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Jennifer Anne Wilhelm Walter S. Smith Kendra L. Walters Sonya E. Sherrod Judith Mulholland 《International Journal of Science and Mathematics Education》2008,6(1):131-162
Pre-service teachers from Texas and Indiana in the United States and from Queensland, Australia, observed the Moon for a semester
and compared and contrasted their findings in asynchronous Internet discussion groups. The 188 pre-service teachers were required
to conduct inquiry investigations for their methods coursework which included an initial Moon observation assignment, an Internet
Moon discussion, and a final project. The Moon context was chosen for its motivating capability, its inherent interdisciplinary
makeup, its inclusion in the National Science Education Standards, and its ability to be viewed worldwide. This study was
of a mixed method research design and involved pre-service teachers’ journals, summative reflections, Internet discussions,
final projects, and the Lunar Phases Concept Inventory (LPCI). Analysis of the qualitative data was conducted through the
exploration of patterns and themes that illustrated pre-service teachers’ conceptual development, and the LPCI was administered
as a pre/post assessment. We found that our project led to increased knowledge concerning the mathematics and science involved
with understanding the Moon and its phases. We also found that it was beneficial to have Internet discussions with pre-service
teachers from around the world, but it was not without its problems (e.g., coordinating schedules and lack of participation
by some participants). We discovered that pre-service teachers’ exposure to the new uses of technology for teaching and learning
did not necessarily translate to their planning to adopt similar techniques in their own classrooms. 相似文献
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Sonya Douglass Horsford 《理论付诸实践》2014,53(2):123-130
This article explains (a) why racial literacy—an understanding of the origins and function of race in US schools and society—is essential to the work of educational leaders, and (b) how educational leaders can improve their leadership through racial literacy. It introduces the concept of racial literacy as a first step to improving school leadership practices, to be followed by racial realism, racial reconstruction, and racial reconciliation in racially diverse school communities. The article concludes with recommendations and resources designed to advance the racial literacy of educational leaders and their teams as part of a broader commitment to inclusion and social justice in US schools. 相似文献
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More than a conversation: using cogenerative dialogues in the professional development of high school chemistry teachers 总被引:1,自引:0,他引:1
Sonya N. Martin Kathryn Scantlebury 《Educational Assessment, Evaluation and Accountability》2009,21(2):119-136
This paper focuses on content-based and pedagogical instructors’ use of cogenerative dialogues to improve instructional practice
and to evaluate program effectiveness in a professional development program for high school chemistry teachers. We share our
research findings from using cogenerative dialogues as an evaluative tool for general assessment of various program-related
issues. We discuss how engaging students in cogenerative dialogues improved teaching and learning in chemistry and chemistry
education courses. This research provides insights and direction for improving content-based professional development programs
for science teachers and the learning experiences of high school science students. Cogenerative dialogue has the potential
to expand evaluation methodologies that will position participants more centrally in not only the collection of data, but
also the analysis of these data to catalyze transformative practices in educational programs.
相似文献
Sonya N. MartinEmail: |
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Sonya D. Hayes 《Mentoring & Tutoring: Partnership in Learning》2019,27(2):190-212
Mentoring is an established method of supporting principals as they begin their careers; however, early studies focus on how a veteran principal supports a novice principal in acquiring the skills to manage the school. As the role of a principal has evolved from a building manager to a leader of learning, the role of mentoring has also evolved. The purpose of this study was to explore the mentoring experiences of novice principals and their mentors in a school district’s mentoring program, and how developmental mentoring relationships support novice principals to be leaders of learning. The ?ndings suggest that a strong mentoring relationship can support a novice principal in developing skills to be a leader of learning by clarifying the mentor’s role as a leader of learning, focusing mentoring sessions to build the mentee’s capacity as a leader of learning, and a commitment to mentoring sessions that support teaching and learning. 相似文献
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Sport-development programmes provide opportunities for Aboriginal and Torres Strait Islander youth to excel and overcome social inequities. In Australia, all levels of government have identified sport-development programmes in their policy responses as a method to redress inequity amongst this population. Yet, a recent report has shown that national sport organisations have been more reactive in establishing anti-discrimination policy and less proactive in cultivating culturally inclusive programmes and meaningful sporting experiences (Human Rights and Equal Opportunity Commission, 2007). At the same time, neo-liberal approaches to policy in Australia have seen the emphasis on grassroots community sport-development shift to third-sector organisations. However, little research has examined how the third-sector organisations operate with Aboriginal and Torres Strait Islander communities and how culturally inclusive the programmes they deliver are for the communities in which they operate. Three case studies with the objectives of analysing organisational approaches to: structure and governance; sport-development philosophies; and cultural inclusiveness of the programmes, are presented here. The case studies were informed by the cultural lens of Ganma, a theory belonging to the Yolngu community of Yirrkala (Marika, Ngurruwutthun, & White, 1992). The case study method included in-depth interviews with programme leaders, reviews of management information systems and programme observation. The findings provided evidence of the importance of culturally inclusive programmes through governance and an informal lived approach to philosophy and culture. The implications for sports management are discussed, including: the benefits of involving Aboriginal and Torres Strait Islander people at the board level; the need for collaboration between local communities and partners; the explicit need to empower local communities to develop the skills to sustain programmes and outcomes; and the maintenance of mutually beneficial interactions. 相似文献
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Victoria A. Roach Misa Mi Jason Mussell Sonya E. Van Nuland Rebecca S. Lufler Kathryn M. DeVeau Stacey M. Dunham Polly Husmann Hannah L. Herriott Danielle N. Edwards Alison F. Doubleday Brittany M. Wilson Adam B. Wilson 《Anatomical sciences education》2021,14(3):317-329
Interest in spatial ability has grown over the past few decades following the emergence of correlational evidence associating spatial aptitude with educational performance in the fields of science, technology, engineering, and mathematics. The research field at large and the anatomy education literature on this topic are mixed. In an attempt to generate consensus, a meta-analysis was performed to objectively summarize the effects of spatial ability on anatomy assessment performance across multiple studies and populations. Relevant studies published within the past 50 years (1969–2019) were retrieved from eight databases. Study eligibility screening was followed by a full-text review and data extraction. Use of the Mental Rotations Test (MRT) was required for study inclusion. Out of 2,450 screened records, 15 studies were meta-analyzed. Seventy-three percent of studies (11 of 15) were from the United States and Canada, and the majority (9 of 15) studied professional students. Across 15 studies and 1,245 participants, spatial ability was weakly associated with anatomy performance (rpooled = 0.240; CI at 95% = 0.09, 0.38; P = 0.002). Performance on spatial and relationship-based assessments (i.e., practical assessments and drawing tasks) was correlated with spatial ability, while performance on assessments utilizing non-spatial multiple-choice items was not correlated with spatial ability. A significant sex difference was also observed, wherein males outperformed females on spatial ability tasks. Given the role of spatial reasoning in learning anatomy, educators are encouraged to consider curriculum delivery modifications and a comprehensive assessment strategy so as not to disadvantage individuals with low spatial ability. 相似文献