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In this paper we begin a discussion around the need for science educators to understand the relationship between cultural and socioeconomic issues and the science education of inner‐city students. We refer to the works of critical scholars in science, education, and sociology in order to help us deconstruct the relationship between sociopolitical agendas and the lack of opportunity in science education for students from lower socioeconomic inner‐city enclaves. Through our ethnographic case study of a homeless family in a major metropolitan area in the Northeast, we frame our analysis through the pedagogical questions of representation of science through culture, socioeconomic status, and “culture capital.” We use this analysis to raise questions for further research on the significance of understanding, accessing, and critiquing the “culture of power” in science education. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 871–889, 2000 相似文献
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Several researches are presented as evidence that children with a high verbal -low spatial ability profile fend to respond in the “usual” way to social reinforcement or praise, whereas children with a high spatial - low verbal profile do not find such praise reinforcing. Several implications for teaching such HiS-LoS and HiV-LoS children are seen in these studies and considered in detail. Specifically the following implications are discussed: (a) the need for better identification of children with HiV-LoS and HiS-LoV profiles, (b) what kinds of reinforcers to use with these children in the classroom, (c) group vs. individual instruction, (d) the need to socialize the HiS-LoV child, and (e) the need for care in academic assessment. 相似文献
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Telemedicine has been shown to be an effective means of managing follow-up care in chronic diseases such as depression. Exactly why telemedicine calls work, however, remains largely unknown because there are no adequate research tools to describe the complex communicative interactions in these encounters. We report here an ongoing project to investigate the efficacy of telemedicine in depression care, arguing that technical communication specialists have unique contributions to make to this kind of research. 相似文献
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Historically, many students with disabilities were excluded from large-scale assessments. Recent federal and state policy initiatives, including the most recent reauthorization of the Individuals With Disabilities Education Act, require that the large majority of students with disabilities be included in the statewide assessments used in accountability systems. Although most observers agree that educational outcomes for students with disabilities were inadequate before the new policies were implemented, the research undergirding the new policies is limited. The reforms have spurred a rapid increase in relevant research, but more and improved research is needed. This article reviews the status of research on issues that are central to the new reforms and recommends directions for future research. 相似文献
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