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991.
Helen Sauntson 《Journal of Language, Identity & Education》2016,15(1):17-31
Recent research into sexuality and education shows that homophobia is particularly prevalent and problematic in schools. However, little of this work has drawn on linguistic frameworks. This article uses the tactics of intersubjectivity framework to examine how a group of LGB-identified young people understand their sexuality identities in relation to the secondary school context. The application of this framework offers deeper insights into sexual orientation and education than can be gained from thematic analysis alone and can contribute towards developing understandings of sexual diversity issues in schools. The framework is applied to interview data in which young LGB people talk about their school experiences. Findings show that in the schools attended by the young LGB people, they have experienced a state of pervasive illegitimation surrounding LGB identities. The participants express a desire for this perceived institutional illegitimation to be replaced by authorisation using a range of authentication strategies. 相似文献
992.
Jennifer D. Adams Lynn U. Tran Preeti Gupta Helen Creedon-O’Hurley 《Cultural Studies of Science Education》2008,3(2):435-449
This article presents a metalogue discussion about the two focus articles and the six associated review essays on the topic
of conceptual change as it applies to research, and science teaching and learning in museum settings. Through the lenses of
a sociocultural perspectives of learning we examine the applicability of the ideas presented in the forum for museums and
museum educators. First we reflect on the role that emotions can play in concept development; second, we reflect on the role
of language, talk, and gestures to concept development and conceptual change in the short-lived nature of experiences and
conversations in museums; and third, we consider the nature of objects as representations of science content in museum settings.
Jennifer D. Adams is an assistant professor of science education at Brooklyn College, CUNY. She did her doctoral dissertation at the Graduate Center, CUNY on museum-based teacher education at the American Museum of Natural History. Her research focuses on informal science teaching and learning, museum education, and culturally relevant science teaching and learning. Lynn U. Tran received her PhD in science education at North Carolina State University, and recently finished a post-doctoral fellowship with the Center for Informal Learning and Schools at King’s College London. She is currently a Research Specialist with the Center for Research, Evaluation, and Assessment at the Lawrence Hall of Science at the University of California, Berkeley. Her research focuses on the pedagogical practices and professional development of science educators who teach in museums. Preeti Gupta is the Senior Vice President of Education and Public Programs at the New York Hall of Science. She is responsible for all programs and projects in the following divisions: Science Career Ladder, the Explainers who serve as interpretation staff, Professional Development, K-12 Student Programs, Digital Learning Programs, Science Technology Library and Public Programs. Ms. Gupta is a graduate of the Science Career Ladder, starting her career in museum education as a high school student. She is currently pursuing a PhD in Urban Education at the CUNY Graduate Center. Helen Creedon-O’Hurley is a secondary science educator in New York City’s public schools. She is the president of the Science Council of New York City, a science educator organization, and is in the doctoral program in urban education at the Graduate Center, CUNY. 相似文献
Jennifer D. AdamsEmail: |
Jennifer D. Adams is an assistant professor of science education at Brooklyn College, CUNY. She did her doctoral dissertation at the Graduate Center, CUNY on museum-based teacher education at the American Museum of Natural History. Her research focuses on informal science teaching and learning, museum education, and culturally relevant science teaching and learning. Lynn U. Tran received her PhD in science education at North Carolina State University, and recently finished a post-doctoral fellowship with the Center for Informal Learning and Schools at King’s College London. She is currently a Research Specialist with the Center for Research, Evaluation, and Assessment at the Lawrence Hall of Science at the University of California, Berkeley. Her research focuses on the pedagogical practices and professional development of science educators who teach in museums. Preeti Gupta is the Senior Vice President of Education and Public Programs at the New York Hall of Science. She is responsible for all programs and projects in the following divisions: Science Career Ladder, the Explainers who serve as interpretation staff, Professional Development, K-12 Student Programs, Digital Learning Programs, Science Technology Library and Public Programs. Ms. Gupta is a graduate of the Science Career Ladder, starting her career in museum education as a high school student. She is currently pursuing a PhD in Urban Education at the CUNY Graduate Center. Helen Creedon-O’Hurley is a secondary science educator in New York City’s public schools. She is the president of the Science Council of New York City, a science educator organization, and is in the doctoral program in urban education at the Graduate Center, CUNY. 相似文献
993.
