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31.
Gallegos-Cázares Leticia Flores-Camacho Fernando Calderón-Canales Elena 《Cultural Studies of Science Education》2020,15(1):211-239
Cultural Studies of Science Education - This paper presents the development and structure of indigenous Nahua teachers’ ideas about mixing colors, as well their ideas about colors derived... 相似文献
32.
Leticia Losano Dario Fiorentini Mónica Villarreal 《Journal of Mathematics Teacher Education》2018,21(3):287-315
This study is focused on a period that poses several challenges for the development of mathematics teachers’ professional identities and agency: their first year of teaching in schools. During this period, beginning mathematics teachers confront tensions and contradictions among the principles, ideals, and experiences encountered during pre-service education and the demands, and restrictions of their teaching practice in schools. This article approaches this topic by developing an interpretative case study centered on one novice mathematics teacher, Sol. The aim is to describe and understand the development of Sol’s professional identity and agency during her first teaching year. Considering identity development as a diachronic phenomenon, we carry out a narrative analysis of the research data. The findings show that Sol developed her professional identity and agency through a process that gathered together the teaching practices possible inside her school, the positions she could negotiate as a newcomer inside the institution, and the cultural practices and discourses embodied during pre-service education. The results bring to the forefront the profound and tense interactions between the intimate and personal terrain of mathematics teachers and the social and cultural world of the schools where they work. Sol’s case also contributes to understanding the role that a robust pre-service education can play in the development of beginning teachers’ professional identities and in the possibility they could become agents of transformation in their schools. 相似文献
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34.
Emily K. Vraga Courtney N. Johnson D. Jasun Carr Leticia Bode Mitchell T. Bard 《广播与电子媒介杂志》2013,57(1):131-150
Shows blending humor and information are on the rise, and many such shows incorporate live studio audiences. Using two separate experimental studies, we test whether audience laughter on humorous political talk shows affects audience perceptions. We find that the effects of audience laughter depend on context, boosting perceptions of host and program credibility when a host is unknown, while reminding viewers of the comedic intentions and appeal of a known comedic host. If humor allows the hosts of comedic political talk shows more freedom to pointedly question their guests without turning off viewers, it may better engage and inform audiences. 相似文献
35.
The authors discuss declining usage of print collections in business disciplines and describe a survey of business faculty conducted in fall 2009. Results indicate a preference for print books but a willingness to substitute e-books. Using these results, this article outlines reasons for faculty preferences and implications for future collection development. 相似文献
36.
The Urban Review - This article concentrates on the educational experiences of urban and suburban Mexican American youth, from recent immigrants to those that have been in the United States for... 相似文献
37.
Fernando Flores-Camacho Leticia Gallegos-Cázares Andoni Garritz Alejandra García-Franco 《Science & Education》2007,16(7-8):775-800
The notion of incommensurability has provided a rationality criterion for the development of scientific theories, as well
as some insight into theories developed by students while learning science. However, the relationship between the multiple
models held by students and incommensurability requires further discussion. We present the results of empirical work that
investigated the multiple models of the structure of the matter held by university students and we analyze these results using
the notion of incommensurability. We also point out implications in the construction of students’ scientific models as they
move forward in their careers. 相似文献
38.
Toste Jessica R. Vaughn Sharon Martinez Leticia R. Bustillos-SoRelle Danielle A. 《Reading and writing》2019,32(7):1705-1722
Reading and Writing - We examined the influence of teachers’ use of instructional time on students’ learning within the context of a randomized controlled trial investigating the... 相似文献
39.
Elena Calderón-Canales Leticia Gallegos-Cázares Fernando Flores-Camacho 《Infancia y Aprendizaje》2013,36(4):952-999
AbstractStudies of the representations that students construct, within the framework of embodied cognition, have shown that perception, action and cognition are linked and are the basis of these representations. From this framework of analysis, this study attempted to identified the representations of 23 preschool students (ages four and five) of sound production, perception and propagation. In-depth interviews were conducted using hypothetical situations and experimental tasks. Three representations were identified. The first one shows a conception of sound centred on objects. Representation 2 also focuses on objects and their relationship with the subject, but it begins to attribute characteristics to the sound itself, and in representation 3, sound has more intrinsic characteristics that expand its possibilities of interacting with the subject and other objects. We conclude that the construction of representations of sound starts from perceptual elements and is linked to actions, although its complexity also shows that they incorporate characteristics that go beyond this corporal correlate. 相似文献
40.
Dr. Karen Nicholson Judith F. Evans Dora Tellier-Robinson Leticia Aviles 《The Educational forum》2013,77(2):176-185
The authors observe that the nature of knowledge is multidimensional, and that current efforts to shape curriculum are guided by patterns of cognitive interests. Building from an example related to teacher education, they argue that higher education experiences represent a clash between freedom and conformance that relates to these curricular interpretations. They discuss the impact of these ideas on teacher education curricula and posit a curriculum model that emphasizes depth and connectedness at all levels, calling for a reconceptualization of curriculum to bring about a more fulfilling learning process. 相似文献