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1.
There is a continuing international concern about a decline in the pursuit of post-compulsory science. One suggested cause concerns the role that young people's narrow perceptions of scientists may play in deterring them from pursuing science qualifications and careers. Research would suggest that the ages of 10–14 appear to be a critical period for the development of such views. This paper looks at the early part of this period, when general liking for science is high, although views on science careers as ‘not for me’ also appear to be forming. Drawing on data collected from interviews conducted with 92 children and 78 parents (in which children described peers who are ‘really into’ science and parents described those who are likely to pursue a career in science), we examine the constructions children and parents have of those who are highly engaged with science. In the interviews, participants evoked a range of constructions, some of which were closely aligned with traditional stereotypical images of science and scientists (e.g. as ‘geeky’) while others moderated and/or challenged those images. Although very few participants held explicitly ‘negative’ representations of science/scientists, our analysis shows how popular constructions of science as ‘specialist’ and ‘clever’ may feed into an understanding of science as different and not for me. It is argued that more work needs to be done to open up science as a field that is accessible ‘for all’ and to increase students' awareness of the breadth of careers in and from science. 相似文献
2.
Jason Ritter 《Studying Teacher Education》2017,13(1):20-35
This article describes the challenges encountered by a teacher educator and self-study practitioner as he attempted to facilitate a group of colleagues in learning about and engaging in self-study over a two year period. While competent in conducting self-study for himself, the author had never before tried to teach it to others. This led to teaching experiences in which the author grappled with his decision-making across three critical facets of his pedagogy. The findings of this self-study indicate that it is possible to broadly categorize these dilemmas in decision-making as instructional challenges, relational challenges, and methodological challenges. Uncovering and discussing these challenges gives those involved in the self-study of teacher education practices community an opportunity to consider how such dilemmas might be navigated beneficially to advance understanding and use of self-study methodology by others. 相似文献
3.
《Reading and Writing(初中版)》2006,(11)
我出生于2月29日,这使我每四年才能过一次生日。无论我长到多大,每当人们得知我的生日,总会说:“噢,你是在闰年出生的孩子!”那种感觉就好像我一辈子都生活在幼儿园似的。4年一次的生日带来了许多有趣的事情。比如,仅仅过了一次生日,我便开始上学了。第四个生日以后,我学会了开车。出生在2月29日的人常常被问到这样的问题:花4年的时间去等待一个生日是不是很痛苦?你是否希望每年都能过生日?在不是闰年的日子里,你都做些什么?人们用不同的方式庆祝自己的生日,但是绝大多数在闰日出生的人会在闰年举办一个“大规模的聚会”。甚至在我很小的时… 相似文献
4.
《Journal of Education & Work》2012,25(2):79-89
Abstract This paper discusses the benefits of industrial links to both the business community and initial teacher education and looks at how the industrialist's role has been perceived by writers. A fresh analysis based upon this evidence is set out, the determinants of this role are examined and a model for institutional development is suggested. 相似文献
5.
Steve McCall Mike McLinden 《International Journal of Disability, Development & Education》2001,48(4):355-375
This paper considers the challenges that confront teachers wishing to develop literacy skills in children with complex needs and the issues which face those wishing to research this area. The article is based upon work undertaken by the authors in the United Kingdom into the use of the Moon tactile code to provide access to literacy for children who are blind and who have additional disabilities. Moon has become established as an option for developing the literacy of children who are blind in the UK and it has been estimated that around 100 children are using Moon in their schoolwork. A general overview of the use of Moon by children in the UK is reported upon in McCall and McLinden (2001) and a full report of the Moon research project and its outcomes can be found in McCall (2000). Here the authors reflect on some of the challenges that have emerged during their 10 years of investigation in this area. The reflections are presented under four broad headings: "Resourcing Literacy," "Defining the Population," "Defining Literacy," and "Evaluating Literacy." Each of these headings represents a cluster of issues that the authors consider that those with an interest in the development of literacy for children with complex educational needs will need to address. 相似文献
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7.
