integrate language and academic skills into community services qualifications. We argue that this – supports the genuine participation of under-represented (non-traditional) students. It aspires to not only support students’ entry into the new academic terrain, but to enable students to adopt a critical stance to the discourses in which they are learning to participate. This we argue is crucial, when expertise is not just a way of meeting its ostensible purposes, but is also a way of exercising power. Although we report on the application of this initiative to entry level curricula (Diploma), we suggest that it has relevance and application to Bachelor levels in a range of disciplines, both in supporting pedagogy and for transition to Bachelor level study. 相似文献
88.
The relationship between engagement in the scholarship of teaching and learning and students’ course experiences 总被引:1,自引:1,他引:1
While there has been a good deal of discussion about the scholarship of teaching and learning, and models have been developed to understand its scope, the effects on students’ learning of academics engaging in the scholarship of teaching and learning are unclear. In the context of initiatives to develop the scholarship of teaching and learning in a large research‐intensive university in Australia, this paper discusses the relationship between faculty performance on a set of scholarly accomplishments in relation to teaching and learning from 2002 to 2004, and changes in students’ course experiences from 2001 to 2005. The paper provides evidence of the relationship between the scholarship of teaching and learning and students’ course experiences and demonstrates the effectiveness of institutional strategies to encourage the scholarship of teaching and learning. 相似文献
89.
Audrey M. Pottinger Angela Gordon Stair Sharon Williams Brown 《International journal for the advancement of counseling》2008,30(1):15-24
This paper presents research findings on childrens’ responses to migratory separation and later reunion in Caribbean families
and the needs of these families when parents migrate and leave their children behind. Implications of this type of separation
on children, parents and surrogate caregivers are discussed. The challenges that counsellors in both the ‘sending’ and host
countries face working with this population are also examined and suggestions made for psychosocial intervention and guidelines
for counselling in both societies. The need for culturally competent counsellors to work with the growing population of immigrants
in North America and Europe is indicated. 相似文献
90.
Tanya Anne Serry Anne Castles Fiona K. Mensah Edith L. Bavin Patricia Eadie Angela Pezic 《Australian Journal of Learning Difficulties》2015,20(1):83-102
The paper reports on a study designed to develop a risk model that can best predict single-word spelling in seven-year-old children when they were aged 4 and 5. Test measures, personal characteristics and environmental influences were all considered as variables from a community sample of 971 children. Strong concurrent correlations were found between single-word spelling and single-word reading while expressive language and, to a lesser extent, receptive language were less strongly correlated. Predictors of single-word spelling at ages 4 and 5 were dominated by child-related factors such as letter knowledge, a history of speech impairment and expressive language along with maternal word reading ability. Based on the strength of the predictive factors identified at both age 4 and 5, our results provide initial support for using a targeted model for screening pre-schoolers at risk of not mastering spelling in a timely manner. 相似文献