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601.
Catherine Milne Kathryn Scantlebury Jason Blonstein Susan Gleason 《Research in Science Education》2011,41(3):413-440
Science education research has examined the benefits of coteaching for learning to teach in elementary and secondary school
contexts where coteachers bring variable levels of experience to the work of coteaching. Coteaching as a pedagogical strategy
is being implemented at the university level but with limited research. Drawing from the field of activity theory and our
emic experience as coteachers, we examine the enactment of coteaching in university science education courses. One of the
tools central to our examination of coteaching included the analysis of disturbances in the work and object of preparing science
teachers. This analysis highlighted the role, during discursive interactions, of problem posing and problem solving for addressing
observed disturbances. The presence of an extra instructor provided increased opportunities in the system for recognizing
and valuing disturbances as indicators of underlying contradictions or tensions in elements of the activity system of the
learning and teaching of science teachers. Our analysis suggests that coteaching offers expanded opportunities for the evolution
of the activity system of preparing science teachers. 相似文献
602.
Natalie Romer N. Kathryn Ravitch Karalyn Tom Kenneth W. Merrell Katherine L. Wesley 《Psychology in the schools》2011,48(10):958-970
We investigated gender differences of children and adolescents on positive social and emotional competencies using a new strength‐based measure of positive social–emotional attributes and resilience—the Social–Emotional Assets and Resilience Scales (SEARS) cross‐informant system. Caregivers, teachers, and students in grades kindergarten through 12 from schools across several U.S. states completed SEARS rating scales and self‐report forms. Females were consistently rated as having significantly higher total scores on all versions of the SEARS assessment system (p < .01), indicating consistent perceptions of females' higher levels of social–emotional competencies by all raters. These differences were not impacted by the grade students were in or the gender of the parent or teacher rater. Implications of these findings and future directions are discussed. © 2011 Wiley Periodicals, Inc. 相似文献
603.
Kathryn S. Young 《Teaching and Teacher Education》2011,27(2):483-493
The purpose of this spatial study is to understand the function space play in a combined credential program in the US in helping or hindering the program’s inclusive mission. The study examines how physical and social manifestations of general and special education are (re)organized in the new program. The data provides evidence for the pervasive separation between general and special education within the new program. This study points to the importance of examining space in relation to teacher education reform as a way to highlight where policy, institutional, programmatic, physical, and pedagogic changes are needed to support inclusive teacher preparation. 相似文献
604.
The article reports on a study investigating influences on Australian politicians’ decision making for early childhood education and care (ECEC) policy. The astronomical concept of dark matter is utilised as a metaphor for considering normalising, and therefore frequently difficult to detect and disrupt, influences implicated in politicians’ decision making for ECEC policy. The concept of dark matter connects with and extends Foucauldian conceptualisations of knowledge, power and discourse. The paper argues that maternalist discourses continue to shape the policy landscape for ECEC, though these are largely unacknowledged. 相似文献
605.
Scientific research exploring ocean acidification has grown significantly in past decades. However, little science education research has investigated the extent to which undergraduate science students understand this topic. Of all undergraduate students, one might predict science students to be best able to understand ocean acidification. What conceptions and misconceptions of ocean acidification do these students hold? How does their awareness and knowledge compare across disciplines? Undergraduate biology, chemistry/biochemistry, and environmental studies students, and science faculty for comparison, were assessed on their awareness and understanding. Results revealed low awareness and understanding of ocean acidification among students compared with faculty. Compared with biology or chemistry/biochemistry students, more environmental studies students demonstrated awareness of ocean acidification and identified the key role of carbon dioxide. Novel misconceptions were also identified. These findings raise the question of whether undergraduate science students are prepared to navigate socioenvironmental issues such as ocean acidification. 相似文献
606.
Eunice Lerma Manuel X. Zamarripa Marvarine Oliver Javier Cavazos Vela 《Counselor Education & Supervision》2015,54(3):162-175
Through 23 open‐ended questionnaires and 8 individual interviews, this phenomenological study explored the experiences of Hispanic men and women (N = 23) who completed doctoral degrees in counselor education. Six themes were identified: family role models, educational support, parental expectations, ethnic identity, acculturation/cultural expectations, and intrinsic motivation. 相似文献
607.
Early Behavioral Inhibition and Emotion Regulation: Pathways Toward Social Competence in Middle Childhood
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Elizabeth C. Penela Olga L. Walker Kathryn A. Degnan Nathan A. Fox Heather A. Henderson 《Child development》2015,86(4):1227-1240
This study examined emotion regulation (ER) as a mediator in the relation between early behavioral inhibition (BI) and later social competence (N = 257), and whether this mediation varied depending on BI levels. Maternal report and observational measures were used to assess BI (ages 2 and 3). Children's ER strategies (age 5) and social competence with an unfamiliar peer (age 7) were measured using observational measures. Results showed that BI predicted less engaged ER strategies during a disappointment task, and engaged ER predicted higher social competence. Engaged ER mediated the effect of BI on social competence, but only for highly inhibited children. Findings elucidate developmental trajectories of risk and resilience, and suggest targeting regulatory strategies in early prevention efforts with highly inhibited children. 相似文献
608.
Understanding the construction of belonging, and how unbelonging might be troubled, is critical work. For schools in many parts of the world one of the many challenges of globalisation is the task of teaching with, and for, ethnic and cultural diversity. This paper examines the exclusionary practices of teaching that construct ethnic and religious minority students in states of unbelonging. These practices are due, in part, to teachers’ failure to really know their students. Alongside this argument, discourses of belonging in rural schools that speak to possibilities for everyday place-sharing for ethnic and religious minority students are examined. Simple and common moments of mutual recognition and understanding speak to the possibilities for belonging that are opened up in everyday relations of knowing. The implications of these ideas for teachers and teacher education in what is framed as a ‘pedagogy of belonging’ are considered. 相似文献
609.
610.
The special health needs of older persons and the organization of managed care systems necessitate interdisciplinary team health care. However, there is a paucity of training or familiarity with team care among most health care professionals. This article describes one nationwide initiative, funded by the John A. Hartford Foundation, in which eight sites trained health care workers from different disciplines to participate as interdisciplinary geriatric health care team members. Although the goal of the initiative was to develop trained interdisciplinary team participants, a major concern of the programs was the initial overcoming of challenges to training professionals from different disciplines together. Both benefits and challenges are identified and several training modalities and techniques to meet the challenges are discussed. These include case studies, standardized patients, cross-discipline role-playing, glossaries, and use of the DISC Personality Profile. The benefits of each of these modalities are examined, and potential pitfalls and perils to be avoided are emphasized. 相似文献