Framing equity through a closer examination of critical science agency     

Schenkel  Kathleen  Calabrese Barton  Angela  Tan  Edna  Nazar  Christina Restrepo  Flores  Marcos D. González D. 《Cultural Studies of Science Education》2019,14(2):309-325

Cultural Studies of Science Education - Science for all has been touted as the primary path to equity in science education in the USA. We argue that without attention to the power imbalances that...  相似文献   

Secondary school pupils' satisfaction with their ability grouping placements     

Susan Hallam  Judith Ireson 《British Educational Research Journal》2007,33(1):27-45

There has been little research exploring pupils' satisfaction with their ability group placement. This article explores the extent to which pupils are happy with their placement, and the reasons they give for wanting to move to another class or set. The sample comprised over 5000 Year 9 pupils (aged 13–14 years) in 45 mixed secondary comprehensive schools in England. The schools represented three levels of ability grouping in the lower school (Years 7 to 9). Pupils responded to a questionnaire which explored their current set placement, their satisfaction with it, and their reasons for wanting to change. A substantial proportion of pupils expressed a wish to change set, most, but not all, in an upward direction, mainly because the level of work was inappropriate. The implications for ability grouping practices in schools are discussed.  相似文献   

What Do Teachers Do? Classroom Activities in the Initial Teaching of Reading     

Judith Ireson  Peter Blatchford  Trish Joscelyne 《教育心理学》1995,15(3):245-256

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Challenges in deepening prospective teachers’ understanding of multiplication through justification     

Jane-Jane Lo  Theresa J. Grant  Judith Flowers 《Journal of Mathematics Teacher Education》2008,11(1):5-22

This article reports challenges faced by prospective elementary teachers as they revisited whole number multiplication through a sequence of tasks that required them to develop and justify reasoning strategies for multiplication. Classroom episodes and student work are used both to illustrate these challenges, as well as to demonstrate growth over time. Implications for the design of mathematics courses for prospective teachers’ are discussed. Although the study is situated in the context of multiplication, it has implications for teachers reasoning and justification in other areas of mathematics.

Judith FlowersEmail:

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Changes in Initial Teacher Training Students’ Perceptions of the Effectiveness of School‐based Mentoring over Time     

Trevor Kerry  Judith Farrow 《Educational studies》1996,22(1):99-110

This article looks at mentoring in the Open University's Postgraduate Certificate in Education (PGCE) course: a distance learning, competence‐based course of part‐time Initial Teacher Training (ITT) for primary and secondary students. It emphasises the importance of school‐based mentoring, and looks at changing student perceptions of mentoring over the duration of the course. Questionnaires and interviews are used to explore a range of issues about mentoring in ITT. The findings suggest that students become more discerning about, and more critical of, their mentors as the course proceeds. Some attempt is made to suggest how these attitudes can be improved. The mentors’ perceptions are compared with those of the students.  相似文献   

A sociocultural analysis of the ethics of involving children in educational research     

Roseanna Bourke  Judith Loveridge  John O’Neill  Bevan Erueti  Andrew Jamieson 《International Journal of Inclusive Education》2017,21(3):259-271

ABSTRACT

This article explores the ethical complexities of involving children in research in the contexts of their families, schools and communities. We argue for an approach that is dynamic, reflexive, responsive and informed by an understanding of how local cultures impact on and shape negotiations and practices around ethical issues and processes. We use different sociocultural lenses to analyse the complexities of ethical processes and practices at the beginning of a research project which explored children’s informal and everyday learning. The article contributes to ethical debates about involving children with research through foregrounding the multiplicities and complexities that emerge when researchers are attentive to the practices and values of the settings that children’s and researchers’ lives traverse.  相似文献   

Failed regulations and school composition: selective admission practices in Chilean primary schools     

Alejandro Carrasco  Gabriel Gutiérrez  Carolina Flores 《教育政策杂志》2017,32(5):642-672

This is an exploratory study about pupil selection. Admission regulations are central to understanding issues of school mix, segregation and educational justice. In Chile, student selection has been intensively discussed but scarcely studied. Using a questionnaire for headteachers (N = 581), we explore how school admission processes are organised and implemented within a market-based educational system with a high-stakes testing regime where schools are pushed to use selection practices. Despite the existence of a national (although weak) legal prohibition at the time the survey was conducted, half of the headteachers state that they use some mechanism to select students (play sessions, student testing, or interviews with parents) even when they do not face demand pressures. Exploratory data suggest higher levels of selectivity in subsidised private schools. Regression analysis shows a strong association between ‘selectivity’ and homogeneous academic intake and social composition. Presumably, the widespread use of selection procedures responds to the structuring force of a double system of educational accountability; strong pressure on performance within a testing regime and where funding depends on enrolments makes selection a fundamental strategy for schools, but which is seriously affecting equality goals.  相似文献   

A pedagogy of emotion in teaching about social movement learning     

Judith Walker  Carolina Palacios 《Teaching in Higher Education》2016,21(2):175-190

This article explores the role of emotion in teaching about social issues in higher education. We draw and expand upon Boler's notion of a ‘Pedagogy of Discomfort’, Goodman's and Curry-Steven's concept of a ‘Pedagogy for the Privileged', and on Freire's idea of a ‘Pedagogy of Hope', in reflecting on our own experiences in teaching a graduate-level course on social movement learning. We argue for the importance of further sociological theorisation of the role of emotion in teaching and learning in higher education, and acknowledge the challenges a Pedagogy of Emotion present to those teaching in the social sciences at the post-secondary level.  相似文献   

The sand/water table as a learning center     

Judith Dighe 《Early Childhood Education Journal》1992,19(3):14-15

The sand/water table, an old standby in nursery and day care classrooms, has long been popular with children. It has remained a fixture despite the nuisance of sand on the floor as teachers acknowledge its social benefits and the calming influence it can have on children who are upset or unhappy.Judith Dighe is a teacher specialist, Head Start, Montgomery County Public Schools, Rockville, MD.  相似文献   

The dance of advocacy          下载免费PDF全文

Lothian JA 《The Journal of perinatal education》2005,14(2):36-39

A childbirth educator asks how she can continue to use best evidence and prepare women adequately for birth within the constraints of a hospital practice that pressures educators not to "rock the boat." This column discusses the challenge of advocating for normal birth and the dangers inherent in the advocacy role. Advocacy requires the childbirth educator to "dance" with many partners, including physicians and hospitals. Strategies for inviting colleagues and class participants onto the dance floor and teaching them the steps of the dance are explored. Guidelines for reducing risk and engaging women are discussed.  相似文献