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91.
Research in Science Education - This qualitative case study examined the process of change in an experienced elementary teacher’s belief structure during implementation of an inquiry-based... 相似文献
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This study examined the Swedish national tests in chemistry for implicit and explicit values. The chemistry subject is understudied compared to biology and physics and students view chemistry as their least interesting science subject. The Swedish national science assessments aim to support equitable and fair evaluation of students, to concretize the goals in the chemistry syllabus and to increase student achievement. Discourse and multimodal analyses, based on feminist and critical didactic theories, were used to examine the test’s norms and values. The results revealed that the chemistry discourse presented in the tests showed a traditional view of science from the topics discussed (for example, oil and metal), in the way women, men and youth are portrayed, and how their science interests are highlighted or neglected. An elitist view of science emerges from the test, with distinct gender and age biases. Students could interpret these biases as a message that only “the right type” of person may come into the chemistry epistemological community, that is, into this special sociocultural group that harbours a common view about this knowledge. This perspective may have an impact on students’ achievement and thereby prevent support for an equitable and fair evaluation. Understanding the underlying evaluative meanings that come with science teaching is a question of democracy since it may affect students’ feelings of inclusion or exclusion. The norms and values harboured in the tests will also affect teaching since the teachers are given examples of how the goals in the syllabus can be concretized. 相似文献
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Becky F. Antle Andy Frey Anita Barbee Shannon Frey Jennifer Grisham-Brown Megan Cox 《Early education and development》2013,24(4):560-573
Research Findings: Previous research has documented conflicting results on the relationship between program quality and the percentage of children receiving subsidized child care (subsidy density) in early childhood centers. This research examined the relationship between subsidy density and the quality of infant and preschool classrooms in child care centers, taking into consideration teacher education and salary as well as other structural variables associated with quality. A multimethod evaluation was conducted with 110 child care centers utilizing an interview of center directors as well as classroom observations using standardized measures of quality and language/literacy in the classroom. Regression analyses indicate that subsidy density does not predict the quality of infant classrooms. However, subsidy density is a significant predictor of the quality of preschool classrooms. Teacher education is predictive of some quality indicators, but teacher salary is not. Practice or Policy: Practice and policy implications are discussed to promote the quality of child care centers that serve low- income children. Statewide initiatives should target centers with higher subsidy density for quality improvements. Local programs and state policy should provide teachers with opportunities to obtain additional education and then offer incentives to remain in their current early childhood settings. 相似文献
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Anita Cook Dennis J. Smith 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(5):219-225
The article describes the development and implementation of the Ohio Library and Information Network (OhioLINK) shared catalog and patron-initiated online borrowing process. Procedures for providing materials to patrons along with OhioLINK's experience with missing and lost materials are detailed, including lessons learned regarding lost materials and billing. Details of the usage of OhioLINK services and the growth into electronic resources are included. The article summarizes the success of this unmediated borrowing process. 相似文献
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Anita K. Foeman 《Communication Teacher》2013,27(2):40-43
Objectives: To help students ask questions across cultural groups that go beyond the superficial or generic so that they may move into deeper dialogue. To push students to use critical thinking and analytical skills to ask questions of substance. To help build relationships with strangers Course: Intercultural communication 相似文献
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Catherine McBride-Chang Xiuli Tong Hua Shu Anita M.-Y. Wong Ka-wai Leung Twila Tardif 《Scientific Studies of Reading》2013,17(2):171-194
Tasks of word reading in Chinese and English; nonverbal IQ; speeded naming; and units of syllable onset (a phoneme measure), syllable, and tone detection awareness were administered to 211 Hong Kong Chinese children ages 4 and 5. In separate regression equations, syllable awareness was equally associated with Chinese and English word recognition. In contrast, syllable onset awareness was uniquely associated with English reading only, whereas tone detection was uniquely associated with Chinese reading only. Results underscore both the universality of first-language phonological transfer to second-language reading and the importance of different psycholinguistic units (Ziegler & Goswami, 2005) for understanding reading acquisition: Tone units are integral to Chinese character recognition, whereas phonemes are more strongly associated with English word recognition, even within the same children. 相似文献
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Xiuli Tong Catherine McBride-Chang Hua Shu Anita M-Y. Wong 《Scientific Studies of Reading》2013,17(5):426-452
This 1-year longitudinal study examined the extent to which morphological awareness, orthographic knowledge, and phonological awareness, along with speeded naming, uniquely explained word recognition, dictation (i.e., spelling), and reading comprehension among 171 young Hong Kong Chinese children. With age and vocabulary knowledge statistically controlled, both morphological awareness and orthographic knowledge were uniquely associated with all three concurrently measured literacy skills, as well as longitudinal measures of specific literacy skills. Naming speed was also uniquely associated with concurrent word reading, as well as all three literacy skills longitudinally, even with their autoregressive effects controlled. Analyses of children's spelling mistakes indicated that 97% and 95% of all errors were either morpholexically or orthographically based at times 1 and 2, respectively. Morphologically based spelling errors were also uniquely associated with all three literacy skills across time. Findings underscore the importance of morphological awareness and orthographic knowledge for Chinese literacy acquisition. 相似文献