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161.
Brynja Elisabeth Halldórsdóttir Gudjonsson 《Ethnography and Education》2018,13(3):322-339
ABSTRACTThis article focuses on multiracial student experiences using co-created ethnographic data with two students’ spoken word poetry. The students considered their own history, their origins and discovered a complexity – and found that their struggle was not exclusively internal. External expectations of singular categorizations and social understanding of behavior played a role in students’ identity construction. The students exhibited an internalization of expectations, as they reflected on their developing identities in their writing. They also indicated that they found ways to resist the expectations and forms of power. The results further discussions related to the modern understanding of identity fluidity and raises the question of why identity, in the modern context, continues to be seen as fixed. The research enabled students to reflect on the complex nature of identity and present a nuanced picture of their unique identity struggles, and their awareness of the social constructs and expectations of others. 相似文献
162.
Meilan Zhang Joyce Parker Jan Eberhardt Susan Passalacqua 《Journal of Science Education and Technology》2011,20(5):468-481
Problem-Based Learning (PBL), an instructional approach originated in medical education, has gained increasing attention in
K-12 science education because of its emphasis on self-directed learning and real-world problem-solving. Yet few studies have
examined how PBL can be adapted for kindergarten. In this study, we examined how a veteran kindergarten teacher, who was experienced
with PBL in her own learning, adapted PBL to teach students earth materials, a topic emphasized in the new state curriculum
standards but students had difficulty understanding. The pre-post tests showed that students improved their content understanding.
Analysis of the classroom discourse showed that PBL and the teacher’s facilitation strategies provided opportunities for students
to develop their questioning skills. In conclusion, we discuss the implications of this study for using PBL in kindergarten
classrooms. 相似文献
163.
Writing and becoming [a teacher]: Teacher candidates’ literacy narratives over four years 总被引:1,自引:0,他引:1
This paper explores narrative inquiry practices in pre-service teacher education program. Written dialogue by teacher candidates provided deep and long term reflection during a 5-year initial teacher education program. This 4-year longitudinal study with 30 teacher candidate participants considers participants’ knowledge formation in becoming teachers, through writing and sharing of letters (with peers) of personal lived educational experiences, and personal stories of theory related to learning, teaching, and teaching practice over a significant period of time. The study discusses letter writing as a narrative inquiry practice in teacher education programs and implications of pre-service letter writing over a significant amount of time. 相似文献
164.
Frølich Nicoline Brandt Synnøve Hovdhaugen Elisabeth Aamodt Per Olaf 《Tertiary Education and Management》2009,15(3):227-240
Growing national and international competition for students puts pressure on higher education institutions (HEIs) to develop marketing and student recruitment strategies; these are also driven by financial stress caused by performance-based funding mechanisms. In this paper we explore Norwegian HEIs’ student recruitment strategies. What type of student recruitment strategies do HEIs develop? How are the strategies linked to the institutions’ student market position? We combine qualitative research strategies including in-depth interviews and document analysis with quantitative analyses of the student market positions of different types of institutions in Norway.
相似文献165.
Tineke A. Abma Tina Cook Margaretha Rämgård Elisabeth Kleba Janet Harris Nina Wallerstein 《Educational Action Research》2017,25(4):489-505
Social impact, defined as an effect on society, culture, quality of life, community services, or public policy beyond academia, is widely considered as a relevant requirement for scientific research, especially in the field of health care. Traditionally, in health research, the process of knowledge transfer is rather linear and one-sided and has not recognized and integrated the expertise of practitioners and those who use services. This can lead to discrimination or disqualification of knowledge and epistemic injustice. Epistemic injustice is a situation wherein certain kinds of knowers and knowledge are not taken seriously into account to define a situation. The purpose of our article is to explore how health researchers can achieve social impact for a wide audience, involving them in a non-linear process of joint learning on urgent problems recognized by the various stakeholders in public health. In participatory health research impact is not preordained by one group of stakeholders, but the result of a process of reflection and dialog with multiple stakeholders on what counts as valuable outcomes. This knowledge mobilization and winding pathway embarked upon during such research have the potential for impact along the way as opposed to the expectation that impact will occur merely at the end of a research project. We will discuss and illustrate the merits of taking a negotiated, discursive and flexible pathway in the area of community-based health promotion. 相似文献
166.
