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1.
Eugene E. Garcia 《Educational Psychology Review》1992,4(1):69-93
Not only are school-age ethnic and racial minority children one of the fastest growing segments of the U.S. population, they are also one of the most vulnerable. Hispanic children in particular are representative of the at-risk status of minority populations, displaying a portrait of unrealized social, educational, and employment success. This paper addresses the background and history of U.S. social and educational policies as they relate to the Hispanic student. Recent empirical findings are presented which support the following: (a) the bilingual character of Hispanic children is not a linguistic, cognitive, or educational liability and, in fact, should be employed to promote academic achievement; (b) the culture of the Hispanic family and child are better understood with regard to socialization variables and the potential differences they produce when directly compared to Anglo culture; and (c) educational strategies for Hispanic students that respect and integrate students' social, psychological, and linguistic attributes serve students effectively. 相似文献
2.
Fordham and Ogbu (1986) have described fear of acting white as a significant factor that influenced the attitudes and often undermined the achievement of African-American students at Capital High in Washington, D.C. The present qualitative study investigated 38 relatively high-achieving African-American and Mexican-American students in various high schools, public and private, in a midwestern city. The respondents did not report avoiding academic achievement in order to avoid accusations of acting white. Most of the students we interviewed reported no loss of ethnic identity. The students felt strong resentment toward their peers' accusations of acting white and did not seem to be intimidated by the accusations, though they were bothered by the accusations. It would be useful if future research addressed the conditions under which avoidance of acting white is most likely to occur. 相似文献
3.
summary This article presents a case study class response to Mildred Taylors now classic and widely read novel, Roll of Thunder Hear My Cry. Through data collected during one school year, the ways urban, adolescent students use their contemporary lenses to interpret the literary theme of confronting, overcoming and challenging racism are discussed. The participants responses are organized into four reader response categories that explicate the complex and interactive interpretations developed by the children while reading the novel. In addition to providing insights about the participants textual understanding, pedagogical findings indicate that the book can also be used to explore the nature of racism while creating a safe space to confront and more deeply understand racisms impact on the past as well as the students current reality. 相似文献
4.
Christine Doyle 《Children‘s Literature in Education》2004,35(4):301-318
Orson Scott Cards school stories in outer space, Enders Game and Enders Shadow, purportedly occur at the same time and tell the same story, but from the perspectives of two different child protagonists. Scenes in Enders Shadow even reproduce text from Enders Game. Nevertheless, 14 years elapsed between the publications of the two books. This essay brings child studies and exceptionality research to bear on the two novels, analyzing the development of Cards ideology regarding his view of the exceptional child and his view of the nature of heroism in a post-modern world. 相似文献
5.
This article presents examples that illustrate how teachers use childrens literature in the teaching of mathematics. The examples are related to four curriculum ideologies that have influenced mathematics education in the USA for the last 75 years. It discusses why it is relevant to help teachers understand the ideological positions that influence their use of childrens literature during mathematics instruction, summarizes the four ideological positions, and presents results of a study of how teachers ideological positions relate to their use of childrens literature in the teaching of mathematics. The study examines two research questionsCan an instructional tool be developed that will highlight for teachers the different ways in which they and others use childrens literature to teach mathematics? and Can that instructional tool stimulate teacher discussion and reflection about their own beliefs and the ideological nature of the instructional environment in which they learned (as students) and teach (as teachers)? Study results indicate that both questions can be answered in the affirmative. 相似文献
6.
Compared to studies in general education, authority has received little attention in mathematics education, despite an increasing interest in sociological perspectives in mathematics classroom research. The subject of authority is particularly important in mathematics education, on the one hand, because of the immense authority mathematics itself seems to possess and pass on to its practitioners, but also, on the other hand, because of the anti-authoritarianism present, to some degree, in many trends in mathematics education such as cooperative learning approaches and constructivist pedagogies. Such an anti-authoritarian stance appears justified by data from an 8th grade mathematics classroom (supplemented with data from a second 8th grade classroom) which suggest that teachers possess immense authority in the eyes of the students and that this and other authority relations are strongly evident in the students non-reflective ways of interacting not only with their teachers but also among themselves. However, theoretical considerations on authority show that the problem may not be authority per se but the way one conceives the notion of authority, that there exist kinds of authority, such as Bennes anthropogogical authority, which can encourage reflective and also fruitful collaborative work. 相似文献
7.
Jan Sadlak 《Interchange》1992,23(1-2):111-122
This paper examines changes in the economic environment effected by the increasing role of knowledge and technological innovations. The university and its academe are expected, for a variety of reasons, to participate in fostering the process of technological development and increased up-grading of the workforce. The author then analyzes various institutional forms which can facilitate university-industry co-operation. Based on the analyses of trends and organizational premises of enhanced university-industry co-operation, the paper draws attention to the potentially negative implications of excessive entrepreneurial participation of the academe in commercialization of academic work. It also suggests measures—ethical and organizational—which would allow us to avoid such situations and which would put university-industry relations on new foundations. 相似文献
8.
