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John Wallace Rachel Sheffield Leonie Rénnie Grady Venville 《The Australian Educational Researcher》2007,34(2):29-49
In Australia, and internationally, integration is a widely promoted middle school curriculum reform strategy. Integration
is claimed to engage students by providing opportunities to work on a few cross-disciplinary objectives, to apply knowledge
across the subject boundaries and to work on tasks with meaning and relevance. While these curriculum goals enjoy a certain
popularity among middle school reformers and curriculum integration adherents, in practice, the prevalence of integration
is patchy and provisional. In this article, we (re) examine two of our studies of middle school integration over the past
decade to explore the reasons for this apparent disparity between the rhetoric and the reality. In our re-search for integration,
we look back at our data to identify enabling and inhibiting conditions for curriculum reform and develop a list of key program
characteristics. Finally, we look forward, drawing on the notion of institutional resilience to speculate on the reasons why
some middle school programs seem to flourish while others wither. 相似文献
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This article received the “Implications of Research for Educational Practice” award at the 1995 meeting of the Association
for the Education of Teachers in Science. The award is made possible by Carolina Biological Supply. An adaptation of this
article, entitled “Don’t Compare, Complement: Making Best Use of Science Centres and Museums,” was published in the 1995 Set:
Research Information for Teachers, Number 1, Item 1, by the New Zealand and Australian Councils for Education Research. 相似文献
47.
Ms Deidra J Young 《Research in Science Education》1990,20(1):306-315
The Second International Science Study provides a large Australian data base for the purpose of secondary analyses. This data
base consists of a large number of student and school level variables which were examined with reference to the students nested
within the schools. Multilevel analysis involves the use of the hierarchical linear model to adequately compensate for variability
between-schools, as well as within-schools. The role of the school organization and effects such as the average student ability
and average social factors were found to substantially influence student achievement in science. These school effects were
also found to influence boys and girls differently with respect to their science achievement as measured by the tests in this
study.
Specializations: large scale data analysis, gender differences, socioeconomic factors, epidemiology. 相似文献
48.
This paper reports an investigation into gender, ethnicity and rurality on Fijian students’ perceptions of science. A questionnaire
was administered to a large sample of Form 5 classes. All students had completed a four year integrated "Basic Science" course
in the junior secondary school and were continuing their studies in the upper secondary school. The responses were analysed
to determine the significance of gender, ethnicity and rurality on the students’ perceptions of science, attitudes to science
in the world and to science in the school curriculum.
Specializations: gender issues and affective aspects of science and technology education.
Specializations: Constructivism in science education, development education and gender issues. 相似文献
49.
Dr Kathryn Scantlebury Ellen Johnson Scott Lykens Rennie Clements Susan Gleason Robert Lewis 《Research in Science Education》1996,26(3):271-281
Cooperating teachers are prominent people in influencing the next generation of teachers because they interact daily with
student teachers. This paper discusses the impact of gender-sensitive cooperating teachers on student teachers' teaching strategies,
questioning patterns and interactions during their teaching practicum. Student teachers working with these gender-sensitive
cooperating teachers were more equitable in their questioning patterns and more likely to ask students (of both genders) higher-order
questions than their peers.
Concord High School
Caesar Rodney High School
Glasgow High School
Middletown High School
Hanby Middle School 相似文献
50.
Picturebook discussions are commonplace literacy events in contemporary classrooms. The different experiences, backgrounds and ways of being that individual students draw upon during talk around texts prompt a broad range of ways to make, negotiate and share meanings. In addition to developing students' literacy skills such as oral language, vocabulary and comprehension, these discussions have been shown to be instrumental in developing students' interpretive competence which is important for achieving learning outcomes. In this article, we report a study that investigated how four diverse groups of 10‐ and 11‐year‐old students and teachers from two schools experienced such reading events. The study found that making sense of these books was more productive when students were given permission to switch identities and make connections to their out‐of‐school cyber and popular culture worlds. Using discourse analytic techniques, we uncover the identity work during a number of discussions around two different picturebooks and show how this enabled these learners to enter the academic space and demonstrate interpretive competence. 相似文献