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91.
92.
Dermot Francis Donnelly Oliver McGarr John O'Reilly 《International Journal of Science Education》2013,35(12):2029-2054
Interest in inquiry-based science education (IBSE) often pays little heed to the complex power relations that exist within classrooms. A common obstacle to inquiry is that it strongly diverges from current classroom culture and hence, is outside the sphere of teachers' and students' experiences. Teachers and students bring expectations to the classroom that are entrenched in traditional practices and influenced by dynamics of power that exist within all teacher–student relationships. This study, which emerged during a wider study of the use of a Virtual Chemistry Lab in supporting IBSE, explores how classroom discourse constructs and maintains power relations that either stifle or facilitate inquiry-based approaches in two science lessons. Research methods included teacher interviews, student focus groups, video-recorded lessons, and student self-assessments. Findings indicate distinctive features of power inside the classroom that impact on inquiry-based instruction, such as predominant teacher monitoring on task completion over task understanding, lack of student engagement in ownership of scientific ideas, and prevailing norms of what effective teacher questioning is. We discuss implications for IBSE change efforts, highlighting that well-established power relations currently represent an important limiting factor in the capacity of teachers' IBSE implementation. 相似文献
93.
Francis Dwyer 《Educational Media International》2013,50(4):248-257
Abstracts English: This paper focuses on and discusses the several levels of questions that need to be considered before planning and implementing a distance education programme. It also discusses systems procedures to be followed in developing pilot lessons (modules) prior to ‘rapid prototyping’. It concludes by providing a generic research plan for ensuring the development of sustained quality oriented learning materials. 相似文献
94.
James E. Francis 《Religious education (Chicago, Ill.)》2013,108(4):500-512
Spiritual maturity is the goal of Christian formation and is frequently understood through stages of faith development. Popular stage theories often lack diverse cultural representation and alone are insufficient in promoting spiritual maturity and resilience. Integrating elements of the developmental models of Lev Vygotsky and James Marcia through reciprocal relationships in faith communities allow for the expansion of the capacity of the believer to bounce back from adversity. Mentors can provide direct instruction and promote independent cognitive growth, construction of resilience, and commitment to faith despite crisis experiences. The result is a more durable, mature, adaptable, and stable believer. 相似文献
95.
Abstract Personal interviews with elementary teachers were conducted to identify and determine the relative importance of barriers to environmental education (EE) in Palouse-region public schools. Results indicated that lack of time (both in the school day and for preparation) was the most important barrier. Other important logistical barriers were lack of instructional materials and lack of funding. Conceptual barriers included a nearly exclusive focus on science and an emphasis on the cognitive aspects of EE. Another barrier stemmed from teachers' misgivings about their own competence to teach EE. Although teachers generally had positive attitudes toward EE, most lacked the commitment to actually teach EE. Recommendations for reducing these barriers are presented, as are specific recommendations for future research. 相似文献
96.
A sample of 1584 pupils between the ages of 14 and 16 years, attending Year 9, Year 10 and Year 11 classes within Protestant and Catholic grammar schools in Northern Ireland completed indices of attitude towards Christianity, attitude towards science, creationism and scientism. The data demonstrate that the apparent independence of attitude towards science and attitude towards Christianity is transformed into a positive relationship after taking into account individual differences in scientism and creationism. 相似文献
97.
98.
Separate lines of research find that proaggressive attitudes promote peer aggression and that bystanders play a pivotal role in deterring or facilitating bullying behavior. The current study hypothesized that proaggressive attitudes in middle school would deter students from standing up to bullying and encourage them to reinforce bullying behavior. Middle school students (n = 28,765) in 423 schools completed a statewide school climate survey that included an aggressive attitudes scale and their bystander response to a recent episode of bullying, which was categorized as upstanding, reinforcing, or passive. Multilevel logistic regressions indicated that higher aggressive attitudes were associated with less upstanding behavior at the school level and less upstanding behavior and more reinforcing behavior at the individual level, while controlling for other school and student demographic variables. These findings suggest that antibullying programs might address student attitudes toward aggression as a means of boosting positive bystander intervention. 相似文献
99.
Alice Sullivan Samantha Parsons Francis Green Richard D. Wiggins George Ploubidis Timmy Huynh 《牛津教育评论》2013,39(6):806-822
ABSTRACTThis paper asks whether private, selective, and faith schools in England and Wales in the 1980s provided an academic advantage to their pupils, both in the short and longer term. Using longitudinal data from the 1970 British Cohort Study, we examine academic outcomes in compulsory schooling and further education, and the highest qualification gained by age 42. School sector differences are substantially attenuated by controlling for prior pupil characteristics. Nevertheless, a residual effect of private, grammar, and secondary modern schooling remains, both in the short and long term, controlling for both pupil and school characteristics. In the case of faith schools, however, the apparent advantage is restricted to the short term once pupil characteristics are controlled. A unique feature of our analysis is that we control for the individual’s faith of upbringing, which is important in reducing what could otherwise be seen as a distinctive Catholic school advantage. 相似文献
100.
Learner diversity is the focus of this paper. Parallels are drawn among attenlpts to integrate children with disabilities (who have unique motor needs), less skilled learners, and/or disinterested learners. Paul and Ward (1996) propose that debates over inclusion are paradigmatic in that ethical inclusion paradigm proponents (all children should be included) are at odds with comparative inclusion studies (determining whether or not inclusion really works). Application of Paul and Ward's idea about paradigm conflict and other special education perspectives are discussed to draw attention to low skilled and/or disinterested learners as well as to children with disabilities so that the needs of all children are uniformly addressed. When conducting research about learners without disabilities that are currently not fitting into physical education classes, paradigm dilemmas must be avoided. Future studies in physical education should focus on how diverse learners can be accommodated more than on how diverse learners affect other children. Further, physical educators may be better able to serve the needs of all students through coltural/social minority models (Paul, 1998; Sherrill. 1998) and infusion-based curricula (Rizzo, Broadhead, & Kowalski, 1997). 相似文献