共查询到20条相似文献，搜索用时 323 毫秒
1.
Yezdan Boz 《Journal of Science Education and Technology》2006,15(2):203-213
The purpose of this research study is to explore year 6, 8 & 11 (13, 15 and 17 years old respectively) Turkish pupils’ views about the particulate nature of matter within the context of phase changes. About 300 pupils participated in the study. Questionnaires distributed to year 6, 8 and 11 pupils included 6-item open-ended questions about (a) arrangement and movement of particles in a solid, liquid and gas and (b) application of particulate ideas to explain phase changes. In addition to questionnaires, semi-structured interviews were carried out with pupils. Results indicated that many pupils, even older ones, had difficulties in applying the particulate theory to explain phase changes despite science teaching. The study has several implications for both teachers and curriculum designers.
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| Yezdan BozEmail: |
2.
Susan Louise Stewart 《Children‘s Literature in Education》2008,39(2):95-105
The author analyzes two texts, Gloria Whelan’s Homeless Bird and Deborah Ellis’s Parvana’s Journey, in an attempt to explain some of the problems and difficulties associated with those texts. The author examines Whelan’s
representations of India and finds troubling binaries associated with that text. In comparison, the author finds Ellis’s depictions
of Afghanistan more nuanced and complex. The author also discusses student reception of both texts and offers ways to problematize
some of their reactions.
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| Susan Louise StewartEmail: |
3.
Okhee Lee Karen Adamson Jaime Maerten-Rivera Scott Lewis Constance Thornton Kathryn LeRoy 《Journal of Science Teacher Education》2008,19(1):41-67
Our 5-year professional development intervention is designed to promote elementary teachers’ knowledge, beliefs, and practices
in teaching science, along with English language and mathematics for English Language Learning (ELL) students in urban schools.
In this study, we used an end-of-year questionnaire as a primary data source to seek teachers’ perspectives on our intervention
during the first year of implementation. Teachers believed that the intervention, including curriculum materials and teacher
workshops, effectively promoted students’ science learning, along with English language development and mathematics learning.
Teachers highlighted strengths and areas needing improvement in the intervention. Teachers’ perspectives have been incorporated
into our on-going intervention efforts and offer insights into features of effective professional development initiatives
in improving science achievement for all students.
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| Scott LewisEmail: |
4.
Peter Berliner Elisabeth N. Mikkelsen 《International journal for the advancement of counseling》2006,28(3):289-301
This article examines psycho-educational programmes for asylum-seekers and tortured refugees at the Danish Red Cross Asylum Department and Rehabilitation and Research Centre for Torture victims respectively. The psycho-education programme is based on a cognitive theoretical framework. However, it is argued that the processes observed during the programmes and the changes in the participants’ lives may be conjointly understood within theoretical frameworks of narrative therapy, social constructionism, and community psychology, emphasizing professionals’ and participants’ co-construction of alternative stories and action possibilities, and the importance of the context and social network outside the intervention context.
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| Elisabeth N. MikkelsenEmail: |
5.
Zbigniew Semadeni 《Educational Studies in Mathematics》2008,68(1):1-17
To explicate certain phenomena, e.g., the possibility of deduction without definition, we hypothesize that an individual is
able to understand and appreciate reasoning with a due feeling of its necessity when the concept image of each concept involved
in the reasoning has reached a certain level of development; we then speak of deep intuition. This conception is presented (with a variety of examples) in the framework of D. Tall’s theory of three worlds of mathematics
(‘conceptual-embodied’, ‘proceptual-symbolic’, and ‘formal-axiomatic’).
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| Zbigniew SemadeniEmail: |
6.
Christina M. Desai 《Children‘s Literature in Education》2006,37(2):163-184
This article explores the question of how children’s literature reflects national identity in a diverse society. Drawing parallels with Ellison’s Invisible Man, it speculates on how literary omissions and misrepresentations of diverse groups may influence the minds of young readers in their attitudes toward themselves, their nation, and others. In a sampling of the current children’s picture book literature of Malaysia in English, it relates current thinking in multiculturalist and post-colonial theory to the forms of multiculturalism found in these works. It examines this literature’s representations of history, diversity, class, gender, and values to determine who is represented, how they are portrayed, who is excluded, and what values are promoted, exploring what image of national identity this literature projects.
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| Christina M. DesaiEmail: |
7.
8.