“Science Talks” in Kindergarten Classrooms: Improving Classroom Practice Through Collaborative Action Research 总被引:1,自引:0,他引:1
Meilan Zhang Susan Passalacqua Mary Lundeberg Matthew J. Koehler Jan Eberhardt Joyce Parker Mark Urban-Lurain Tianyi Zhang Sunhee Paik 《Journal of Science Teacher Education》2010,21(2):161-179
In this study we described an action research project enacted by a veteran Kindergarten teacher (Sarah) in the context of
a professional development program. Over the course of a year, Sarah collaborated with other teachers in a small group to
investigate how to use “Science Talks” to promote student learning in Kindergarten classrooms. A Problem-Based Learning approach
was adopted to guide the collaborative action research. Based on a rich set of data sources, we concluded that Sarah’s action
research improved student learning and led to her own professional growth. We also identified important conditions in support
of action research. 相似文献
167.
Elisabeth Settelmaier 《Cultural Studies of Science Education》2010,5(1):243-249
In this paper I respond to Long’s paper in which he uses an ethnographic snapshot of a rally of scientists against the perceived
‘dumbing down’ effect of the new Answers in Genesis Museum in Kentucky to raise educational concerns about the effects of
creationist influence on the science curriculum in American schools. In my response I contextualise the conflict between creationists
and evolutionists in the history of the Christian Churches and in my own personal history. Furthermore I illustrate how historically
there been multiple versions and interpretations of the creation story in the past resulting in much conflict and angst. Finally
I suggest an integral perspective that allows us to envisage a curriculum that presents multiple perspectives to students
as a possible alternative to epistemological narrow-mindedness. 相似文献
168.
Simone J.J.M.Verswijveren Karen E.Lamb Josep A.Martín-Fernández Elisabeth Winkler Rebecca M.Leech Anna Timperio Jo Salmon Robin M.Daly Ester Cerin David W.Dunstan Rohan M.Telford Richard D.Telford Lisa S.Olive Nicola D.Ridgers 《运动与健康科学(英文)》2022,11(2):234-243
Purpose:The study aimed to describe youth time-use compositions,focusing on time spent in shorter and longer bouts of sedentary behavior and physical activity(PA),and to examine associations of these time-use compositions with cardiometabolic biomarkers.Methods:Accelerometer and cardiometabolic biomarker data from 2 Australian studies involving youths 7-13 years old were pooled(complete cases with accelerometry and adiposity marker data,n=782).A 9-component time-use composition was formed using compositional data analysis:time in shorter and longer bouts of sedentary behavior;time in shorter and longer bouts of light-,moderate-,or vigorous-intensity PA;and"other time"(i.e.,non-wear/sleep).Shorter and longer bouts of sedentary time were defined as<5 min and>5 min,respectively.Shorter bouts of light-,moderate-,and vigorous-intensity PA were defined as<1 min;longer bouts were defined as≥1 min.Regression models examined associations between overall time-use composition and cardiometabolic biomarkers.Then,associations were derived between ratios of longer activity patterns relative to shorter activity patterns,and of each intensity level relative to the other intensity levels and"other time",and cardiometabolic biomarkers.Results:Confounder-adjusted models showed that the overall time-use composition was associated with adiposity,blood pressure,lipids,and the summary score.Specifically,more time in longer bouts of light-intensity PA relative to shorter bouts of light-intensity PA was significantly associated with greater body mass index z-score(zBMI)(β=1.79;SE=0.68)and waist circumference(β=18.35,SE=4.78).When each activity intensity was considered relative to all higher intensities and"other time",more time in light-and vigorous-intensity PA,and less time in sedentary behavior and moderate-intensity PA,were associated with lower waist circumference.Conclusion:Accumulating PA,particularly light-intensity PA,in frequent short bursts may be more beneficial for limiting adiposity compared to accumulating the same amount of PA at these intensities in longer bouts. 相似文献
169.
170.