An Analysis of Teaching Competence in Science Teachers Involved in the Design of Context-based Curriculum Materials     

Lesley G. A. de Putter-Smits  Ruurd Taconis  Wim Jochems  Jan Van Driel 《International Journal of Science Education》2013,35(5):701-721

The committees for the current Dutch context-based innovation in secondary science education employed teachers to design context-based curriculum materials. A study on the learning of science teachers in design teams for context-based curriculum materials is presented in this paper. In a correlation study, teachers with (n?=?25 and 840 students) and without (n?=?8 and 184 students) context-based curriculum material design experience were compared on context-based competence. Context-based competence comprises context handling, regulation, emphasis, design, and school innovation. Context-based teaching competence was mapped using both qualitative and quantitative research methods in a composite instrument. Due to the differences in design team set-up for different science subjects, teachers with design experience from different science subjects were also compared on their context-based competence. It was found that teachers with design experience showed more context-based competence than their non-designing colleagues. Furthermore, teachers designing for biology showed more context-based competence than their peers from other science subjects.  相似文献   

Literacy,speech and shame: the cultural politics of literacy and language in Brazil     

Lesley Bartlett 《International journal of qualitative studies in education》2013,26(5):547-563

This article examines the relationship between shame, literacy and social relations by analyzing shame narratives told to the author by youth and adult literacy students during a 24‐month ethnographic research project conducted in two Brazilian cities. Employing Bourdieu’s theoretical framework and literature from the anthropology of emotions, the article asks: What is accomplished through the micropolitics of shaming? What can it teach us about theories of literacy, language and power more broadly? The article shows how speech shaming in Brazil contributed to the cultural production of inequality by individualizing, psychologizing and embodying responsibility or blame for illiteracy. It argues that sociocultural theories of literacy, language and power need to account for the influence of emotions in communicative interactions.  相似文献   

Global–local dynamics of curriculum policy development: a case-study from Singapore     

Lesley Vidovich  Tom O’Donoghue 《Curriculum Journal》2013,24(3):351-370

Non-government education is often a highly emotive and frequently irrational area of educational debate, especially when it centres on the degree of government funding and support. Frequently people take fortified positions, being either for or against it, often on political grounds and often without taking into account the cultural contexts and complexities involved. The purpose of this article is to look beyond these confines. It is based on a research project focusing on ‘whole’ curriculum policy at the individual school level in non-government schools in a variety of English-speaking countries in the developed world. The article is in three parts. The first part outlines the conceptual framework employed to guide our research project on curriculum policy. The second part presents a case-study of Chinese High School (CHS) in Singapore. This is an exemplar of the type of case-study of curriculum policy in non-government schools being undertaken as part of our research. Also, it is an interesting case in its own right; while the school has developed a global orientation to its curriculum policy and has incorporated ‘the global’ into ‘the local’ extremely rapidly, this curriculum transition has not been without its tensions and costs. The third part of the article offers a discussion of the ‘bigger picture’ implications of the findings.  相似文献   

Video production as a tool for raising educator awareness about collaborative teacher–parent partnerships     

Lesley Wood  Tilla Olivier 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):399-414

Background:?This article describes research undertaken with teachers working in a South African township school, where parental involvement is a persistent problematic issue.

Purpose:?The purpose of the study was to explore the use of video production as a tool for assisting teachers to explore their perceptions about parental involvement in education and how these perceptions impact on their relationships with parents.

Sample:?Nine teachers participated voluntarily in the study, seven from two different primary schools and two from the high school in the township. All the teachers were isiXhosa speaking and had grown up in communities similar to the one in which the school was situated.

Design and methods:?Following a participatory research approach, we guided the participating teachers to design and produce short videos about issues that they perceived to impact negatively on their teaching and learning. We then facilitated critical reflection on these videos, specifically exploring how they had portrayed the teacher–parent relationship in each case.

Results:?Through a content analysis of a structured focus group and their written responses to questions, we identified emergent themes that made it apparent that the participating teachers viewed parents in a negative light, indicating a lack of the respect that would be required for the formation and sustainment of co-operative relationships. These themes were then used to facilitate discussion to raise teacher awareness of how the teachers' perceptions of parents could hinder meaningful parental involvement.

Conclusion:?The article offers an example of how visual methodologies can be useful tools for beginning to raise teacher awareness around issues, as a precursor to helping teachers to take action to improve a given situation.  相似文献   

Movement Pattern and Parameter Learning in Children     

Hui-Ting Goh  Shailesh S. Kantak  Katherine J. Sullivan 《Research quarterly for exercise and sport》2013,84(2):346-352

Reduced feedback during practice has been shown to be detrimental to movement accuracy in children but not in young adults. We hypothesized that the reduced accuracy is attributable to reduced movement parameter learning, but not pattern learning, in children. A rapid arm movement task that required the acquisition of a motor pattern scaled to specific spatial and temporal parameters was used to investigate the effects of feedback (FB) frequency (100% vs. 62% faded) on motor learning differences between 19 school-age children and 19 young adults. Adults and children practiced the task for 200 trials under the 100% or faded FB condition on Day 1 and returned on Day 2 for a no-FB retention test. On the retention test, children who practiced with reduced feedback performed with greater temporal parameter errors, but not pattern error, than children who received frequent feedback. Motor skill learning in children is influenced by feedback frequency during practice that affects parameter learning but not pattern learning.  相似文献   

“It's Cheesy When They Smile     

Vikki Krane  Sally R. Ross  Montana Miller  Kristy Ganoe  Cathryn Lucas-Carr  Katie Sullivan Barak 《Research quarterly for exercise and sport》2013,84(4):755-768

Building on previous research in which we provided an opportunity for female college athletes to construct their own photographic portrayals, this study explored young female athletes' perceptions of the college athlete photographs. Fifty-two girls participated in focus group interviews where they viewed and discussed the images. The young athletes particularly liked images they perceived to show authentic athletes (e.g., in athletic settings, with appropriate sport attire), images they could relate to due to personal experiences, and images that reflected competent and passionate sportswomen. Images perceived as revealing a lack of motivation, poor sporting attitudes, and nonathletic poses generally were disliked. Images depicting multiple social identities (e.g., an athlete in a dress) were controversial and generated much discussion.  相似文献   

The attitudes and opinions of high school sports participants: an exploratory empirical examination     

Douglas Hartmann  John Sullivan  Toben Nelson 《Sport, Education and Society》2013,18(1):113-132

Sport scholars and public commentators have long held both positive and critical opinions about the influence of athletic involvement on participants and their perceptions of the social world. Yet for all of the strong claims and deeply held assumptions, relatively little empirical data or social scientific analysis have been available. This study begins to address this deficiency using new data from a nationally representative survey of American high school students. We compare sports participants and their peers in terms of concern for social problems, interracial contact and attitudes, views of gender roles and sex-based discrimination and political orientation. We find participants and non-participants differ very little in their social concern and views of gender roles and sex-based discrimination, while significant differences were found in levels of interracial contact, views on race relations and political orientation. In view of these findings, we make some general conclusions about the social influence of sport in the lives of American youth and how this topic may be further explored in subsequent work.  相似文献   

Critical thinking ability in science—What can be measured?     

M. J. Sullivan  C. J. Dawson 《Research in Science Education》1979,9(1):159-167

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Critical thinking in science—Some problems in measurement     

M. J. Sullivan 《Research in Science Education》1977,7(1):131-137

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History of the Portland cement industry in the United States     

Robert W. Lesley 《Journal of The Franklin Institute》1898,146(5):324-348

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