JFSE is 5 Years Old     

Grady Chism
Scientific Editor   《Journal of Food Science Education》2009,8(4):78-78

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Identity in science learning: exploring the attention given to agency and structure in studies of identity     

Grady J. Venville  John Wallace  Léonie J. Rennie  John A. Malone 《Studies in Science Education》2013,49(1):43-83

This paper explores the ways in which the concept of identity has been conceptualised and studied within science education. The Personality and Social Structure Perspective is used to examine the attention paid by researchers to three levels of identity analysis: personality, interaction and social structure. Tracing the development of science identity studies and the resulting body of literature reveals that most authors have focused their attention on aspects of identity related to individual agency to the exclusion of issues of social structure. This paper argues that this attention is related to the position of communities of practice as the dominant theoretical framework for identity studies and argues that researchers need to consider broader frameworks that encourage the integration of ideas at all three levels of analysis. Broadened methodological approaches, including mixed methods, are also advocated as a way to increase consideration of the level of social structure.  相似文献   

Decision Making and Sources of Knowledge: How Students Tackle Integrated Tasks in Science,Technology and Mathematics   总被引：1，自引：0，他引：1  

Venville  Grady  Rennie  Léonie  Wallace  John 《Research in Science Education》2004,34(2):115-135

This article reports on students' decision making processes and sources of knowledge in an integrated teaching and learning setting. The study was conducted in a Year 9 classroom as students undertook a 10-week solar-powered boat project and were exposed to related concepts from science, technology and mathematics. Data collection involved detailed case studies of three pairs of students, interviews, classroom observation and analysis of the artefacts and portfolios produced by the students. Students were found to access knowledge from a variety of sources, including teacher's notes from formal instruction, informal interactions with the teacher, observation of and interaction with other students, as well as sources outside the classroom. However, the utility of the knowledge sources was influenced by the nature of the task. When students were performing open-ended tasks, they drew on a wider variety of knowledge sources than when they were performing less open tasks. Moreover, subject discipline-based sources often were not as helpful in solving open tasks. The study leads to several important implications for designing teaching and learning in integrated curriculum settings.  相似文献   

Determining the Intelligibility of Einsteinian Concepts with Middle School Students     

Kaur  Tejinder  Blair  David  Stannard  Warren  Treagust  David  Venville  Grady  Zadnik  Marjan  Mathews  Warwick  Perks  Dana 《Research in Science Education》2020,50(6):2505-2532

Research in Science Education - The modern Einsteinian conception of space, time, matter and radiation represents a radical paradigm shift compared with the traditional Newtonian physics that...  相似文献   

A comparative analysis of analogies in secondary biology and chemistry textbooks used in Australian schools     

Rodney B. Thiele  Grady J. Venville  Dr David F. Treagust 《Research in Science Education》1995,25(2):221-230

To aid the explanation of abstract science concepts, authors of textbooks employ learning tools such as analogies to help students learn. Analogies are believed to allow new material to be more easily assimilated with students' prior knowledge by linking it to their previous experiences. Continuing research on analogies in science textbooks and science teaching is providing a clearer picture of the types of analogies that are available (Duit, 1991), their ranges of presentation style (Curtis & Reigeluth, 1984; Thiele & Treagust, 1992), and their efficacy to effect students' conceptual understandings (Harrison & Treagust, 1993).  相似文献   

Professor Ninian Smart,phenomenology and religious education     

Kevin O’Grady 《British Journal of Religious Education》2005,27(3):227-237

I reply to L. Philip Barnes’ assessment of the contributions of Ninian Smart and phenomenology to religious education. My argument is that Barnes first misconceives and then underestimates Smart’s legacy. I sketch Smart’s relevance to some current issues in religious education, suggesting that his thought helps us to avoid potentially damaging polarisations (of language and concepts to experience, and of learning about religion to learning from religion). I conclude that Smart may have little to say about classroom practice, but should still be a reference point for any practitioner.  相似文献   

Examining the construction process: A study of changes in level 10 students' understanding of classical mechanics     

James A. Shymansky  Larry D. Yore  David F. Treagust  Rodney B. Thiele  Allan Harrison  Bruce G. Waldrip  Susan M. Stocklmayer  Grady Venville 《科学教学研究杂志》1997,34(6):571-593

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Action research: all you need to know     

Maeve O’Grady 《Action Learning: Research and Practice》2018,15(2):197-200

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Factors Influencing Word-of-Mouth Recommendations by MBA Students: An Examination of School Quality,Educational Outcomes,and Value of the MBA   总被引：1，自引：1，他引：0  

Grady Bruce MBA PhD  Rachel Edgington MS MA 《Journal of Marketing for HIGHER EDUCATION》2013,23(1):79-101

Word-of-mouth recommendations from current students are an important source of influence when prospective MBA students are selecting a school. Based on a sample of 16,297 graduating MBA students, this paper uses multiple regression analysis to identify the factors that affect a school recommendation and to assess their relative importance. Separate models are developed based on prior research on service quality, educational outcomes, and perceived equity; then, variables from the separate models are combined into an overall model. Implications are discussed for school administrators and the marketing professionals who support them.  相似文献   

Teachers' Images of their Schools and Perceptions of their Work Environments     

Darrell Fisher  Neville Grady 《School Effectiveness & School Improvement》2013,24(3):334-348

The Images of Schools through Metaphor (ISM) was developed as a simple, economical questionnaire to allow school leaders and researchers to survey teachers' images of their school. The article describes briefly aspects of the development and validation of this questionnaire and its application in an investigation of relationships between teachers' images of their schools and their perceptions of its work environment as assessed by the School Level Environment Questionnaire (SLEQ). The sample used consisted of 162 teachers in 48 schools in Tasmania, Australia, each of whom completed both the ISM and the SLEQ. The various results revealed were generally of considerable statistical significance indicating a strong relationship between the images teachers have of their school and the perceptions they have of its work environment.  相似文献