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1.
Hani Morgan 《Clearing house (Menasha, Wis.)》2013,86(6):215-221
The number of American homeless youth has skyrocketed in the twenty-first century. In 2015, for example, this number reached a record high, becoming twice as high as it was before the recession. Educators should be concerned about this problem because homelessness is more harmful to children than to adults and interferes dramatically with their education. This article offers guidelines for educators on how to deal with this problem effectively. It also includes an example of a policy that would reduce this problem in America. 相似文献
2.
Explanation studies underlined the importance of using evidence in support of claims. However, few studies have focused on students' use of others' data (second-hand data) in this process. In this study, students collected data from a local water source and then took all the data back to the classroom to create scientific explanations by using claim–evidence–reasoning model on a new mobile application. A middle school science teacher from a Midwest town participated with four sixth-grade classes. After collecting their own data from a local water source, students created explanations by analyzing the data they collected (first-hand data), and by analyzing existing data set collected by another school from another river (second-hand data). By analyzing the health of these two water sources, students created two scientific explanations. Students participating in this study created stronger explanations when analyzing the data they generated (first-hand data). 相似文献
3.
Jill A. Singleton-Jackson Dennis L. Jackson Jeff Reinhardt 《Innovative Higher Education》2010,35(5):343-358
Academic entitlement, an attitude marked by students’ beliefs that they are owed something in the educational experience apart
from what they might earn from their effort, has received attention recently in the literature. In previous work, academic
entitlement has been shown to be related to parenting styles and personality constructs. The current study departs from previous
research by taking a phenomenological approach to understanding academic entitlement. Focus groups were conducted with a total
of 52 first-year students. Responses were coded into six facets of academic entitlement: product value of education, social
promotion, role of professors, teaching assistants, administrators, and shoppers or scholars. 相似文献
4.
The challenges of social inclusion and access to the curriculum facing students with visual impairment in schools are well documented. The refreshed UK Vision Strategy (2013) seeks to improve education for students with vision impairment. In order to do this, it is important to understand how students with visual impairment experience education. This study used interpretative phenomenological analysis to examine and understand the way in which two vision-impaired students with albinism experienced inclusion and support in high school. The students, aged 16 and 15, had approximately 10% functional vision, stable from birth and had a record of additional support needs at their respective schools. They were interviewed using a simple schedule of open questions to explore their perceptions of inclusion and of using low-vision aids in school. The two main themes that emerged from the interviews were experiencing low vision in school and experiencing additional support in school. A negative cycle of inclusion was identified based on the students’ internalised feelings of difference. Discrepancy was identified between the low-vision aid priorities identified by experts and those identified by students. Recommendations are made to address these issues. 相似文献
5.
逍遥 《初中生世界(初三物理版)》2004,(25)
1.Meow,meow,Icancatchamouseinthedark.2.Jiou,jiou,Icanflyupanddowninthesky.3.Oo,oo,Icancrow(鸣叫)earlyinthemorning.4.Quack,quack,Icanswimquicklyonthelake.5.Wolf,wolf,Icanlookafterthehome.6.Moo,moo,Icanplough(用犁耕地)hardonthefarm.Guess,guess,whatarethey?征答案:reKeys:1.cat(猫)2.bird(鸟)3.cock(公鸡)4.duck(鸭子)5.dog(狗)6.cow(牛)What Are They?@逍遥… 相似文献
6.
Patricia Patrick Sue Dale Tunnicliffe 《Journal of Science Education and Technology》2011,20(5):630-642
Children from England and the United States of America have a basic similar knowledge of plants and animals, which they observe
during their everyday life. Nine children of ages 4, 6, 8, and 10 years, in each country, were asked to free-list plants and
animals. Afterwards, they were interviewed individually about the plants and animals they listed to determine where they were
seen. Additionally, children were asked to name animals they knew that were found in specific habitats or had specific characteristics.
