LONG-TERM OUTCOMES OF EARLY CHILDHOOD SCIENCE EDUCATION: INSIGHTS FROM A CROSS-NATIONAL COMPARATIVE CASE STUDY ON CONCEPTUAL UNDERSTANDING OF SCIENCE     

Ying Tao  Mary Oliver  Grady Venville 《International Journal of Science and Mathematics Education》2012,10(6):1269-1302

The purpose of this research was to explore the long-term outcomes of either participating or not participating in early childhood science education on grade 6 students?? conceptual understanding of science. The research is situated in a conceptual framework that evokes Piagetian developmental levels as both potential curriculum constraints and potential models of efficacy. The research design was a multiple case study of grade 6 children from 3 schools in China (n?=?140) who started formal science education in the third grade and grade 6 children from 3 matched schools in Australia (n?=?105) who started learning science in kindergarten. The students?? understanding was assessed by a science quiz and an in-depth interview. The data showed that participating children from the high socioeconomic schools in China and Australia had similar understandings of science. Divergence between the medium and low socioeconomic schools, however, indicated that the grounding in early childhood science education in Australia may have placed these children at an advantage. Alternative explanations for the divergence, including the nature of classroom instruction in the two countries, are discussed.  相似文献   

Educating a New Generation of Students     

Grady W. Chism 《Journal of Food Science Education》2011,10(4):33-33

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Closing in on Ten Years of JFSE     

Grady W. Chism 《Journal of Food Science Education》2011,10(3):23-23

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Rethinking Faculty Work – Higher Education's Strategic Imperative, by Judith M. Grappa, Anne E. Austin, and Andrea G. Trice,     

Grady Chism 《Journal of Food Science Education》2008,7(1):4-4

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A Themed Issue – Another First     

Grady Chism Scientific Editor 《Journal of Food Science Education》2007,6(1):4-4

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Promoting student agentic engagement through curriculum: exploring the Negotiated Integrated Curriculum initiative     

J. Fitzpatrick  E. O’Grady 《Irish Educational Studies》2013,32(4):453-473

Building on the various works of theorists pertaining to curriculum negotiation, the Negotiated Integrated Curriculum (NIC) initiative detailed in this article attempts to redress the imbalance within curricular decision-making whereby student voice and learner agency is largely absent. The NIC initiative enquires into students’ concerns about life and constructs a curriculum to address these concerns as a mechanism that can be shaped to make learning more meaningful through agentic engagement. Based on a longitudinal study of two primary schools, this small scale, exploratory research details the influence of this process on learners and educators and the challenges that were faced during its implementation. The findings of this study examine two main issues: the first is how student voice, particularly around the decision-making of pedagogical activities, can be practically implemented to enhance the perceived relevance of a curriculum; and secondly the process of negotiation between teachers and students to achieve this. Recommendations for the promotion of learner agency and further research are discussed in the context of Irish curriculum reform.  相似文献   

Editorial: Second Decade     

Grady W. Chism 《Journal of Food Science Education》2012,11(1):1-1

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Time for a Change     

Grady W. Chism 《Journal of Food Science Education》2013,12(3):39-39

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Looking back, looking forward: Re-searching the conditions for curriculum integration in the middle years of schooling     

John Wallace  Rachel Sheffield  Leonie Rénnie  Grady Venville 《The Australian Educational Researcher》2007,34(2):29-49

In Australia, and internationally, integration is a widely promoted middle school curriculum reform strategy. Integration is claimed to engage students by providing opportunities to work on a few cross-disciplinary objectives, to apply knowledge across the subject boundaries and to work on tasks with meaning and relevance. While these curriculum goals enjoy a certain popularity among middle school reformers and curriculum integration adherents, in practice, the prevalence of integration is patchy and provisional. In this article, we (re) examine two of our studies of middle school integration over the past decade to explore the reasons for this apparent disparity between the rhetoric and the reality. In our re-search for integration, we look back at our data to identify enabling and inhibiting conditions for curriculum reform and develop a list of key program characteristics. Finally, we look forward, drawing on the notion of institutional resilience to speculate on the reasons why some middle school programs seem to flourish while others wither.  相似文献   

Collegiate leadership effectiveness: Philosophic,personal, and poetic explorations     

E. Grady Bogue 《Innovative Higher Education》1992,17(1):3-7

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