Aligning the Cultures of Teaching and Learning Science in Urban High Schools     

Kenneth Tobin 《Cultural Studies of Science Education》2006,1(2):219-252

This paper analyzes teaching and learning in urban science classrooms in which most of the students are African American and from low-income homes. Their teachers are also racial minorities and yet they struggle to teach successfully across cultural boundaries. The first set of case studies involves a male teacher who taught in a high-energy way that produced structures for students to get involved in the doing of science. His verbal fluency and expressive individualism, involving emphatic gestures, rhythmic use of his body, and voice intonation maintained student participation. A second case study examines successful interactions among the students, involving an argument over competing models for chemical valence. Whereas the students interacted successfully, the teacher was frequently out of synchrony in terms of amplitude, pitch, and non-verbal actions. The key implication is the necessity for teachers and students to learn how to interact successfully in ways that produce positive emotional energy, a sense of belonging to the class, and a commitment to shared responsibility for one another's participation. Aligning the cultures of teaching and learning offers a possibility that fluent interactions will occur, afford success, and facilitate the learning of science.  相似文献   

Students’ engagement in first‐year university   总被引：1，自引：0，他引：1  

Kerri‐Lee Krause  Hamish Coates 《Assessment & Evaluation in Higher Education》2008,33(5):493-505

This paper reports on seven calibrated scales of student engagement emerging from a large‐scale study of first year undergraduate students in Australian universities. The analysis presents insights into contemporary undergraduate student engagement, including online, self‐managed, peer and student‐staff engagement. The results point to the imperative for developing a broader understanding of engagement as a process with several dimensions. These must be acknowledged in any measurement and monitoring of this construct in higher education. The paper calls for a more robust theorising of the engagement concept that encompasses both quantitative and qualitative measures. It considers implications for pedagogy and institutional policy in support of enhancing the quality of the student experience.  相似文献   

Difference as a resource for learning and enhancing science education     

Kenneth Tobin 《Cultural Studies of Science Education》2009,4(4):755-760

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Control of Teacher Certification in the United States     

Kerri Tobin 《Peabody Journal of Education》2013,88(4):485-499

Teacher certification trends in the United States since World War II paint a complicated picture of powerful interests at different levels making demands and trying to institute disparate reforms. These patterns have varied over time, often because of teacher supply and demand. The federal government initiated its involvement when education professionals’ competence came under attack in the years following the launch of Sputnik. The tensions over the size and scope of state and federal control that characterize many areas of American policy are crucial in education. The current policy environment in the United States involves several seemingly contradictory components and adversarial actors. As the United States attempts to reform its education system in response to the ever-increasing demands of participation in the global economy, control of teacher preparation and certification will continue to have to respond to multiple stakeholders.  相似文献   

Relationships between emotional climate and the fluency of classroom interactions     

Kenneth Tobin  Stephen M. Ritchie  Jennifer L. Oakley  Victoria Mergard  Peter Hudson 《Learning Environments Research》2013,16(1):71-89

This study examined emotional climate in relation to the teaching and learning of grade 7 science. A multi-method and multi-theoretic approach used sociocultural frameworks as a foundation for interpretive research, conversation analysis, prosody analysis, and studies of nonverbal conduct. Emotional climate varied continuously throughout a lesson. Dialogues occurred and afforded learning when interactions between the teacher and students were fluent and included humour and collective effervescence. Emotional climate was negatively valenced when the teacher and/or students endeavoured to establish and maintain power by restricting others’ participation to spectator roles. The teacher’s endeavours to maintain and establish control over students were potentially detrimental to teaching and learning, teachers and learners. This type of teaching gradually evolved into a form we referred to as cranky teaching, whereby the teacher and her students showed signs of frustration and the enacted teaching and learning roles lacked fluency. The methods we pioneered in the present study might be helpful for other teachers who wish to participate in research on their classes to ascertain what works and should be strengthened, and identify practices and rituals that are deleterious and in need of change.  相似文献   

A Transformative Model for Undergraduate Quantitative Biology Education     

David C. Usher  Tobin A. Driscoll  Prasad Dhurjati  John A. Pelesko  Louis F. Rossi  Gilberto Schleiniger  Kathleen Pusecker  Harold B. White 《CBE life sciences education》2010,9(3):181-188

The BIO2010 report recommended that students in the life sciences receive a more rigorous education in mathematics and physical sciences. The University of Delaware approached this problem by (1) developing a bio-calculus section of a standard calculus course, (2) embedding quantitative activities into existing biology courses, and (3) creating a new interdisciplinary major, quantitative biology, designed for students interested in solving complex biological problems using advanced mathematical approaches. To develop the bio-calculus sections, the Department of Mathematical Sciences revised its three-semester calculus sequence to include differential equations in the first semester and, rather than using examples traditionally drawn from application domains that are most relevant to engineers, drew models and examples heavily from the life sciences. The curriculum of the B.S. degree in Quantitative Biology was designed to provide students with a solid foundation in biology, chemistry, and mathematics, with an emphasis on preparation for research careers in life sciences. Students in the program take core courses from biology, chemistry, and physics, though mathematics, as the cornerstone of all quantitative sciences, is given particular prominence. Seminars and a capstone course stress how the interplay of mathematics and biology can be used to explain complex biological systems. To initiate these academic changes required the identification of barriers and the implementation of solutions.  相似文献   

Cascades of inscriptions and the re‐presentation of nature: how numbers,tables, graphs,and money come to re‐present a rolling ball     

Wolff‐Michael Roth  Kenneth Tobin 《International Journal of Science Education》2013,35(9):1075-1091

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Collective responsibilities for research in science education – the tenure process     

Kenneth Tobin 《Cultural Studies of Science Education》2007,1(3):417-421

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Early Childhood Education and the Public Schools: Obstacles to Reconstructing a Relationship     

Joseph J. Tobin 《Early education and development》1992,3(2):196-200

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Emotional climate and high quality learning experiences in science teacher education     

Alberto Bellocchi  Stephen M. Ritchie  Kenneth Tobin  Donna King  Maryam Sandhu  Senka Henderson 《科学教学研究杂志》2014,51(10):1301-1325

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