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721.
Angela Brew 《Higher Education》2008,56(4):423-438
This article reports on a study of senior academics’ views of their disciplinary and interdisciplinary affiliations. It questions
the idea that academics have a firm and fixed disciplinary identity from which they then act and suggests that academic work
in the contemporary university challenges and changes how individuals view their disciplinary affiliation. The article provides
empirical data that lends weight to critical questioning of anthropological metaphors, which have tended to dominate discussions
of disciplinarity. It suggests that contemporary understandings of disciplinary and interdisciplinary identity need more fluid
metaphors and models; ones that can capture the shifting and questioning uncertainties that give expression to the rhetorical
and reflexive nature of academics’ disciplinary affiliations. The article explores the implications of a dominant emphasis
on disciplinary relationships for understanding disciplinarity and interdisciplinarity and examines the practical implications
for structures and systems that are designed to enhance and evaluate research and teaching within higher education. 相似文献
722.
Developing nations increasingly use sporting mega-events to demonstrate capacity, staking a claim to a place on the ‘world map’ by participating in what has been referred to as the ‘global circus’, or alternatively, the ‘prestige model’. The 2010 Commonwealth Games, hosted by India, provide an example of a mega-event which had mixed results in terms of signalling global modernity. This study extends existing media analysis research that found that the Western media’s interpretation of the event was critical overall and employed negative stereotypes that served to undermine India’s status as a modern power. This study employed a comprehensive textual analysis of relevant articles from eight major daily newspapers to reveal that the Australian print media coverage often focused on the inadequacies of India as an appropriate host nation for the Commonwealth Games. 相似文献
723.
Inclusion of deaf children in regular classrooms is often described as unsuccessful. The present article shows how communicative and metacommunicative strategies used in teacher(s)-deaf students(s) interactions may facilitate inclusion. A fourth-grade classroom was investigated where a coteaching approach--a master teacher working with a teacher trained in Brazilian Sign Language (BSL)--was used. The class, 7 deaf and 19 hearing students, was selected because of the teacher dyad's effectiveness with these students. The teachers' interactive styles and strategies are highlighted, along with communicative and metacommunicative processes that occurred between them and the deaf students. The authors show that meanings are co-constructed not only through words or BSL but through nonverbal actions. Relational metacommunicative strategies make integration more effective and learning easier and more pleasant; therefore, dialogue with deaf children entails more than the mere use of words, either vocally or with signs. 相似文献
724.
An investigation of relationships between students’ attitudes towards chemistry and their perceived laboratory environments was carried out using a sample of 1592 final year secondary school students in 56 chemistry classes in 28 randomly selected co‐educational government schools. This study is distinctive in that it marks the beginning of science classroom environment research in Singapore and because it pioneers the use of the Hierarchical Linear Model (HLM) in learning environment research. The Chemistry Laboratory Environment Inventory (CLEI), a modified version of the Science Laboratory Environment Inventory, was used to assess students’ perceptions of the learning environment in chemistry laboratory classes. Students’ chemistry‐related attitudes were assessed using the Questionnaire on Chemistry‐related Attitudes (QOCRA), which is based on the Test of Science‐related Attitudes. Environment‐attitude relationships were examined using conventional multiple regression analysis and the more rigorous HLM. Positive associations emerged between the nature of the chemistry laboratory classroom environment and the students’ attitudinal outcomes 相似文献
725.
Maria Blanton Bárbara M. Brizuela Angela Murphy Gardiner Katie Sawrey Ashley Newman-Owens 《Educational Studies in Mathematics》2017,95(2):181-202
Recent research suggests that children in elementary grades have some facility with variable and variable notation in ways that warrant closer attention. We report here on an empirically developed progression in first-grade children’s thinking about these concepts in functional relationships. Using learning trajectories research as a framework for the study, we developed and implemented an instructional sequence designed to foster children’s understanding of functional relationships. Findings suggest that young children can learn to think in sophisticated ways about variable quantities and variable notation. This challenges assumptions that young children are not “ready” for a study of such concepts and raises the question of whether difficulties adolescents exhibit might be ameliorated by an earlier introduction to these ideas. 相似文献
726.
Chapman Angela Rodriguez Felicia D. Pena Carmen Hinojosa Erica Morales Lizbeth Del Bosque Valeria Tijerina Yakeline Tarawneh Constantine 《Cultural Studies of Science Education》2020,15(3):723-737
Cultural Studies of Science Education - Factors that influence the underrepresentation of females in STEM careers begin early in childhood when gender biases and stereotypes emerge. Stereotypes... 相似文献
727.
Rachel Langford Aurelia Di Santo Angela Valeo Kathryn Underwood Angelike Lenis 《Gender and education》2018,30(5):569-586
This study investigated the implementation of a full-day kindergarten programme in Ontario, Canada. Key to the implementation of this programme has been a new kind of educator team consisting of a certified teacher and a registered early childhood educator and a complementary partnership in which each team member contributes equally. Our research examined team members’ perceptions and practices related to their roles and responsibilities. Findings suggest that the care work for which early childhood educators are disproportionally responsible is accorded less value and status than the work of educating children. Implications of these findings are discussed in relation to the care/education split, the social reproduction of care work and social inequities. 相似文献
728.
Angela Costabile Maria Luisa Genta Elisabetta Zucchini Peter K. Smith Rachel Harker 《Early education and development》1992,3(4):356-369
A questionnaire on attitudes toward war play was given to 316 Italian parents and 84 English parents of children aged 2 to 6 years. In both cultures, boys were significantly more likely to engage in war play, either social or solitary—most commonly weapon play, but also play with combat figures and acting out a combat role. Parental attitudes, television, and peers (including older siblings), appeared as common sources of influence. Parents expressed a range of views about how to respond to war play, varying from discouraging it (more common if their children did not engage in war play), to allowing it with limits, to allowing it unconditionally. There was more of a consensus that war toys should not be allowed in school and that playgroup supervisors and teachers should try to turn war play toward more constructive ends. Analysis of a range of attitudinal scales confirmed a general dimension of restrictiveness-permissiveness with regard to war play activities, linked to attitudes about rough-and-tumble play (R & T) and pretend play in the Italian sample but not in the English sample. 相似文献
729.
This study examined how a contextually based authentic science experience affected the science identities of urban high school students who have been marginalized during their K-12 science education. We examined students’ perceptions of the intervention as an authentic science experience, how the experience influenced their science identity, as well as their perceptions about who can do science. We found that the students believed the experience to be one of authentic science, that their science identity was positively influenced by participation in the experience, and that they demonstrated a shift in perceptions from stereotypical to more diverse views of scientists. Implications for science education are discussed. 相似文献
730.
Schenkel Kathleen Calabrese Barton Angela Tan Edna Nazar Christina Restrepo Flores Marcos D. González D. 《Cultural Studies of Science Education》2019,14(2):309-325
Cultural Studies of Science Education - Science for all has been touted as the primary path to equity in science education in the USA. We argue that without attention to the power imbalances that... 相似文献