Christina Rose Dubb 《Children‘s Literature in Education》2007,38(3):219-232
This article compares the first-person narratives of two adolescent girls in the novels The Rain Catchers and The House on Mango Street. I propose that adolescent girls can use literacy to read the world around them as a text and therefore help them to form
their own identities enough to ultimately find authority in telling their own stories. I use Judith Langer’s theory of envisionment-building
as a primary lens through which to interpret the girls’ narrative work and further elucidate the feminist aspects involved
through Belenky et al.’s famous work, Women’s Ways of Knowing.
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| Christina Rose DubbEmail: |
9.
Charalambos Y. Charalambous George N. Philippou Leonidas Kyriakides 《Educational Studies in Mathematics》2008,67(2):125-142
This paper focuses on efficacy beliefs with respect to teaching mathematics; it aims at testing and validating an existing
scale for measuring efficacy beliefs in the domain of mathematics, examining the development of preservice teachers’ efficacy
beliefs in mathematics during fieldwork, and identifying factors that contribute to the development of these beliefs. Exploratory
factor analysis applied to longitudinal data collected through a questionnaire administered to almost 90 preservice teachers
elicited a two-factor model, reflecting efficacy beliefs in mathematics instruction and classroom management. Using cluster
analysis, we found four patterns in the development of preservice teachers’ efficacy beliefs regarding these two factors.
Our analysis of semi-structured interviews with eight participants representing these four patterns suggested that preservice
teachers’ efficacy beliefs were mainly informed by experimentation with teaching and interaction with mentors, tutors, peers,
and pupils. Based on our findings, we draw implications for mathematics preservice teacher education and provide suggestions
for future research.
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| Charalambos Y. CharalambousEmail: |
10.
Felicity Ferguson 《Children‘s Literature in Education》2006,37(3):253-265
The subject of this article is ‘The Royal Readers’, a group of reading anthologies published in Britain by Thomas Nelson between 1872 and 1881 for use in elementary schools. The focus is not on their contribution to the teaching of reading but rather on how they functioned as the tools of an education system conceived primarily as an agent of socialisation. Using examples drawn directly from the texts, it is shown by what means the educators sought to transmit the ideology of imperialism and to define for working-class children – especially boys – a future role in Empire. The article concludes by speculating on the possible impact on pupils of the kind of reading experience offered by these materials.
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| Felicity FergusonEmail: |
11.
We examine teachers’ classroom activities with the spreadsheet, focusing especially on episodes marked by improvisation and
uncertainty. The framework is based on Saxe’s cultural approach to cognitive development. The study considers two teachers,
one positively disposed towards classroom use of technology, and the other not, both of them experienced and in a context
in which spreadsheet use was compulsory: a new curriculum in France for upper secondary non-scientific classes. The paper
presents and contrasts the two teachers in view of Saxe’s parameters, and analyzes their activity in two similar lessons.
Goals emerging in these lessons show how teachers deal with instrumented techniques and the milieu under the influence of
cultural representations. The conclusion examines the contribution that the approach and the findings can bring to understanding
technology integration in other contexts, especially teacher education.
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| Jean-Baptiste LagrangeEmail: |
12.
13.
Thomas Crisp 《Children‘s Literature in Education》2008,39(4):237-261
Few pieces of GLBTQ fiction have received the popular and scholarly acclaim awarded to Alex Sanchez’s Rainbow Boys series. Although “problem novels” are rarely taken seriously as literature, the books—the first novel in particular—have
joined the few pieces of GLBTQ literature incorporated into educational discourse and curriculum. In this article, the author
suggests that although the positive nature and surface construction appeals to those seeking “affirmative” representations
of GLBTQ youth, the contributions made by the series may be overshadowed by its reliance on heteronormative gender stereotypes
that may actually work to perpetuate homophobic attitudes toward gay sexuality.
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| Thomas CrispEmail: |
14.
The study presented in this article investigates forms of mathematical interaction in different social settings. One major interest is to better understand mathematics teachers’ joint professional
discourse while observing and analysing young students mathematical interaction followed by teacher’s intervention. The teachers’
joint professional discourse is about a combined learning and talking between two students before an intervention by their
teacher (setting 1) and then it is about the students learning together with the teacher during their mathematical work (setting
2). The joint professional teachers’ discourse constitutes setting 3. This combination of social settings 1 and 2 is taken
as an opportunity for mathematics teachers’ professionalisation process when interpreting the students’ mathematical interactions
in a more and more professional and sensible way. The epistemological analysis of mathematical sign-systems in communication
and interaction in these three settings gives evidence of different types of mathematical talk, which are explained depending
on the according social setting. Whereas the interaction between students or between teachers is affected by phases of a process-oriented
and investigated talk, the interaction between students and teachers is mainly closed and structured by the ideas of the teacher
and by the expectations of the students.
