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Despite valuable syntheses of the field of gender and science education, there has not been a systematic, comprehensive review of the literature on gender and science education in recent years. We examine the literature pertaining to girls' engagement in science and develop four themes (equity and access, curriculum and pedagogy, the nature and culture of science, and identity) that we believe provide a coherent picture of the different kinds of approaches happening currently, while at the same time allowing for discussion of how ideas in the field have progressed and changed over time. We present new questions and approaches for further research that arise when applying insights from these themes to ongoing work in gender and science education. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 971–1002, 2008 相似文献
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Marginalized communities cannot and do not have decontextualized experiences with how socioscientific issues, such as exposure to COVID-19 as frontline essential workers, high Black infant mortality rates, air pollution leading to respiratory problems, and other issues, affect their communities. As PreK-12 science teachers and teacher educators strive to dismantle oppressive practices in their classrooms and curriculum, it would be helpful to learn from Black women science teachers who have been engaging in anti-racist practices before the racial awakenings of Summer 2020. In this study, three different virtual focus groups, or Sista Circles, were conducted with 18 Black women secondary science teachers. Ranging from 1 to 22 years of experience, Black women teachers across the country and international participants in Canada and Qatar participated in the Sista Circles. From intersectional qualitative analysis and narrative inquiry, the findings of the study reveal that Black women science teachers enact anti-racist science teaching by bringing something new to the community; using NGSS standards within the context of the community; teaching at the intersection of history, culture, and science learning and teaching; and building critical consciousness in the science classroom. Furthermore, the findings of the study have implications for the use of anti-racist frameworks within the context of science education that were authentically the practices of the Black women in the study. This study offers insights into how the critical consciousness of Black women teachers can be represented in the science classroom even in times of nonsupport from peers and administration. The power and necessity of Black women teachers are paramount in science classrooms specifically because of the neutral, apolitical ways science teaching has been approached in the past. The narratives and stories shared here exemplify how Black women science teachers transform science teaching and learning by displaying various acts of Criticality. 相似文献
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Bandura's self-efficacy theory was used a model for examining levels of confidence and clinical skills among undergraduate speech pathology students. Forty-four second-year students rated their confidence in their ability to perform a number of clinical tasks at the beginning and at the end of the academic year, which was their first clinic experience. These efficacy expectations were compared with clinical supervisors' assessments of the students' performance on the same tasks. An attempt was also made to assign students to pairs and small groups for training on the basis of their initial efficacy expectations Efficacy strength (but not level) increased significantly over the year, and efficacy level (but not strength) was moderately and significantly related to clinical supervisors' ratings of clinic performance. Practical problems arose with the grouping, but the results suggested that there may be some possible benefits from assigning students to pairs on the basis of their self-efficacy. These results show self-efficacy to be only moderately well related to clinic performance, but it is suggested that relatively high baselines may have attenuated the strength of the obtained relationship. The role of self-efficacy in clinical skills training warrants further investigation. 相似文献
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F. Felicia Ferrara 《Structural equation modeling》2013,20(1):99-112
A validation study was conducted on the Child Sex Abuse Attitude Scale (CSAAS) using confirmatory factor analysis (CFA) to examine factor structure. The CSAAS was developed based on Festinger's (1957) theory of attitude development resulting in a 4‐factor first‐order structure (cognition, value, affect, and behavior) and a single‐factor 2nd‐order structure (attitude). A sample of 215 school psychologists, members of the National Association of School Psychologists, responded to the CSAAS survey. CFA results supported the hypothesized factor structure of the CSAAS, thus indicating the plausibility of a 4‐factor 1st‐order and a single‐factor higher order structure of the CSAAS. 相似文献
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Felicia Moore Mensah 《理论付诸实践》2013,52(1):66-72
This article discusses how issues of diversity and equity are addressed in the preparation of science teachers who are charged with teaching diverse students in schools. Highlighting examples from my own teaching and research and other studies in education, I frame this article in terms of a broad application of theory in science teacher preparation to classroom practices in order to address science achievement and equity for diverse students. I also discuss the relevance of my argument for in-service professional development. 相似文献