The results showed that children from the earliest years notice the animals in their everyday lives and 8 year olds were able
to name the most animals. Plants were not named as often as animals and children in the USA found it difficult to name plants
when questioned. This study shows that children are in touch with their everyday environment to varying extents, and that
rich experiences can greatly contribute to their knowledge about plants and animals. 相似文献
7.
Chantal Pouliot 《Research in Science Education》2011,41(2):225-243
This article is situated in contemporary debates about the ways to achieve a scientific literacy that encourages a greater
lay participation in public debates and political decision making. Drawing on the notion of “relationship to scientific experts”
(in French, “rapport aux experts scientifiques”), I explore the ways in which a group of 3 Quebec post-secondary students
describe the relationships they hold toward people whom they consider to be scientific experts, as revealed during a project
in which they investigated the controversy surrounding cellular telephone use. To this end, I scrutinize how the members of
the group go about describing scientific experts and picture a prospective face-to-face discussion with a scientific expert.
The data come from a case study (conducted over a 15-week period). The findings show that the group maintains a relationship
of intimidation by scientific experts, in which the latter are depicted in terms of their knowledge and qualifications. Accordingly,
the group was overawed not only by the accumulation of knowledge held and produced by scientific experts but also by the latter’s
research experience and the high social recognition they occasionally enjoyed. Similarly, the group describes a prospective
face-to-face discussion with a doctor or a researcher in terms of an impersonal, intimidating encounter during which its members’
learning and comprehension in relation to the controversy are assumed to be unequal to the task. The implications of the findings
for future research are discussed. 相似文献
8.
The Practices of Mathematicians: What do They Tell us About Coming to Know Mathematics? 总被引：1，自引：0，他引：1
Leone Burton 《Educational Studies in Mathematics》1998,37(2):121-143
In 1997, an interview-based study of 70 research mathematicians was undertaken with a focus on how they ‘come to know’ mathematics,
i.e. their epistemologies. In this paper, I discuss how these mathematicians understand their practices, locating them in
the communities of which they claim membership, identifying the style which dominates their organisation of research and looking
at their lived contradictions. I examine how they talk about ‘knowing’ mathematics, the metaphors on which they draw, the
empiricist connections central to the work of the applied mathematicians and statisticians, and the importance of connectivities
to the construction of their mathematical Big Picture. I compare the stories of these research mathematicians with practices
in mathematics classrooms and conclude with an appeal for teachers to pay attention to the practices of research mathematicians
and their implications for coming to know mathematics.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
9.
10.
Buckley Barbara C. Gobert Janice D. Kindfield Ann C. H. Horwitz Paul Tinker Robert F. Gerlits Bobbi Wilensky Uri Dede Chris Willett John 《Journal of Science Education and Technology》2004,13(1):23-41
This paper describes part of a project called Modeling Across the Curriculum which is a large-scale research study in 15 schools across the United States. The specific data presented and discussed here in this paper is based on BioLogica, a hypermodel, interactive environment for learning genetics, which was implemented in multiple classes in eight high schools. BioLogica activities, data logging, and assessments were refined across this series of implementations. All students took a genetics content knowledge pre- and posttests. Traces of students' actions and responses to computer-based tasks were electronically collected (via a log file function) and systematically analyzed. An intensive 3-day field test involving 24 middle school students served to refine methods and create narrative profiles of students' learning experiences, outcomes, and interactions with BioLogica. We report on one high school implementation and the field test as self-contained studies to document the changes and the outcomes at different phases of development. A discussion of design changes concludes this paper. 相似文献
11.
《The Journal of educational research》2012,105(6):408-419
ABSTRACT The author examined how characteristics related to individual, family, and school environments contribute to immigrant students’ homework completion. Participants were 192 newcomers in an urban high school designed to serve English language learners. Hierarchical multiple regression analyses were conducted with data compiled from a larger project on role of homework in immigrant adolescents’ academic lives. The author found that students’ homework completion is shaped by (a) gender, engagement in school, homework environment and learning styles; (b) parental homework support and family conflict; and (c) perceived school violence and school homework supports. The effect of perceived school violence on homework completion differed for boys and girls. Boys’ homework completion was more adversely affected by higher perceptions of violence at school than that of girls. 相似文献
12.
