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41.
Jennifer D. Adams 《Cultural Studies of Science Education》2007,2(2):393-440
In this article I critically examine the historical context of science education in a natural history museum and its relevance
to using museum resources to teach science today. I begin with a discussion of the historical display of race and its relevance
to my practice of using the Museum’s resources to teach science. I continue with a critical review of the history of the education
department in a natural history museum to demonstrate the historical constitution of current practices of the education department.
Using sociocultural constructs around identity formation and transformation, I move to the present with a case study of a
teacher who transforms the structure of science education in her classroom and school as a result of her identity transformation
and association with a museum-based professional education program.
相似文献
Jennifer D. AdamsEmail: |
42.
Penny Corkum Kelly Humphries Jennifer C. Mullane France Theriault 《Contemporary educational psychology》2008
This study compared private speech of children with ADHD and normal controls during problem solving and inhibition tasks. Thirty-two children (16 children with ADHD and 16 matched controls) aged 6–11 years participated. Consistent with previous studies, children with ADHD produced more task-irrelevant and task-relevant external private speech than control children during problem-solving tasks, but did not differ in their use of task-relevant internal private speech. During the inhibition/attention task (Continuous Performance Test-II), children with ADHD produced more task-relevant external and more task-relevant internal private speech, suggesting that they may have employed a less mature strategy to aid in self-regulation. The educational implications of the current study are that there should be an increased awareness of the developmental nature and functional significance of private speech and how private speech usage may differ in children with ADHD. 相似文献
43.
Elizabeth Behm-Morawitz Brandon M. Miller Jennifer Lewallen 《Communication Research Reports》2018,35(3):210-221
Content analyses of prime-time television provide a picture of predominant cultural stereotypes and social trends. The present research is a quantitative content analysis of social class in popular broadcast and cable television in the United States. This research advances scholarship by systematically analyzing character class in addition to more commonly examined variables such as race and gender. A model for the operationalization of class for quantitative content analyses of mediated texts is offered. This proof of concept study demonstrates the viability of studying media representations of class quantitatively to systematically document patterns of portrayal. 相似文献
44.
We previously proposed that science capital (science-related forms of cultural and social capital) can be used as a theoretical lens for explaining the patterned nature of aspirations and educational participation among young people aged 11–16. Building on these findings, the present article investigates whether science capital is related to post-18 aspirations to pursue further STEM study and whether science capital can be extended to related disciplines including engineering, maths and technology. Specifically, we report on correlational analyses exploring the relationships between science, technology, engineering and maths attitudes and science capital. Drawing on data from a new survey of 7,013 17/18 year old English secondary school students, analyses showed that science capital, while strongly related to engineering and physical science future study aspirations, was not strongly related to the pursuit of either maths or technology postsecondary study. The findings also suggest that engineering and maths attitudes have a stronger relationship to science capital than attitudes relating to technology. We conclude with a discussion of the implications of these findings and propose that science capital might be more usefully applied to “SEM,” with links to technology fields and aspirations needing further exploration. 相似文献
45.
Tae Kyoung Lee Alan Meca Jennifer B. Unger Byron L. Zamboanga Lourdes Baezconde-Garbanati Melinda Gonzales-Backen Elma I. Lorenzo-Blanco Miguel Á. Cano Sabrina E. Des Rosiers Daniel W. Soto Juan A. Villamar Monica Pattarroyo Karina M. Lizzi José Szapocznik Seth J. Schwartz 《Child development》2020,91(1):78-95
Acculturation consists of multiple domains (i.e., cultural practices, identifications, and values). However, less is known about how acculturation processes influence each other across multiple domains of acculturation. This study was designed to investigate transition patterns of acculturative processes within and across domains in a sample of 302 recent-immigrant Hispanic adolescents, Mage (SD) = 14.51 years (0.88) at baseline; male = 53%). Adolescents were assessed six times over a 3-year period. Latent profile analyses identified two profiles (high [or increasing] vs. low) for each domain at each timepoint. We found largely stable transition patterns in each domain over six timepoints. Importantly, sequential associations among profiles in acculturation domains were also detected. Implication for acculturation theory and research are discussed. 相似文献
46.
Coteaching in early childhood clinical field experiences: a cross-case study of learning affordances
ABSTRACT Coteaching, a model for learning to teach, places teacher candidates alongside clinical educators in classrooms. Learning occurs through shared practice and on-going explication of thinking and reflection. This cross-case study of six dyads from an undergraduate early childhood inclusive preservice education program examines ways that coteaching afforded opportunities for developing collaborative and adaptive expertise. It was found that opportunities for learning these skills were afforded through coteaching student teaching experiences, although in different ways, and that limited affordances outnumbered strong learning opportunities. Implications for further development of the early childhood coteaching teacher education model, and for professional development, are discussed. 相似文献
47.
48.
Adolescent mothers and their very young children are a high‐risk group, physically, emotionally and socially. These very young parents present special challenges to the early childhood educator, who must often deal with the simultaneous demands created by an immature adolescent and the needs of her child for responsible parenting. Social isolation, lack of education, inexperience, and un‐met needs to play further complicate the lives of teen parents, and of educators who attempt to teach them parenting skills.
Recognising the adolescent needs of very young parents and building a parent education program based on concrete, playful experiences with plentiful opportunities to interact with peers seem to be keys to successful intervention. In this presentation we will look at the special characteristics of adolescent parents and review a series of field‐tested hands‐on parent education workshops for them. 相似文献
49.
Jennifer Stephenson Ken Linfoot 《International Journal of Disability, Development & Education》1996,43(2):147-165
Communicative intent is an important construct in pragmatic theory that is based, in part, on the study of language acquisition among normally developing children. This article discusses communicative intent in persons with severe intellectual disability in the context of intervention studies reporting the acquisition of graphic symbol use. 相似文献
50.
Jennifer LoCasale-Crouch Amanda Williford Jessica Whittaker Jamie DeCoster Pilar Alamos 《Journal of research on educational effectiveness》2018,11(1):35-55
This study examined fidelity of implementation in a randomized trial of Banking Time, a classroom-based intervention intended to improve children's behavior, specifically for those at risk for developing externalizing behavior problems, through improving the quality of teacher–child interactions. The study sample comes from a randomized controlled trial that took place over three years and included 183 teachers and 470 preschool children recruited across three sites. Results exploring fidelity of implementation indicated that Banking Time practices were present across treatment and nontreatment groups. In addition, the presence of more Positive Banking Time Practices accounted for improvements in teacher–child interactions while Restricted Banking Time Practices showed inconsistent patterns, relating both to positive and negative teacher–child interactions. Further, random assignment to Banking Time resulted in the presence of more Positive Banking Time Practices and fewer Restricted Banking Time Practices, which accounted for the improved teacher–child interactions. Thus, findings point to the critical need to better account for intervention fidelity across conditions in randomized trials, allowing for better understanding of the mechanism through which interventions lead to intended outcomes. 相似文献