Tony was a policeman,andhis younger brother,Bill,was acollege student(大学生).One day the two brotherswent into a restaurant(餐馆)tohave their supper.When theysat down at a table,Bill said toTony,“Oh,three of my class-mates are here having theirsupper.”He pointed to a tablein the corner.Three young menwere sitting at that table talking.“They are Slick,Smiley andMug.”“But who is who,Bill?”said Tony.“My guess(猜测)isthat the one smoking the cigar(雪茄烟)is Smiley,the onewearing the … 相似文献
8.
Rosemarye T. Taylor Lisa Karcinski 《Mentoring & Tutoring: Partnership in Learning》2016,24(3):213-227
The purpose of our study was to determine the extent to which differences in a mentor model for science and mathematics teachers accounted for variances in mentoring effectiveness and persistence rates of teachers. School district designee, mentor, and teacher perceptions of mentoring support were collected through the use of interviews and surveys and analyzed using the grounded theory approach and open coding. Findings revealed that teachers and mentors recommended that future mentor models provide strong support and more face-to-face meetings. The most common change mentors made was that they incorporated new strategies into their teaching. Findings offer insight for structuring mentor models to increase effectiveness and persistence of teachers and build the capacity of mentors. 相似文献
9.
Hanke Korpershoek Hans Kuyper Greetje van der Werf Roel Bosker 《British Educational Research Journal》2011,37(3):357-380
Few students (particularly few girls) currently choose to take their Final School Examination (FSE) in advanced mathematics, chemistry and physics, a combination of subjects that is the best preparation for a science‐oriented study in higher education. Are these subjects attainable by more students than is currently the case? This study examined 6033 students in upper secondary education, including 720 students who took their FSE in advanced mathematics, chemistry and physics. The results show that the latter group (and in particular the girls in that group) had higher scores on math ability than students who chose other examination subjects. Regression analyses demonstrated the relative importance of math ability and achievement motivation for attainment in these science subjects. However, an expected positive effect of homework time as well as possible mediating and moderating effects of the predictors could not be confirmed. 相似文献
10.
Who Studies Abroad? Evidence from France and Italy 总被引：1，自引：0，他引：1
This article uses data from representative samples of university students in France and Italy in an attempt to investigate the determinants of participation in foreign exchange programmes. Empirical results indicate that selection into these programmes is mainly driven by student's academic and foreign language skills. On the other hand, parents' occupation does not seem to have any significant effect on the probability of studying abroad. 相似文献
11.
Adams Sophie Bekker Sheree Fan Yanan Gordon Tess Shepherd Laura J. Slavich Eve Waters David 《Higher Education》2022,83(4):787-807
Higher Education - A significant body of work problematises the assumption that student evaluations of teaching (SET) actually measure teaching quality. This is concerning, given that SET are... 相似文献
12.
The paper examines to whom Portuguese students attribute responsibility for the development of employability, and what extra-curricular activities they undertake to improve their employability. Particular focus lies upon how far students internalise responsibility for employability and if/how they seek to position themselves in the job market. The data was obtained through a survey of 828 Portuguese students. The analysis explored differences among student groups (higher education sector, gender, age and discipline). The attribution of responsibility was primarily to students themselves and to higher education institutions as key vehicles for employability development, echoing the theoretical conceptualisation which sees employability as an individual ability/responsibility. Yet, the observed variations provide empirical support for the conceptualisation of employability as complex and multi-dimensional. The study also revealed relatively high engagement with extra-curricular activities, evidencing that students not only assume responsibility for employability, but are proactively seeking to gain positional advantage in the job market. 相似文献
13.
Chamberlain P Price JM Reid JB Landsverk J Fisher PA Stoolmiller M 《Child abuse & neglect》2006,30(4):409-424
OBJECTIVE: To identify reliable, inexpensive predictors of foster care placement disruption that could be used to assess risk of placement failure. METHODS: Using the Parent Daily Report Checklist (PDR), foster or kinship parents of 246 children (5-12 years old) in California were interviewed three times about whether or not their foster child engaged in any of the 30 problem behaviors during the previous 24 h. PDR was conducted during telephone contacts (5-10 min each) that occurred from 1 to 3 days apart at baseline. Disruptions were tracked for the subsequent 12 months. Other potential predictors of disruption were examined, including the child's age, gender, and ethnicity, the foster parent's ethnicity, the number of other children in the foster home, and the type of placement (kin or non-kin). RESULTS: Foster/kin parents reported an average of 5.77 child problems per day on the PDR checklist. The number of problem behaviors was linearly related to the child's risk of placement disruption during the subsequent year. The threshold for the number of problem behaviors per day that foster and kinship parents tolerated without increased risk of placement disruption for these latency-aged children was 6 or fewer. Children in non-kin placements were more likely to disrupt than those in kinship placements. There was a trend for increased risk of disruption as the number of children in the home increased. CONCLUSIONS: The PDR Checklist may be useful in predicting which placements are at most risk of future disruption, allowing for targeted services and supports. 相似文献
14.
