Teaching Design in Middle-School: Instructors’ Concerns and Scaffolding Strategies     

Yael M. Bamberger  Clara S. Cahill 《Journal of Science Education and Technology》2013,22(2):171-185

This study deals with engineering education in the middle-school level. Its focus is instructors’ concerns in teaching design, as well as scaffolding strategies that can help teachers deal with these concerns. Through participatory action research, nine instructors engaged in a process of development and instruction of a curriculum about energy along with engineering design. A 50-h curriculum was piloted during a summer camp for 38 middle-school students. Data was collected through instructors’ materials: observation field notes, daily reflections and post-camp discussions. In addition, students’ artifacts and planning graphical models were collected in order to explore how instructors’ concerns were aligned with students’ learning. Findings indicate three main tensions that reflect instructors’ main concerns: how to provide sufficient scaffolding yet encourage creativity, how to scaffold hands-on experiences that promote mindful planning, and how to scaffold students’ modeling practices. Pedagogical strategies for teaching design that developed through this work are described, as well as the ways they address the National Research Council (A framework for K-12 science education: practices, crosscutting concepts, and core ideas. National Academies Press, Washington, DC, 2011) core ideas of engineering education and the International Technological Literacy standards (ITEA in Standards for technological literacy, 3rd edn. International Technology education Association, Reston, VA, 2007).  相似文献   

Educational/Instructional Media     

Philip Hills  John Gilbert  Anne Howe  A.J. Romiszowski  John W. Ellison  Clara DiFelice 《Communication Booknotes Quarterly》2013,44(9):180-182

The Spread of Educational Technology edited by Philip Hills and John Gilbert (London: Kogan Page/New York: Nichols Publishing, 1977—$27.50)

International Yearbook of Educational and Instructional Technolo. 1978/79 compiled and edited by Anne Howe and A.J. Romiszowski (London: Kogan Page/New York: Nichols Publishing, l978—$23.50)

Educational Film Locator (New York: R.R. Bowker, 1978—$45.00)

Graduate Degree Programs in Instructional Technology 1978-79 by John W. Ellison and Clara DiFelice (1978, 152 pp.,—$4.50, paper)

Learning via Telecommunications (1978, 80 pp.r–$8.95, paper)

The Politics of Interconnection: A History of Public Television at the National Level by Robert K. Avery and Robert Pepper (1979, 66 pp.—$3.00, paper),

The Nixon Administration Papers on Public Broadcasting (1979, —$5.00, paper)

AVMP 1979: Audiovisual Market Place: A Multimedia Guide (New York: R.R. Bowker, 1979— price not given, but about $24.00, paper)

Charles Callaci Learning Through Television: A Handbook of Principles (Ramo II Publishers, Box 352, Chino, Ca 9l710—price not given, paper)

Whitney North Seymour, Jr. and Elizabeth N. Layne For the People: Fighting for Public Libraries (Garden City, N.Y.: Doubleday, 1979—$8.95)  相似文献   

Practical Guides     

Kensinger Jones  Carole Howard  Wilma Mathews  Clara Degen  Stanley R. Alten  Thomas Burrows 《Communication Booknotes Quarterly》2013,44(4-5):51-52

CABLE ADVERTISING: NEW WAYS TO NEW BUSINESS by Kensinger Jones, et al. (Englewood Cliffs, NJ: Prentice-Hall, 1986—price not given)

ON DEADLINE: MANAGING MEDIA RELATIONS by Carole Howard and Wilma Mathews (New York: Longman, 1985—price not given)

MEGARATES: HOW TO GET TOP DOLLAR FOR YOUR SPOTS (Washington: National Association of Broadcasters, 1986—price not given, paper)

UNDERSTANDING AND USING VIDEO: A GUIDE FOR THE ORGANIZATIONAL COMMUNICATOR edited by Clara Degen (New York: Longman, 1985—price not given)

AUDIO IN MEDIA by Stanley R. Alten (Belmont, CA: Wadsworth, 1986—$32.50)

TELEVISION PRODUCTION: DISCIPLINES AND TECHNIQUES by Thomas Burrows and Donald Wood (Dubuque, IA: Wm. C. Brown, 1986—price not given, paper)

RADIO BROADCASTING: AN INTRODUCTION TO THE SOUND MEDIUM by Robert L. Hilliard (New York: Longman, 1986—price not given, paper)  相似文献   

Global competition,coloniality, and the geopolitics of knowledge in higher education     

Riyad A. Shahjahan  Clara Morgan 《British Journal of Sociology of Education》2016,37(1):92-109

While scholars have analyzed global higher education (HE) competition, they have largely failed to address how global spaces of equivalence are tied both to coloniality and to competition. Using the OECD’s International Assessment of Higher Education Learning Outcomes (AHELO) as a case study and drawing on concepts from coloniality including Fanon’s zone of being/non-being and Mignolo’s geopolitics of knowledge, we reveal how coloniality underpins the desire for global spaces of equivalence through: the desire for opportunity and belonging; and the desire for recognition and pride. We illuminate how the nature of global competition is not simply tied to market-based economic or political rationalities, but also operates under psychosocial dimensions interlinked with belonging in the international community. We argue that AHELO represents the mediation and internalization of a HE competition focused on teaching and learning, which reproduces coloniality by valuing characteristics of the enterprising, globally competitive institution.  相似文献   

The spectacle of global tests in the Arabian Gulf: a comparison of Qatar and the United Arab Emirates*     