Policymakers’ demands for standardization and improved student achievement increasingly define what early childhood educators working in publicly funded programs teach. Doing so has made it difficult for educators to engage in practices with children that incorporate their sociocultural worlds into their instruction. To begin to address this challenge, this article examines the experiences of one pre-kindergarten teacher who participated in a professional development course that asked her and her colleagues to implement culturally relevant lessons with their students in their high-stakes urban teaching context. She took up this challenge by examining the issue of parental incarceration with her culturally and linguistically talented students. Analyzing her and her students’ experiences in this investigation provides insight into how early educators can begin to address their students’ sociocultural worlds through culturally relevant pedagogical practices within their standardized teaching contexts. 相似文献
13.
This article describes the emergence of the field of adult Jewish learning and the need for research in this burgeoning aspect of contemporary Jewish life. The authors describe the context in which the upsurge of adult Jewish learning has occurred, drawing attention to the absence of systematic data collection about programs, funding structures, or long-term impacts. They review existing research about adult Jewish learners, learning experiences, and teachers, and identify three categories (and numerous questions) for future research: (1) the purposes of adult Jewish learning; (2) adult Jewish learning settings, subject matter, and methods of instruction; and (3) underrepresented groups in adult Jewish learning programs. 相似文献
14.
This essay unfolds through a series of juxtapositions, involving storytelling and writing of a more analytical nature. In thinking about what I ‘know’ as an English teacher, my aim has been to present my ideas in a form that might do justice to the contradictions and complexities of my professional life, including my continuing efforts to negotiate a pathway between the rich particularities of the educational settings in which I have worked and my knowledge and values as an English teacher. My primary focus is on how my literary education has shaped and been shaped by my work as an English teacher vis-à-vis a devaluing of teachers’ disciplinary knowledge that has occurred through standards-based reforms. I attempt to make the standpoint from which I am writing an object of scrutiny, thus producing an account of what I ‘know’ that arises out of my work as an English teacher and returns to it as a necessary dimension of a politically committed praxis. 相似文献
15.
Łukasz Tomczyk 《学校用计算机》2013,30(3):167-187
AbstractThe research objective was to determine the level of digital literacy (DL) among teachers. The scope of DL was narrowed to the issue of the safe use of electronic media. The research was conducted using a competency test and diagnostic survey. The following aspects of DL were measured: awareness of the mechanisms of communication with other Internet users and any threats resulting thereof, understanding what sexting is and what is meant by invasion of privacy, knowledge about copyright, ability to verify the credibility of information available online (the least developed area of DL), awareness of cyberbullying and the prevention thereof (the most developed DL skill), and the security of online financial operations. The study was conducted in the second half of 2016 in Poland and was commissioned by the Ministry of National Education responsible for the Bezpieczna+ (Safe+) project. The survey was carried out among 421 lower-secondary school teachers (covering three grades for children aged 12/13 to 15/16) from all over the country. The research results can be generalized at α?=?0.95 level. The teachers surveyed showed different levels of DL. The teachers of technical subjects (including ICT) obtained the best results, whereas natural science teachers scored the lowest. Age was not a determinant of ICT expertise. A low level of DL and safety skills prevailed in the group of teachers who recently began their career in education (trainees). The group of beginner teachers in particular should be given educational support. This research also breaks the stereotype that young teachers have much more advanced DL than older teachers. 相似文献
16.
