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161.
Julianne Lynch Efrat Eilam Martin Fluker Naomi Augar 《Environmental Education Research》2017,23(5):708-721
Community-school partnerships are an established practice within environmental science education, where a focus on how local phenomena articulate with broader environmental issues and concerns brings potential benefits for schools, community organisations and local communities. This paper contributes to our understanding of such educational practices by tracing the diverse socio-material flows that constitute a community environmental monitoring project, where Australian school students became investigators of and advocates for particular sites in their neighbourhood. The theoretical resources of actor-network theory are drawn upon to describe how the project – as conceptualised by its initiators – was enacted as both human and non-human actors sought to progress their own agendas thus translating the concept-project into multiple project realities. We conclude by identifying implications for sustaining educational innovations of this kind. 相似文献
162.
As the numbers of nontraditional students on college campuses continue to climb, college educators should become increasingly aware of issues regarding the mixed age college classroom. The research reported in this paper is focused on understanding mixed age classrooms from the student's perspective. Through telephone interviews with over 300 students we explored three major areas: attitudes traditional and nontraditional students hold regarding their mixed age classroom experience; attitudes each group has toward their own age group and the other age group; and perceptions of the differences between older and younger students' relationships with their professors. Data on both younger and older students were collected, analyzed and compared.Jean M. Lynch is an Assistant Professor of Sociology/Anthropology, and Associate Director of the Applied Research Center at Miami University. She received her Masters in Sociology from the University of Rhode Island and her Ph.D. in Sociology from Brown University. Her research interests include the mixed age college classroom and the sociology of law and gender. Cathy Bishop-Clark is an Assistant Professor in the Systems Analysis Department at Miami University. She holds an M.S. in Information Systems, and is currently a doctoral candidate in Educational Foundations at the University of Cincinnati. Her research interests include the mixed age college classroom and cognitive style as relates to computer programming. 相似文献
163.
Sharon Lynch 《科学教学研究杂志》1994,31(2):105-128
This article reviews current policy trends concerning the practice of ability grouping in K–12 science education. Relevant statements of key policy-making, policy-influencing organizations such as the NSTA, AAAS, NSF, the National Research Council, the U.S. Office of Education Department of Civil Rights, NAACP, the National Governors' Association, programs related to the Jacob Javits Grants for the Gifted and Talented, and others are summarized. The author's interpretation of the various positions are presented herein. The article also explores the research base supporting the various policies on grouping by examining selected general research literature on grouping, followed by research that is science education specific. Methodological issues color the research findings. The ethical and pragmatic implications of developing research and policy are discussed. The conclusions are that there is a dearth of recent empirical research specifically related to ability grouping in science, and that the time is ripe for the concerted development of a research agenda by key players in science education reform. Moreover, as controversial and value-laden as the topic is, it should be noted that grouping practices alone are unlikely to influence science education reform unless considered in the context of comprehensive restructuring efforts at the local school level. 相似文献
164.
OBJECTIVE: To evaluate a model in which chronic emotional inhibition mediates the relationship between a history of childhood emotional invalidation or abuse and adult psychological distress. METHOD: One hundred and twenty-seven participants completed a series of self-report questionnaires, and a subset of this group (n=88) completed an additional measure of current avoidant coping in response to a laboratory stressor. Structural equation modeling was used to evaluate and compare a full and partial mediational model. RESULTS: Findings strongly supported a model in which a history of childhood emotional invalidation (i.e., psychological abuse and parental punishment, minimization, and distress in response to negative emotion) was associated with chronic emotional inhibition in adulthood (i.e., ambivalence over emotional expression, thought suppression, and avoidant stress responses). In turn, emotional inhibition significantly predicted psychological distress, including depression and anxiety symptoms. CONCLUSION: This study found support for a model in which the relation between recollected negative emotion socialization in childhood and adult psychological distress was fully mediated by a style of inhibiting emotional experience and expression. Although it is likely that childhood emotional inhibition is functional (e.g., reduces parental distress and rejection), results suggest that chronic emotional inhibition may have long-term negative consequences for the inhibitor. 相似文献
165.