David Goodstein 《Journal of Science Education and Technology》1992,1(3):149-155
The great American experiment in mass higher education has failed completely in the sciences, where we have a small educated elite and an illiterate general public. Our graduate education in science is the best in the world, and contrary to the belief of some, we do not face a future shortage of scientists. However, the rest of our educational system is bad enough to constitute a threat to the ideal of Jeffersonian democracy. The Mechanical Universe, a video series produced by Caltech and aimed at high school physics teachers, is described. Although that project has been very successful, much more must be done. The educational infrastructure must be strengthened to the point where science can be taught gradually, throughout the school years and beyond. Furthermore, those of us who are professional teachers of science must become better teachers, both by increasing our own mastery of our subjects and by better understanding the difficulties our students have in learning science.Robert Karplus Memorial Lecture, Seattle, April 8, 1989 相似文献
9.
The computing learning environment has not often been equitable for female students. For example, the number of females enrolled in tertiary computing courses is low compared with males and their retention is poor. In recent years, New Zealand educational institutions have experienced an increased enrolment of new arrivals – students of diverse nationalities, cultures and educational backgrounds. The New Zealand government is encouraging the expansion of education exports, yet little is known about how new-arrival students, studying programming at tertiary institutions, perceive their learning environment and whether they feel comfortable and included. This article reports research which examined how equity is perceived by subgroups based on sex and arrival status. The study used a mixed-method design to investigate first-year tertiary programming students perceptions of their learning environment. Survey results showed that, compared with New Zealand males and new-arrival females, New Zealand females and new-arrival males indicated that they would prefer a more equitable learning environment to the one that they actually experienced. Further, results from student interviews revealed differences amongst the student subgroups, suggesting that there were areas of dissatisfaction not obvious from the survey data. 相似文献
10.
Millicent Lenz 《Children‘s Literature in Education》2003,34(1):47-55
In The Amber Spyglass, Philip Pullman extends the psychological depth of literature for young readers by presenting in palpable terms a confrontation with death met by the human capacity for dealing creatively, through story, with personal mortality. Pullman's portrayal of the power of storytelling is placed within the context of the Platonic tradition and neo-Platonic, 19th-century Romanticism. The co-protagonists' descent into the Land of the Dead, Lyra's freeing of the ghosts by the power of story, and their shared emergence into the sunlit land of the living draws on key elements of 19th-century Romanticism, specifically, the ideas of two poets: Percy Bysshe Shelley's concept of the creative imagination as the instrument of moral good, and John Keats' notion of negative capability and his metaphor of the world as a vale of soul-making. All told, Pullman's fantasy portrays young protagonists transcending the dualism of good and evil and learning to live creatively in the face of life's contradictions, complexities, and, most potently, their own mortality. 相似文献
11.
We present a novel approach to teaching astronomy and planetary sciences, centered on visual images and simulations of planetary objects. The basic idea of the Thinking Journey concept is to take the students to other celestial objects as tourists, and to teach science through the observatio of various natural phenomena in these new environments. The power of scientific visualization, through still and dynamic images, makes such a journey an exciting learning experience. The introduction of new technologies (3D animations, virtual reality) greatly enhances the visualization capabilities the teacher can use, allowing him to simulate actual flights over the terrain of other planets and to study them as if observing from a spaceship in orbit. The present program focuses on the study of the Moon and of the planet Mars, by means of observation, interpretation, and comparison to planet Earth. Students learn to recognize geological and atmospheric processes, discuss astronomic phenomena, and discover that the same basic physical laws govern all objects in the solar system. 相似文献
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Diane Carver Sekeres 《Children‘s Literature in Education》2005,36(1):15-39
Elsie Dinsmore, the first book in a late 19th century childrens series, is unique because it had not been adapted, just reprinted, until 1999. It is also unique in the setting, the mythic Southern plantation life of the 1850s. The 1999 edition ameliorated what is now recognized as racist language based on the images of the minstrelsy tradition, though consonant with the views of the time period. However, the deep structure of the story—its dependence on the plantation myth, its belief in the basic inferiority of African Americans, and its acceptance of slavery as compatible with Christianity—is not changed. The new edition is a comment on the publishing industrys disregard of racial history and the importance of context for understanding literature. 相似文献
15.
This study investigates how Computer-Mediated Communication (CMC) can be effectively used in a teaching practicum course to enhance preservice teachers learning. We constructed a web-based CMC system and used it in a Teaching Practicum course. Computer science preservice teachers and experienced secondary school computer teachers, who served as mentors, participated in the study. The research findings indicate that the preservice teachers considered the CMC system helpful for supporting their learning. The findings also indicate that some initiating/follow-up discussion styles of the mentors were more effective than others in promoting interactions in the discussion forum. It was also found that a teaching-video-enhanced CMC environment is valuable in improving quality of mentoring and in increasing preservice teachers reflection on teaching. 相似文献
16.