Marilyn Fleer Helen Hedges Freya Fleer-Stout Le Thi Bich Hanh 《International Journal of Research & Method in Education》2018,41(1):69-88
Researching quality in early childhood settings has been operationalized in many ways, within and across countries. Nevertheless, despite some consensus on what might constitute a universally recognized view of what is considered essential for young children’s development, there are strong indicators that locally developed assessment tools are likely to give more contextually relevant results. Yet, little appears to be known about how to develop localized tools for assessing quality, especially in culturally diverse research contexts. Further, it would seem that not much is understood about the ways researchers and research participants have worked together to achieve reciprocal outcomes. In drawing upon cultural-historical theory, this paper goes beyond the traditional binary of an emic–etic perspective and instead describes a dialectical model for creating conditions for generating research intersubjectivity. An example of how researchers and participants worked together to develop an interactive e-quality rating scale in Vietnam is presented with the research exchange methods of Dialogue through the technology, Capturing moments of localized quality, Community walk, and Research selfies. These methods together acted to underpin the methodology that foregrounds what we have termed research intersubjectivity. 相似文献
994.
Brandon Burr Ladonna Atkins Anita Glee Bertram Kaye Sears Andreae N. McGinnis 《Educational gerontology》2019,45(5):353-364
Research shows various benefits of play in terms of children’s development. However, very little investigation has explored play from a lifespan perspective, linking early play experiences to older adulthood. Although some prior research has explored play memories, very little information is available on play memories of older adults, specifically, and perceptions of the importance of play in older adults. Using a lifespan perspective, this study explored the phenomenon of play through stories and memories from interviews with 15 older adults. Major study themes highlight changes between past and present play activity. Implications for practitioners and researchers are presented. 相似文献
995.
Kaye Eldridge Lisa Larry Jeanette Baird David Kavanamur 《Asia Pacific Journal of Education》2018,38(1):78-90
Tertiary education in Papua New Guinea (PNG) is in a critical state, as the sector struggles to address increased demand for student places with severely curtailed capacity. Recent thinking about improving public services in PNG has emphasized “whole of sector” or collaborative governance. Such an approach in tertiary education has the potential to improve the sector’s outcomes within its existing resource constraints. This exploratory paper examines the challenges involved in applying a deliberate collaborative governance approach to tertiary education in PNG. In particular, two theoretical models of collaborative governance are employed to gain insight into possible issues through the consideration of four main criteria: power, incentives, history, and leadership. The paper shows that the challenges to introducing collaborative governance to PNG tertiary education are substantive, and that any effective effort will require committed leadership and a carefully measured strategy that acknowledges the country’s particular circumstances. 相似文献
996.
The present study examined the reasoning strategies and arguments given by pre-service school teachers as they solved two problems regarding fractions in different symbolic representations. In the first problem, the pre-service school teachers were asked to compare between two different fractions having the same numerical representation, and in the second problem, they were asked to compare between different notational representations of the same fraction. Numeration systems in bases other than ten were used to generate various representations of fractions. All students were asked to provide justifications to their responses. Strategies and arguments relative to pre-service teachers' concepts of fractions and place value were identified and analyzed based on results of 38 individual clinical interviews, and written responses of 124 students. It was found that the majority of students believe that fractions change their numerical value under different symbolic representations. 相似文献
997.
Judy M. Parr Helen S. Timperley 《Assessment in Education: Principles, Policy & Practice》2008,15(1):57-71
Despite assessment being viewed as integral to practice, there are questions about schools’ preparedness to engage in this process. Data from three studies conducted in New Zealand primary schools explore whether use of student achievement data is part of the professional canon or skill set. (1) When implementing new literacy materials, evidence of need did not necessarily inform choice nor was achievement data used to make decisions about effectiveness of materials or use. (2) When a classroom initiative designed to achieve literacy goals was implemented, few schools collected evidence adequate for its evaluation. In both cases, practitioners appeared to hold a theory about acceptable evidence at variance with current policy expectations. Further, they may have lacked necessary skills. (3) Teachers, with practice, learned to interpret data accurately but this skill did not relate to student progress. A high level of pedagogical content knowledge may be needed to relate achievement information to teaching practice. 相似文献
998.
Videomail involves lecturers providing feedback on learners’ assignments by making a short videotape as an alternative to written comments alone. This study was designed to evaluate the effectiveness of videomail with a small sample of lecturers and distance learners in university programmes. In addition the authors were interested in establishing some principles for the use of videomail from the lecturer's perspective. Using approaches based on Grounded Theory and action research, reactions by lecturers and learners were collected. Videomail was felt to be an extremely valuable and personalised method of obtaining feedback by learners. Lecturers were able to use a wide variety of communication techniques such as self‐disclosure and reflection, for example, not available to them using written feedback only. It is concluded that written feedback can be enhanced by videomail and that videomail provides an additional vehicle for student learning and a means of establishing personal contact with learners at a distance. 相似文献
999.
1000.
Catherine Helen Palczewski 《Quarterly Journal of Speech》2020,106(3):234-241
ABSTRACT To tell the whole story of the struggle for woman suffrage, we need to begin the story well before 1848 and continue it long after 1920. For those teaching about woman suffrage, this essay offers resources that enable you to situate the 19th Amendment within a richer narrative of woman suffrage. 相似文献