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71.
72.
Mary M. Atwater 《科学教学研究杂志》1996,33(8):821-837
This article focuses on (a) theoretical underpinnings of social constructivism and multicultural education and (b) aspects of social constructivism that can provide frameworks for research in multicultural science education. According to the author, multicultural science education is “a field of inquiry with constructs, methodologies, and processes aimed at providing equitable opportunities for all students to learn quality science.” Multicultural science education research continues to be influenced by class, culture, disability, ethnicity, gender, and different lifestyles; however, another appropriate epistemology for this area of research is social constructivism. The essence of social constructivism and its implications for multicultural science education research includes an understanding of whatever realities might be constructed by individuals from various cultural groups and how these realities can be reconstituted, if necessary, to include a scientific reality. Hence, multicultural science education should be a field of study in which many science education researchers are generating new knowledge. The author strives to persuade other researchers to expand their research and teaching efforts into multicultural science education, a blending of social constructivism with multicultural science education. This blending is illustrated in the final section of this article. © 1996 John Wiley & Sons, Inc. 相似文献
73.
Fourth-grade follow-up achievement outcome data of placed and nonplaced transition extra-year school readiness samples indicate a nonsignificant standardized score difference, as noted in the second-grade findings. New analysis of correlation data indicates that within-sample age distribution shows a positive correlation with standardized achievement test scores in a study sample of non-at-risk students nonretained or recommended for retention. This age-achievement correlation is strong in kindergarten, with decreased effects by second and fourth grade. Four study samples of at-risk students (students retained in a transition extra-year school readiness program, students recommended and eligible for such placement but not placed, students retained in kindergarten through second grade, and students held out of school prior to kindergarten) reflect moderate inverse (negative) correlations between age and achievement test scores, with increasing inverse effects in fourth grade. Effect analysis and implications are discussed. © 1996 John Wiley & Sons, Inc. 相似文献
74.
Todd L. Sandel Richard Buttny Mary Varghese 《Journal of Intercultural Communication Research》2019,48(1):52-71
Students were linked virtually across three contexts: U.S., Malaysia, and China. Differences emerged in how student-created messages were constructed and interpreted; these impacted perceived relational affiliation. Messages constructed by students in Malaysia and China exhibited casual talk, greater self-disclosure, requests for personal information, and greater use of emoticons/emoji. Interactions were perceived as informal, friendly, and positive. U.S. students’ messages often showed institutional talk, less self-disclosure, and more attention to the instructor-assigned task. Asian-U.S. student pairs perceived their interactions as formal, less friendly, and less positive. This study shows how online technologies may be afforded and shaped by culture and interaction. 相似文献
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Mary Grace Antony Ryan J. Thomas 《Journal of International and Intercultural Communication》2017,10(1):4-24
The recent migration of 65,000 children across the southwestern border, coupled with allegations of abuse by the U.S. Border Patrol, enables the investigation of an overlooked immigrant category: the unaccompanied youth migrant. Analyzing audience responses to news reports of the abuse, we find that established disparaging immigrant tropes apply, describing the children as an economic burden, disease carriers, and offspring of irresponsible families. We uncover two new themes: Youth migrants are channels whereby criminals may infiltrate the U.S., and manipulate legal authorities to remain in the U.S. Finally, we demonstrate how global compassion is strategically deployed to qualify harsh retaliatory measures. 相似文献
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Friedrich Edding G. W. Parkyn Renzo Titone Oskar Anweiler Frederic Lilge John Vaizey Werner Levi B. Magierska Walter Schultze Mary Ewen Ulich Ben Morris Ignacy SzAniawski G. de Landsheere M. L. Kellmer Pringle W. Lenz Rudolf Haas John Bradley Josip Lukatela M. J. Langeveld S. Wiegersma H. H. Stern H. P. Rickman 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1963,8(3-4):471-498
80.
Mary A. Anderson Frank Bowles C. O. Taiwo Jan D. Beckmann L. J. Lewis James R. Liesch Godfrey N. Brown H. L. Elvin Shib K. Mitra Richard F. Behrendt Graeme Kemelfield Hugh W. R. Hawes W. A. Dodd A. L. Tibawi 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1971,17(2):220-251