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151.
June Marilyn George 《International Journal of Science Education》2013,35(12):2114-2131
This paper reports on the attempts by some Caribbean science teachers to make links between their students' everyday lives and school science in their planning for teaching. It describes how these teachers drew on their exposure to a university graduate course on science education and culture in seeking to access the background cultural knowledge of their students and to incorporate this knowledge in their plans for teaching science. The paper critically examines the experiences of these teachers and highlights both the rewards and challenges that ensued as these teachers prepared for culturally relevant science teaching 相似文献
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Marilyn Hockley 《Educational Action Research》2013,21(2):341-360
The article describes the endeavours of three further education tutors to improve their ability to work effectively with students who have mild to moderate learning difficulties. The tutors sought the assistance of researchers at Oxford Brookes University who were developing a Communication Styles Questionnaire (CSQ) as a means of helping teachers to direct their own professional development. The CSQ gives tutors valid and reliable feedback about how they tend routinely to interact with learners. This may be used in a process of reflection, preferably with colleagues, leading to action to improve teaching and learning. 相似文献
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Richard C. Gershon Jerry Slotkin Jennifer J. Manly David L. Blitz Jennifer L. Beaumont Deborah Schnipke Kathleen Wallner‐Allen Roberta Michnick Golinkoff Jean Berko Gleason Kathy Hirsh‐Pasek Marilyn Jager Adams Sandra Weintraub 《Monographs of the Society for Research in Child Development》2013,78(4):49-69
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Richard White Paul Gardner Malcolm Carr Alister Jones Ken Appleton Marilyn Fleer Christine Redman Vaille Dawson Wen-Hua Chang Stephen M. Ritchie 《Cultural Studies of Science Education》2009,4(2):263-301
This collection of historical accounts provides diverse perspectives on the structure and culture of the community of researchers
who participate in activities of the Australasian Science Education Research Association (ASERA). It describes the formation
of the Association, and identifies major changes and challenges for the ever growing and internationalisation of its membership.
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Stephen M. RitchieEmail: |
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