This study has reviewed the last two decades of student conception research in solution chemistry pertaining to aims, methods of exploring students conception, general knowledge claims, students conceptions and difficulties, and conceptual change studies. The aims of solution chemistry studies have been to assess students understanding level of solution chemistry and in some studies compare understanding based on age and year at school or college. The methods of exploring students conceptions consisted of interviews, paper and pencil surveys (open-ended questions and multiple-choice questions), free writing and drawings and the validity of these methods have been highlighted. The general knowledge claims synthesized in this study are students (a) attending to mechanical events, (b) preference for everyday language usage over chemical language, (c) confusing solution chemistry with non-related concepts, (d) lack of sub-microscopic explanation for macroscopic observation, (e) difficulty with visualizing and representing sub-microscopic ideas, (f) difficulty with symbolic representations, (g) inconsistent explanations, (h) development of student understanding with age, and (i) development of conservation reasoning with age. To incorporate students conceptions, conceptual change studies have used strategies such as worksheet, analogy, collaboratively working with a teacher, hypermedia, and group exploration. The results of conceptual change studies generally have had a positive impact enabling students to consider their ideas and develop plausible models of solution chemistry. For improvement of student learning in chemistry, this review of solution chemistry studies sheds light on teacher thinking and capacity building with respect to explicitly incorporating students conceptions into chemistry curriculum; practicing research-based strategies; forging links among types of chemical knowledge; collaborating for experimental teaching; and conducting further research. 相似文献
17.
Andrew Garrod 《Children‘s Literature in Education》2005,36(1):1-13
A unique production of Shakespeares A Midsummer Nights Dream was staged in early 2004 by students of the Marshall Islands High School, Majuro, in the Central Pacific. The plays director, Andrew Garrod, describes the rehearsal process and performance of the play, in which the school students were supported by undergraduates from the Education Department of Dartmouth College, New Hampshire, spending a term teaching in the islands schools. The nature and worth of the learning experienced by the young actors, and their community, are considered in a context where Shakespeare and any kind of dramatic production are little known. 相似文献
18.
Black and White students who enrolled in college by age 20 were selected from a national probability sample, in order to estimate the prevalence of having children and the effect of having a child on probability of graduation with a bachelors degree. Black students reported significantly higher rates of having children than White students, but rates for Black students at historically Black universities were similar to those of Black students at predominantly White universities. After controlling for family background, achievement, and other student characteristics, having a child within 5 years of starting college generally reduced the probability of graduating with a bachelors degree for Black women and White women and men. The independent effect of attending a historically Black college was significantly positive for Black women but not statistically significant for Black men. 相似文献
19.
This study involved the development and application of a two-tier diagnostic test measuring students understanding of flowering plant growth and development. The instrument development procedure had three general steps: defining the content boundaries of the test, collecting information on students misconceptions, and instrument development. Misconception data were collected from interviews and multiple-choice questions with open response answers. The data were used to develop 13 two-tier multiple-choice items. The conceptual knowledge examined was flowering plant life cycles, reproduction, precondition of germination, plant nutrition, and mechanism for growth and development. The diagnostic instrument was administered to 477 high school students. The correlation coefficient of test-retest was 0.75. Difficulty indices ranged from 0.24 to 0.82, and discrimination indices ranged from 0.32 to 0.65. Results of the Flowering Plant Growth and Development Diagnostic Test suggested that students did not acquire a satisfactory understanding of plant growth and development concepts. Nineteen misconceptions were identified through analysis of the items that could inform biology instruction and resource. 相似文献
20.
Principled Teaching for Deep Progress: Improving Mathematical Learning Beyond Methods and Materials 总被引：2，自引：0，他引：2
This paper contributes to knowledge about principled action which makes a difference to learners attainment. We report on the Improving Attainment in Mathematics Project,1 a project focusing on low-attaining secondary students. The purpose of the project was to introduce innovations in practice through action research with 10 teachers over 2 years, and evaluate the effect on students learning using national test scores, teachers reports, non-routine tasks and other performance indicators. However, this is not a study which shows how certain methods lead to better results. While it was found that learning improved, the methods and strategies the teachers used were not always generalisable across the project, indeed some were contradictory. Continued searching led to the identification of common underlying principles of teaching which different teachers manifested in different ways. Overt methods were less important than the collection of beliefs and commitments which underpinned teachers choices. There was, however, a convergence of practice around a focus on long-term development, the process of becoming a learner of mathematics, rather than short-term gains. In addition, we had to deal with some of the realities of authentic collaborative research with practitioners. 相似文献