This research explored science teachers’ pedagogical discontentment and described its role in teachers’ consideration of new
teaching practices. Pedagogical discontentment is an expression of the degree to which one is discontented because one’s teaching
practices do not achieve one’s teaching goals. Through a series of structured interviews conducted with 18 practicing science
teachers of various grade levels, content areas, routes of preparation, and amount of experience, areas of commonality in
the teachers’ pedagogical discontentment were identified. The common areas of pedagogical discontentment include the ability
to teach all students science, science content knowledge, balancing depth versus breath of instruction, implementing inquiry
instruction, and assessing science learning. We draw implications for using this construct to craft more effective professional
development. 相似文献
This article discusses librarian support of medical education programs and patient care with blogs and wikis. Pedagogical background for using Web 2.0 tools in educational settings is explored and example applications given. A survey of health sciences libraries usage of blogs and wikis was conducted in 2009-2010. Using the results from the survey plus five years of experience using blogs and wikis at the University of Washington Health Sciences Library, best practices were compiled and are presented for guidance in establishing new blogs and wikis. 相似文献
The Next Generation Science Standards support understanding of the nature of science as it is practiced and experienced in the real world through interconnected concepts to be imbedded within scientific practices and crosscutting concepts. This study explored how fourth and fifth grade elementary students’ views of nature of science change when they engage in a technology-enhanced, scientific inquiry-oriented curriculum that takes place across formal and informal settings. Results suggest that student engagement in technology-enhanced inquiry activities that occur in informal and formal settings when supported through explicit instruction focused on metacognitive and social knowledge construction can improve elementary students’ understanding of nature of science.
Comparatively little research has focussed on the experiences of disabled children in rural communities where mainstreaming may be a matter of necessity, thus providing examples of “natural experiments” in mainstreaming. A pilot study is described in which case studies are presented of five children with disabilities who attended regular schools in isolated rural communities in Queensland; a number of factors are suggested which may be associated with the outcomes of mainstreaming for these children. Several key issues in rural mainstreaming are offered as bases for hypotheses to be examined in future research programs. 相似文献
OBJECTIVE: The purpose of this study was to examine the relationships between childhood abuse/neglect experiences (sexual abuse, physical abuse, emotional abuse, and child neglect) and adult life functioning among Methadone Maintenance Treatment Program (MMTP) drop-outs. METHOD: 432 subjects who dropped out of MMTP were recruited in New York City in 1997-1999. Adult life functioning was measured by HIV drug and sex risk behaviors, Addiction Severity Index (ASI) composite scores, and depression. The chi(2) tests, t tests, correlation, and multiple logistic regressions were performed to examine the relationships between abuse experiences and adult life functioning. RESULTS: The prevalence of child abuse/neglect history was high among MMTP drop-outs: sexual abuse-36%; physical abuse-60%; emotional abuse-57%; child physical neglect-66%; all four experiences-25%. As assessed via ASI composite scores, those who had been abused in childhood had significantly more medical, legal, relationship, and psychological problems than those who had not. Overall, several significant associations were found between the abuse experiences and HIV risk behaviors. Those who had experienced child neglect were more likely to be HIV positive. In multivariate analyses, childhood physical abuse was a significant predictor of having multiple sex partners while depression was significantly related to injection drug use in adulthood (p<.05). There were trends for the relationships between childhood sexual abuse and HIV sex risk behavior (p<.10) and between gender and injection drug use (p<.10). CONCLUSIONS: The findings support a need for drug treatment programs that include specialized therapies for those who suffered childhood abuse and neglect experiences. 相似文献
Large numbers of children regularly experience educational disruption because of natural disasters. Donor and rehabilitation
agencies, using an ‘emergency education’ framework, have usually addressed the immediate needs of such children and longer-term
educational reconstruction. However, the imperative of continuous educational access to all children, and the need for resource
and curricular policies to deal with frequent disruption, call for the inclusion of an emergency education dimension in traditional
educational policy. This article outlines the features of such a dimension by drawing on the experiences of an earthquake
rehabilitation effort in India (2001-02). Policies that target an improved post-crisis educational system create an opportunity
to redress past disadvantages. Helping local educational institutions build capacities in curriculum development and continuing
education of emergency personnel is crucial. Some new features highlighted include tracking local demographic shifts with
the help of local leaders and the use of innovative teachers to handle children’s immediate recreational needs.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献