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41.
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Participation in educational and social research helps to develop understanding of how young people learn and to consider wider aspects of their lives to enable their voices to be heard and acted upon. Research also facilitates the articulation and sharing of methodologies across a range of professional practices. We assert that theory and practice in educational youth work offers a position of strength from which to undertake research. In making this assertion, we suggest cross‐disciplinarity between youth work and research practices in order to build research mindedness among youth workers who, through this nexus, are well‐placed to engage in practice based research. Drawing on discourses about young people, youth work and youth participation, we identify five elements of youth work practice that can be aligned with research processes: reflexivity; positionality and bias; insider cultural competence; rapport and trust; power relationships. The article examines how these elements are present in youth work and a range of research settings. We identify youth work methods and dispositions as enhancing research capacity which could also be useful in building participatory research methods in disciplinary areas beyond education. Yet, in making these connections, we also identify a range of factors that show this nexus as complex and contestable. Reflecting on the lessons learned from our experiences as youth work practitioners and academic researchers, we propose that finding nexus, which in this instance is between youth work and research paradigms, could inform educational research practices and contributes to developing a meaningful praxis. 相似文献
43.
Annette Shtivelband Kimberly S. Spahr Robert Jakubowski Keliann LaConte Anne Holland 《图书馆管理杂志》2013,53(8):854-872
AbstractMany public libraries are offering Science, Technology, Engineering, and Mathematics (STEM) programing to their patrons. Using data from a national survey of public library professionals, the current study examined the growing STEM movement by measuring “STEM-readiness” and through the lens of Diffusion of Innovations Theory. Results indicate that most libraries are ready to implement STEM programing. Characteristics of STEM-ready libraries included serving more patrons, having more space, and engaging more often with STEM programing. Such findings suggest that public libraries that have access to resources are more likely to be STEM-ready; whereas, those with fewer resources may need additional support. 相似文献
44.
Juliane Grünkorn Annette Upmeier zu Belzen Dirk Krüger 《International Journal of Science Education》2013,35(10):1651-1684
Research in the field of students’ understandings of models and their use in science describes different frameworks concerning these understandings. Currently, there is no conjoint framework that combines these structures and so far, no investigation has focused on whether it reflects students' understandings sufficiently (empirical evaluation). Therefore, the purpose of this article is to present the results of an empirical evaluation of a conjoint theoretical framework. The theoretical framework integrates relevant research findings and comprises five aspects which are subdivided into three levels each: nature of models, multiple models, purpose of models, testing, and changing models. The study was conducted with a sample of 1,177 seventh to tenth graders (aged 11–19 years) using open-ended items. The data were analysed by identifying students' understandings of models (nature of models and multiple models) and their use in science (purpose of models, testing, and changing models), and comparing as well as assigning them to the content of the theoretical framework. A comprehensive category system of students' understandings was thus developed. Regarding the empirical evaluation, the students' understandings of the nature and the purpose of models were sufficiently described by the theoretical framework. Concerning the understandings of multiple, testing, and changing models, additional initial understandings (only one model possible, no testing of models, and no change of models) need to be considered. This conjoint and now empirically tested framework for students' understandings can provide a common basis for future science education research. Furthermore, evidence-based indications can be provided for teachers and their instructional practice. 相似文献
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Annette Bennett 《The Educational forum》2013,77(3):290-293
47.
This qualitative study was conducted to discuss and dispel commonly held myths about Latino parents' involvement in their children's education. Differences between teacher perceptions of Latino parent involvement and parents' understanding of their roles in supporting their children's education—including the learning and use of the English language—were explored. Results indicated that some teachers held negative perceptions of Latino parents. The study also revealed that Latino parents had high expectations of their children's academic achievement and wanted to be more involved in their education, but felt excluded from the school community. 相似文献
48.
Sixty-four parents of Chinese gifted children who reported themselves to be traditional or Westernized parents were compared on their endorsement of Chinese traditional and Western parenting values and beliefs as well as their parenting style dimensions in terms of dominating control, guan, and warmth. Regardless of their degrees of Westernization, these parents seemed to be more characterized by collectivistic than individualistic thinking approaches based on Nisbett's conceptualization. More Westernized parents valued nonconformity significantly more than conformity, whereas less-Westernized parents placed more emphasis on the importance of unconditional respect for elders and interdependence than on conditional respect and child independence. Regarding parenting styles and practices, though all parents endorsed the practice of warmth significantly more, followed by guan, and significantly less dominating control, there was suggestive evidence that less-Westernized parents practiced guan more than more-Westernized parents. Implications of the findings for parenting gifted children are discussed. 相似文献
49.
Reading pedagogy is constantly an object of discussion and debate in contemporary policy and practice but is rarely a matter for historical inquiry. This paper reports from a recent study of the history of reading pedagogy in Australia and beyond. It focuses on a recurring figure in the historical record—the ‘reading lesson’. Presented as a distinctive trope, the reading lesson is traced in its regularity in and through the discourse of reading pedagogy, starting in 1930s Australia and moving back into 19th-century Europe, and with specific reference to the UK and the USA. Teaching reading is expressly identified as a moral project—something that, it can be argued, clearly continues into the present. 相似文献
50.