Clara Morgan 《比较教育学》2018,54(3):285-308

Although scholars have examined the effects of global tests on national and regional educational governance, few researchers have studied their impact on education in the Arabian Gulf. This research fills the knowledge gap by studying the international spectacle of PISA, TIMSS and PIRLS results in Qatar and the United Arab Emirates (UAE) – two small rich states at the periphery of knowledge production processes. I argue that an analysis of these narratives reveals how global accountability discourses are translated into the Arabian Gulf context as truth claims that performance in league tables is an accurate and objective representation of educational quality. Four themes emerge from the analysis: integration of test results into national visions; measurement of educational progress based on test results; ranking of student performance; and policy changes to improve test results. In conclusion, I suggest that the over-dependence on global tests in defining educational quality in Qatar and the UAE erodes educational sovereignty and restricts the capacity of small states to develop and nurture alternative, indigenous and localised solutions for guiding educational reforms.  相似文献   

Self-efficacy,mathematics’ anxiety and perceived importance: an empirical study with Portuguese engineering students     

Manuela Alves  Cristina S. Rodrigues  Ana Maria A.C. Rocha  Clara Coutinho 《European Journal of Engineering Education》2016,41(1):105-121

The accomplishment in mathematics has gained attention from educators and arises as an emerging field of study, including in engineering education. However, in Portugal, there is still incipient research in the area; so it is high time to explore factors that might enlighten the gap in the study of the relationship between Portuguese engineering students and the learning of mathematics. The main purpose of this study is to explore three factors identified in the literature as influencing the learning of mathematical concepts – self-efficacy, anxiety towards mathematics and perceived importance of mathematics – and search for differences by gender and by type of engineering course, a dimension not much reported in the literature but which was revealed as important in the team's previous research. Based on a sample of 140 undergraduate students of different engineering courses from University of Minho, results only identify differences in the type of course and not in gender. These results constitute a contribution and open new paths for future research in the engineering education.  相似文献   

World culture and social justice in a divided society: evaluations of Israeli Jewish and Arab teachers and students     

Clara Sabbagh  Nura Resh 《Globalisation, Societies & Education》2018,16(4):494-514

ABSTRACT

Using the Israeli case, our study delves into teachers’ and students’ notions of social justice, exploring how they are shaped by both world culture trends and local conditions. We first identify social justice notions in the world culture perspective and Israeli society. Then, we empirically examine how these notions are understood by educational agents – teachers and students – across sectors that mirror Israeli society’s major divide: Jewish and Arab-Palestinian. Findings suggest that educational agents and ethnonational affiliation play a major role in recreating national heritages and the different ways in which they understand social justice their lives.  相似文献   

Building a bridge between Western and Eastern worlds: reciprocal learning programmes that create reflective practice,hope and prosperity in education     

Clara Howitt 《Teachers and Teaching》2019,25(6):743-751

ABSTRACT

This paper focuses on the Reciprocal Learning Programmes between Western and Eastern educational systems through a Sister School project as well as, a Reciprocal Learning Programme through preservice programs between a Canadian university and a Chinese university. Benefits of the Reciprocal Learning Programs include reflective practice of content and pedagogical learning, cultural and societal learning, globalisation and emotional and social impact. Qualitative documentation demonstrates that educational, social and cultural dimensions are cultivated and nurtured through the Reciprocal Learning programs and have positively affected the students, educators and leaders involved in the project. Criteria for success in the programs included professional and personal commitment, educator inquiry, vulnerability, organisational commitment and multi-dimensional partnerships.  相似文献   

Developing a program for sexually abused adolescents: The research-service partnership     

George Thomas Ph.D.  Clara L. Johnson Ph.D. 《Child abuse & neglect》1979,3(3-4)

This paper outlines the process of developing and implementing a new community service program for sexually abused adolescents and highlights the advantages of a functional research-service agency partnership in shortening the planning phase and sharpening the focus on such key factors as program components, site selection, and evaluation approaches.Data have been presented at the mid-point of the demonstration program's operation that show the program to be achieving its purposes in terms of impacting the rate of reporting and confirmation of child sexual abuse in the community.Other data indicate that the program is, in fact, being utilized as intended primarily by adolescents and that the incidence of reported and confirmed adolescent sexual abuse in particular is rising as a result.Impressions concerning the overwash effects of the program upon the community—and surrounding communities—have also been presented.The ultimate value of a continuing research-service agency partnership will perhaps be best determined by the quality of the final report on the program to be prepared in March, 1979. We expect chat the research emphasis upon accuracy in the data and the service interest upon interpreting their practical import will yield an honest assessment of the program's impact and its usefulness to other communities in meeting the needs of adolescent victims of sexual abuse.  相似文献   

Institutional habitus in context: implementation,development and impacts in two compulsory secondary schools in Barcelona     

Aina Tarabini  Marta Curran  Clara Fontdevila 《British Journal of Sociology of Education》2017,38(8):1177-1189

This article aims to revisit the relationship between school-level variables and students’ educational opportunities through the lens of institutional habitus. This approach is particularly well suited to explore the notion of school culture because it brings to the forefront the impact of social context, avoiding some of the limitations typically associated with the long-dominant perspective of school effectiveness research. Drawing on an ethnographic approach, the article explores how institutional habitus unfolds in two urban public secondary schools in the city of Barcelona. Breaking the notion down into three main components (educational status, organizational practices and expressive order), the analysis identifies two main types of institutional habitus – one based on action and inclusion, and another based on reaction and expulsion. Ultimately, these results give insight into the complex interplay of these three components, as well as on their combined impact on students’ educational opportunities.  相似文献