The relationship between students and their academic institution is based on exchange. However, we have limited knowledge regarding how many exchanges students perceive, who (or what) the perceived exchange partners are, and what the perceived terms of those exchanges contain. To address this gap, we utilized a mixed-method approach to explore and describe the psychological contracts of two sets of undergraduate university students: newly entering freshman, and experienced university students. Results clearly demonstrated that students perceive numerous psychological contracts relevant to their education with a variety of partners both inside and at the boundaries of the institution. Results also demonstrated that these contracts are qualitatively and quantitatively distinct. The overarching implication of these findings is that students navigate a web of diverse exchange partners, and it would be a mistake for educators and researchers to focus exclusively on one or few relationships presupposed to be most important. 相似文献
17.
Robert Ferguson 《Journal of Science Teacher Education》2008,19(6):547-564
The intersection between science teacher education and multiculturalism has produced a considerable amount of research in
the science education community. This paper suggests, according to current science teacher preparation literature, an initial
set of multicultural science education standards for science methods course instructors of preservice teachers: dialogic conversation,
authentic activities, reflexivity, ability, committed practice, and knowing. Included in the discussion of each standard is
an activity or lesson that a science methods course instructor can implement. 相似文献
18.
The present study set out to examine students’ preferences for lecturers’ personality as a function of their classroom behaviour, core self-evaluations and self-rated character strengths. Various hypotheses were tested: first, students’ Big Five traits would significantly predict corresponding personality preferences for lecturers (the matching hypothesis); second, students’ core self-evaluation scores would significantly predict preferences for extraverted, agreeable and conscientious lecturers; and third, self-rated character strengths would also significantly predict extraverted, agreeable and conscientious lecturers. We also investigated difference in preferences among two ethnic groups (South East Asian/Chinese versus Caucasian/British). In all, 264 British students completed four questionnaires. Conscientiousness was the most desired trait in lecturers, followed by agreeableness, extraversion and openness; neuroticism was the least desired trait. Preference for agreeable lecturers was best predicted by all individual difference variables. Caucasian students had a stronger dislike for neurotic lecturers, while Asians had higher preferences for extraverted, open and agreeable lecturers. There was some evidence of the student–lecturer personality match. Limitations and further research options were discussed. 相似文献
19.
Elizabeth Willis Laura Dinehart Leonard Bliss 《Journal of Early Childhood Teacher Education》2013,34(2):168-184
The extent to which teachers understand the concept of self-regulation skills and how best to implement practices that enhance self-regulation in children in the early childhood education classroom remains unexamined. The purpose of this study is to examine the psychometric properties of the self-reporting Early Childhood Educators Knowledge of Self-Regulation Questionnaire (ECESRQ) instrument designed to identify teachers’ knowledge and instruction of self-regulation skills in the classroom. Exploratory factor analysis (EFA) was used to determine three latent factors: teacher attitudes and beliefs, classroom management techniques, and child behavior. The findings identified parallel the literature in the preservice teacher-training arena, suggesting a theoretical basis for the underlying constructs. EFA contributed to establishing good estimates of construct validity in the ECESRQ; in addition Cronbach’s alpha results demonstrated moderate levels of internal reliability. Pearson correlation was used to additionally determine the extent to which teachers understand self-regulatory skills and their ability to implement effective tools in the classroom to enhance these skills. Results and implications for practice in the early childhood classroom are discussed. 相似文献
20.
Students’ judgments about “what counts” as mathematics in and out of school have important consequences for problem solving and transfer, yet our understanding of the source and nature of these judgments remains incomplete. Thirty-five sixth grade students participated in a study focused on what activities students judge as mathematical, and how they make their judgments. Students completed a photo sorting activity; took, viewed, and captioned their own photos of mathematics; viewed and commented on classmates’ photos; and participated in a small group discussion. Across multiple sources of data, findings showed that students attended to two major features of photos and activities when making judgments: surface cues present in the photos, such as numbers and money, and the possibility for mathematical action. Some students looked for the possibility of mathematics, while others asked if mathematics was necessary. Students also gave higher ratings to activities with which they had personal experience. The article concludes with possible implications for practice. 相似文献