Condit CM Parrott RL Harris TM Lynch J Dubriwny T 《Public understanding of science (Bristol, England)》2004,13(3):249-272
The increase in public representation of the science-based concept "genetics" in the mass media might be expected to have a major impact on public understanding of the concept of "race." A model of lay understandings of the role of genetics in the contemporary United States is offered based on focus group research, random digit dial surveys, and community based surveys. That model indicates that lay people identify are primarily by physical features, but these identifications are categorized into a variety of groupings that may be regional, national, or linguistic. Although they believe that physical appearance is caused largely by genetics, and therefore that race has a genetic basis, they do not uniformly conclude, however, that all perceived racial characteristics are genetically based. Instead, they vary in the extent to which they attribute differences to cultural, personal, and genetic factors. 相似文献
166.
Tatum Adiningrum Sean Sturm Barbara Kensington-Miller 《International Journal for Academic Development》2019,24(2):109-121
ABSTRACTEmploying part-time and casual academics is now a widely accepted practice in higher education globally. We explored the issue of the identity of part-time academics in Indonesian higher education through interviews with 14 part-time and 11 full-time academics. Both groups identified more strongly with their teaching roles than with other roles. However, they differed in their perceptions of opportunities to enact their chosen academic roles and of the kind of academic development they needed. The current standardised model of academic development needs to be rethought to offer more flexibility and to invite departments’ participation in the development of their academics. 相似文献
167.
168.
Helen Taylor Greene Shaun L. Gabbidon Sean K. Wilson 《Journal of Criminal Justice Education》2018,29(1):96-115
This article provides a re-examination of the progress of African Americans in criminology/criminal justice doctoral programs since 2004. It focuses on African-American faculty, their scholarly research, and involvement in professional associations. Recent trends in African Americans enrolled in doctoral programs also are analyzed. Findings indicate that the representation of African-American faculty and doctoral students in criminology and criminal justice programs has increased although both continue to be under-represented in programs at predominantly white institutions. Evidence of increases in their contributions to the body of knowledge and service to professional associations was notable. The article concludes with strategies and recommendations for ensuring that inclusion continues to matter in the next decade. 相似文献
169.
Douglas Jay Lynch Hernando Trujillo 《International Journal of Science and Mathematics Education》2011,9(6):1351-1365
Students enter college chemistry courses with different sources of motivation, appropriate or inappropriate assumptions about
their probability of success and how to study. This study is theoretically aligned with self-regulated learning research.
Clearly, academic performance is closely related to student motivational beliefs and learning strategies. This study investigated
the motivational beliefs and learning strategies of 2 years of college students in the second semester of organic chemistry.
Responses to the Motivational Beliefs and Learning Strategies Questionnaire indicated that student self-efficacy was highly
correlated with academic performance (semester grades). Gender differences were quite pronounced. Male academic performance
was associated with intrinsic motivation as well as the importance placed on the learning task. Test anxiety was negatively
associated with male grades. Extrinsic motivation was negatively correlated with female grades. Responses to students’ sense
of control over learning, the value of the learning task, and self-efficacy were significantly higher for males compared to
females. Faculty who attend to these different patterns may influence beliefs as well as learning strategies. Correcting erroneous
assumptions about how to learn chemistry may help students shift both their attitudes and their learning practices. The notable
gender difference suggests that female chemistry students may especially profit from focused faculty intervention. 相似文献
170.
Kelly Wissman Sean Costello Diane Hamilton 《Changing English: An International Journal of English Teaching》2012,19(3):325-338
This article explores the experiences and literacy practices of an adolescent boy enrolled in an academic support class, in which students received an open-ended invitation to respond to S.E. Hinton's novel The Outsiders with the software programme Comic Life. In constructing this ‘telling case', we highlight how traditional print literacies associated with English instruction can construct school as a ‘contradictory symbolic space' for many students, but also how the introduction of the multimodalities can provide opportunities for adolescents to experience in-school literacies as social, performative and creative. We argue for re-envisioning literacy curricula and assessment not only to incorporate multimodalities, but also to provide students with instruction in writing conventions and practice with print in ways that serve larger purposes beyond remediation and test preparation. We posit the possibility for ‘complementary symbolic spaces' that are connected to the landscape of adolescent literacies that students traverse outside school and to students' desires to communicate, create and reach others within a range of discourse communities. 相似文献