Texts     

Margaret A. Gibson  Laura Brader‐Araje  Janice Harper 《Multicultural Perspectives》2013,15(2):37-39

Made in America: Immigrant Students in Our Public Schools. Laurie Olsen, New York: The New Press, 1997, 276 pages, $25.00 (hardcover), ISBN 1–5658–4400–9, and $14.95 (softcover), ISBN 1–5658–4471–8.

The Power of Their Ideas: Lessons for America From a Small School in Harlem. Deborah Meier, Boston: Beacon Press, 1995, 190 pages, $12.00 (softcover). ISBN 0–8070–3111–9.

Yesterday, Today & Tomorrow: Meeting the Challenge of Our Multicultural America & Beyond. Paul D. Christiansen and Michelle Young, San Francisco: Gaddo Gap Press, 1996, 376 pages, $29.95 (softcover). ISBN 1–8801–9218–7.  相似文献   

Just Queer Folks: Gender and Sexuality in Rural America Colin R. Johnson. Philadelphia,PA: Temple University Press, 2013.     

Jennie Lightweis‐Goff 《Journal of American culture (Malden, Mass. : 2003)》2014,37(3):365-366

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Commemoration in America: Essays on Monuments,Memorialization, and Memory David Gobel and Daves Rossell,Editors. Charlottesville: University of Virginia Press, 2013.     

Jennie Lightweis‐Goff 《Journal of American culture (Malden, Mass. : 2003)》2014,37(3):343-344

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My Aspergirl: Stieg Larsson's Millennium Trilogy and Visualizations     

Sheng‐mei Ma 《Journal of American culture (Malden, Mass. : 2003)》2014,37(1):52-63

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The Cultural Image Literacy Assessment: One Hundred Images Every American Should Know     

Richard Emanuel  Siu Challons‐Lipton  Kim Baker 《Journal of American culture (Malden, Mass. : 2003)》2014,37(4):404-418

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Research Trends in Science Education from 2003 to 2007: A content analysis of publications in selected journals     

Min‐Hsien Lee  Ying‐Tien Wu 《International Journal of Science Education》2013,35(15):1999-2020

The present study was a follow‐up to Tsai and Wen’s (2005) earlier research, in which 802 articles published in the International Journal of Science Education, Science Education, and the Journal of Research in Science Teaching from 1998 to 2002 were analysed in terms of author’s nationality, research type, and research topic. In the present study a total of 869 papers published in the three journals from 2003 to 2007 were analysed, and the results were compared with those of Tsai and Wen. Moreover, this study also identified 31 highly‐cited papers published during 1998–2002 and 20 highly‐cited papers published during 2003–2007. The results showed that authors from countries other than the four major English‐speaking countries (i.e., the USA, the UK, Australia, and Canada) published an increasing number of articles in the past decade. During these five years (2003–2007), science educators showed relatively more interest in research topics involving the context of student learning. Besides, science educators have changed some of their research interests during 1998–2007, with a shift in the research topics from student conception learning and conceptual change (1998–2002) to student learning contexts (2003–2007). Moreover, the investigation of highly‐cited papers in the past decade revealed that studies on argumentation have gained significant attention among science educators.  相似文献   

Internet‐based Science Learning: A review of journal publications     

Silvia Wen‐Yu Lee  Ying‐Tien Wu  Meng‐Jung Tsai  Tzu‐Chien Liu  Fu‐Kwun Hwang 《International Journal of Science Education》2013,35(14):1893-1925

Internet‐based science learning has been advocated by many science educators for more than a decade. This review examines relevant research on this topic. Sixty‐five papers are included in the review. The review consists of the following two major categories: (1) the role of demographics and learners' characteristics in Internet‐based science learning, such as demographic background, prior knowledge, and self‐efficacy; and (2) the learning outcomes derived from Internet‐based science learning, such as attitude, motivation, conceptual understanding, and conceptual change. Some important conclusions are drawn from the review. For example, Internet‐based science learning is equally favorable, or in some cases more so, to learning for female students compared to male students. The learner's control is essential for enhancing students' attitudes and motivation toward learning in Internet‐based science learning environments. Nevertheless, appropriate guidance from teachers, moderators, or the Internet‐based learning environment itself is still quite crucial in Internet‐based science learning. Recommendations for future research related to the effects of Internet‐based science learning on students' metacognitive reflections, epistemological development, and worldviews are suggested.  相似文献   

Towards a Transformative Epistemology of Technology Education          下载免费PDF全文

DAVID MORRISON‐LOVE 《Journal of Philosophy of Education》2017,51(1):23-37

Technology Education offers an authentic and invaluable range of skills, knowledge, capabilities, contexts and ways of thinking for learners in the 21^st century. However, it is recognised that it occupies a comparatively less defined and more fragile curricular position than associated, but longer established, subjects such as Mathematics and Science. While recognising that no single factor lies behind such a condition, this paper draws upon thinking in the philosophy of technology, technology education and the ontology of artefacts to argue that transformation may be considered as an epistemic source for technology in a similar way to ‘proof’ within Mathematics and ‘interpretation’ within Science. Encapsulating technology's intimate relationship with materials, it is ultimately argued that the transformation of a technical artefact from an ill‐defined into a well‐defined ontological state constitutes a prime source of technological knowledge for pupils. Moreover, it provides an alternative route into further consideration about the nature of the domain, epistemology and curricular identity of the subject.  相似文献   

Computers in Language Teaching     

Marlies Smit‐Kreuzen 《Educational Media International》2013,50(3):168-171

Abstract

Many people remember their language lessons from their secondary schooldays as tedious and ineffective. Although the emphasis in language teaching has shifted from the passive skills (reading, listening) to the active skills of speaking and writing, the result after many years of hard work is often disappointing. Learning a language in a classroom environment is extremely difficult. There is no real need to speak or write. Teachers are not interested in the contents of what their students are saying or writing but in the correctness. There is not enough time for the individual student to manipulate and practise what he or she has learned. Motivation is low. Obviously, computers cannot solve these problems. However, they can be used to create a more stimulating environment in which students are given authentic tasks that require a real use of language. If computers are used for practice and drill only, we are missing out on a valuable contribution to language learning and teaching.  相似文献   

Now and forever: portraits of qualitative research in Korea     

Young Chun Kim  Jeasik Cho 《International journal of qualitative studies in education》2013,26(3):355-377

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