2003年初.抱着好奇的心情.中文自修小记者走进了一群洋学生中间去了解这些在中国学习中文的“洋娃娃”们的生活和学习, 和他们用半生不熟的中文交流,为一个意思要“纠缠”好半天一番辛苦之后又一篇头条——“说洋文的中学生”诞生 相似文献
15.
Mark G. Storz 《The Urban Review》2008,40(3):247-267
In interviews with over 250 urban young adolescents, many students make it clear that they are acutely aware of the educational
inequities that exist in their schools and that these inequities are having a negative impact on their education. Student
voice is used to highlight urban middle school students’ perspectives on the quality of their education particularly in terms
of curricular issues, teacher quality, and lack of resources.
相似文献
| Mark G. StorzEmail: |
16.
Karim Hamza Jesús Piqueras Per-Olof Wickman Marcus Angelin 《Research in Science Education》2018,48(5):963-987
We present analyses of teacher professional growth during collaboration between science teachers and science education researchers, with special focus on how the differential assumption of responsibility between teachers and researchers affected the growth processes. The collaboration centered on a new conceptual framework introduced by the researchers, which aimed at empowering teachers to plan teaching in accordance with perceived purposes. Seven joint planning meetings between teachers and researchers were analyzed, both quantitatively concerning the extent to which the introduced framework became part of the discussions and qualitatively through the interconnected model of teacher professional growth. The collaboration went through three distinct phases characterized by how and the extent to which the teachers made use of the new framework. The change sequences identified in relation to each phase show that teacher recognition of salient outcomes from the framework was important for professional growth to occur. Moreover, our data suggest that this recognition may have been facilitated because the researchers, in initial phases of the collaboration, took increased responsibility for the implementation of the new framework. We conclude that although this differential assumption of responsibility may result in unequal distribution of power between teachers and researchers, it may at the same time mean more equal distribution of concrete work required as well as the inevitable risks associated with pedagogical innovation and introduction of research-based knowledge into science teachers’ practice. 相似文献
17.
Mari-Anne Okkolin 《Gender and education》2016,28(7):886-902
One of the critical issues deliberated amongst researchers on gender and education is that of choosing and decision-making. Often, the focus of analysis is framed through the concept of agency. In this paper, the analytical focus is on educational advancement and agency. The paper is based on narratives of 10 highly educated Tanzanian women. Employing the human development and capabilities approach, the paper aims to elaborate to what extent the women had the freedom to exercise educational agency, in what ways their beings and doings were in accordance with ‘the idea of Tanzanian woman’, including the hegemonic idea of adequate and appropriate education for girls and women, and how they aimed to become something else. By listening to the women's narratives and analysing their choices and decision-making processes, four kinds of agency freedoms were identified. In the paper, these agency notions are re-presented. 相似文献
18.
Dorothy V. M. Bishop David McDonald Sarah Bird Marianna E. Hayiou-Thomas 《Child development》2009,80(2):593-605
Some children learn to read accurately despite language impairments (LI). Nine- to 10-year-olds were categorized as having LI only ( n = 35), dyslexia (DX) only ( n = 73), LI + DX ( n = 54), or as typically developing (TD; n = 176). The LI-only group had mild to moderate deficits in reading comprehension. They were similar to the LI + DX group on most language measures, but rapid serial naming was superior to the LI + DX group and comparable to the TD. For a subset of children seen at 4 and 6 years, early phonological skills were equally poor in those later classified as LI or LI + DX. Poor language need not hinder acquisition of decoding, so long as rapid serial naming is intact; reading comprehension, however, is constrained by LI. 相似文献
19.