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531.
Dorothy V. Smith Pamela J. Mulhall Richard F. Gunstone Christina E. Hart 《International Journal of Science Education》2013,35(9):1504-1523
This article presents a case study of four academic scientists. These academics teach in the first year of a Bachelor of Science degree at a large research-focused Australian university that has demanded and supported a greater focus on undergraduate learning. Taken as a whole, the accounts of science that the first-year academics in this case study gave, and which they are presenting to their students, challenge the images of science and scientists typically presented in school science curricula. Using Roberts' heuristic of Vision 1 and Vision 2 for the broad purposes of learning science, we consider various accounts given of science by these academic scientists and consider how science might appear to a student who takes all four of their subjects. 相似文献
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535.
Christina Salmivalli 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):269-277
In the literature on school bullying, it is often stated that there is an age decline in the frequency of students victimized by their peers. The empirical studies showing this downward trend are, however, typically based on self-report data. The aim of the present study was to examine the grade-level differences in frequencies of victims bullied at school in cross-sectional data gathered from multiple informants: students themselves, their peers and their teachers. The participantswere 1,220 elementary school children (600 girls and 620 boys) from 48 school classes from the fourth, fifth and sixth grades (i.e. 9-12 years). The often reported age-related decrease in self-reported victimization was found but it was not confirmed by either peer or teacher reports. What actually decreased as a function of age was the frequency of self-identified victims (also labelled as 'paranoids' or 'sensitives' in the previous literature), i.e. students who themselves reported victimization but who did not have the reputational status of being victims among their peers. 相似文献
536.
Christina Hajisoteriou 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):451-467
Background:?In the context of Cyprus’ accession to the European Union (2004) and a noteworthy increase in immigration towards Cyprus, the Cypriot state was called upon to build more complete and coherent policies addressing culturally diverse educational settings. Cypriot education has historically enforced the nation-building project. However, since its accession negotiations to the EU, Cyprus received calls for harmonising its intercultural education to European standards. Purpose:?This study aims to examine the content of intercultural policies in Cyprus, which have been initiated and/or developed by the national state and particularly the Ministry of Education and Culture. Furthermore, it explores the ways in which Cypriot policies are shaped by European influences, and the implications of this process for national constructs of intercultural education. Sources of evidence:?We collected a purposive selection of thirty policy documents regarding intercultural education that were produced by the Ministry of Education and Culture in Cyprus. In addition, six Cypriot policy-makers working in the MEC's departments were interviewee participants. They were selected purposively according to the level of their involvement in the development of Cypriot intercultural policy. Design and methods:?Data were coded to identify groups of concepts, issues, perceptions and behaviours and interrelationships within a theoretical model. Data triangulation contributed to the development of thematic categories that emerged from the data. Results:?The analysis of the documentary evidence in this study suggests that the language of European policy has imbued the Cypriot socio-political environment with inclusive discourses enhancing intercultural education. Analysis in this study identifies that the Cypriot Ministry of Education and Culture maintains an assimilationist orientation in its broader educational goals, despite adopting such (inclusive) discourses. Conclusions:?This study argues on the basis of this evidence that Cypriot intercultural policy appears symbolic, indicating ‘simulated’ development and implementation processes. Arguably, there remains a high degree of ambivalence towards the process of transformation needed to Europeanise intercultural policy in Cyprus. 相似文献
537.
Robert W. Christina 《Research quarterly for exercise and sport》2013,84(3):218-230
Abstract From the records in three track-and-field events (standing broad jump, softball throw, and six-second run), the ages, the heights, and the weights were obtained from 882 boys and 900 girls ranging in ages from 9 to 17 years. The relationship between ability in athletics (as measured by the records in the three track-and-field events) and the variables of age, height, and weight was, for the boys and for the girls, found to be nonlinear. 相似文献
538.
This study examined the relationship among sex, body mass index, motor skill competence (MSC), perceived physical competence (PPC), and school-day physical activity in preschool students (N = 34). Physical activity was assessed by steps accumulated during the school day, while MSC and PPC were assessed with the Test of Gross Motor Development-2nd edition (Ulrich, 2000) and the Pictorial Scale of Perceived Competence and Social Acceptance (Harter & Pike, 1984). Regression analyses revealed that preschool students' locomotor ability accounted for 21 % (p = .007) of the variance associated with school-day physical activity. The findings support an association between participants' ability to locomote and be physically active. The findings warrant future investigations to examine the relationship between locomotor skills and physical activity behaviors. 相似文献
539.
Carol B. Brandt Wesley Shumar Lorie Hammond Heidi Carlone Sue Kimmel Christina Tschida 《Cultural Studies of Science Education》2010,5(2):477-493
Schooling and science education are embedded within larger socio-cultural, political and economic contexts, influenced by
global flows of capital, labor, ideas, and images. In this article we consider the ways in which ethnography traces the web
of interactions (circuits), in a rural community and the ways that science inquiry was associated with character education.
Our discussion examines the relationship between social fields, habitus, and meritocracy under new and ever-changing neoliberal
conditions. These macro-level forces play out in everyday practices in the community and reveal schools, as well as science
education, as sites for struggle. 相似文献
540.
Heidi B. Carlone Sue Kimmel Christina Tschida 《Cultural Studies of Science Education》2010,5(2):447-476
This is an ethnographic study of a newly created math, science, and technology elementary magnet school in a rural community
fiercely committed to cultural preservation while facing unprecedented economic instability brought on by massive loss of
manufacturing jobs. Our goal was to understand global- and community-level contexts that influenced the school’s science curriculum,
the ways the school promoted itself to the community, and the implicit meanings of science held by school staff, parents and
community members. Main sources of data were the county’s newspaper articles from 2003 to 2006, the school’s, town’s, and
business leaders’ promotional materials, and interviews with school staff, parents, and community members. A key finding was
the school’s dual promotion of science education and character education. We make sense of this “science with character” curriculum
by unpacking the school and community’s entanglements with historical (cultural preservation), political (conservative politics,
concerns for youth depravity), and economic (globalization) networks. We describe the ways those entanglements enabled certain
reproductive meanings of school science (as add-on, suspect, and elitist) and other novel meanings of science (empathetic,
nurturing, place-based). This study highlights the school as a site of struggle, entangled in multiple networks of practice
that influence in positive, negative, and unpredictable ways, the enacted science curriculum. 相似文献