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| Heinz SteinbringEmail: |
15.
Susan Louise Stewart 《Children‘s Literature in Education》2009,40(3):180-196
When Ralph Ellison’s Invisible Man was published in 1952, he could not have known the impact his metaphor of invisibility would have on adolescent and YA literature.
However, upon closer inspection, the importance and prevalence of his metaphor becomes evident. Authors of adolescent and
YA literature routinely use the metaphor as an intertextual shortcut to discuss issues that shape adolescent subjectivity,
which is demonstrated through an examination of Sapphire’s Push, Virginia Hamilton’s The Planet of Junior Brown, and Robert Cormier’s Fade.
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| Susan Louise StewartEmail: |
16.
Calvin Kalman 《Science & Education》2009,18(1):25-31
The whole mode of Galileo’s discovery of the Law of Inertia is an excellent exemplar of the Nature of Science. The law can,
moreover be shown to be a direct consequence of the hypothesis that space is homogeneous and isotropic and time is homogeneous
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| Calvin KalmanEmail: |
17.
Phillip D. Tomporowski Catherine L. Davis Patricia H. Miller Jack A. Naglieri 《Educational Psychology Review》2008,20(2):111-131
Studies that examine the effects of exercise on children’s intelligence, cognition, or academic achievement were reviewed
and results were discussed in light of (a) contemporary cognitive theory development directed toward exercise, (b) recent
research demonstrating the salutary effects of exercise on adults’ cognitive functioning, and (c) studies conducted with animals
that have linked physical activity to changes in neurological development and behavior. Similar to adults, exercise facilitates
children’s executive function (i.e., processes required to select, organize, and properly initiate goal-directed actions).
Exercise may prove to be a simple, yet important, method of enhancing those aspects of children’s mental functioning central
to cognitive development.
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| Phillip D. TomporowskiEmail: |
18.
Diann L. Baecker 《Children‘s Literature in Education》2007,38(3):195-206
Scott O’Dell’s Island of the Blue Dolphins tells the archetypal story of the young, virgin, orphan girl who is vulnerable to either debauchery or rescue. That such
a girl must succumb to either one or the other is a necessary element of the archetype. In O’Dell’s work—one intended, after
all, for children—the heroine is rescued by a paternalistic figure and re-inscribed into the patriarchal world. Yet, in the
hands of young readers, Island—part fairytale, part rescue narrative, part feminist parable—becomes a story of independence and survival, despite the heroine’s
“rescue” at the end.
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| Diann L. BaeckerEmail: |
19.
Douglas Blackmur 《Higher Education》2008,56(6):723-734
The International Network of Quality Assurance Agencies in Higher Education’s Guidelines of Good Practice by higher education
quality assurance agencies need substantial revision before they can be considered adequate by stakeholders in any national
higher education system. Various revisions are proposed in this article. But the International Network of Quality Assurance
Agencies in Higher Education also argues that adoption of its Guidelines of Good Practice has international significance in
that the decisions about higher education quality made by agencies which comply with them can be accepted at face value universally.
This conclusion, however, cannot be accepted until the Guidelines of Good Practice are amended to address the processes whereby
each agency can become comfortable with the criteria and standards which the others impose in their respective jurisdictions.
This article also maintains that, even if the Guidelines of Good Practice were technically perfect, agencies and/or governments
ought to subject any proposals for their implementation to the discipline of rigorous risk management processes.
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| Douglas BlackmurEmail: |
20.
Jennifer H. James 《Early Childhood Education Journal》2008,35(5):413-418
Written from the vantage point of both a mother and teacher educator, the author recounts the journey taken by Sarah, her
4-year old daughter, as she is introduced to and explores map making as a means of representing and making sense of familiar
and unfamiliar places. Offering Sarah’s experience as context, the author offers both a practical and theoretical discussion
of children’s emerging geographic literacy, its relationship to identity development and the importance of understanding children’s
experience and socio-emotional development to inform pedagogy.
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| Jennifer H. JamesEmail: |