Community-based environmental monitoring goes to school: translations,detours and escapes     

Julianne Lynch  Efrat Eilam  Martin Fluker  Naomi Augar 《Environmental Education Research》2017,23(5):708-721

Community-school partnerships are an established practice within environmental science education, where a focus on how local phenomena articulate with broader environmental issues and concerns brings potential benefits for schools, community organisations and local communities. This paper contributes to our understanding of such educational practices by tracing the diverse socio-material flows that constitute a community environmental monitoring project, where Australian school students became investigators of and advocates for particular sites in their neighbourhood. The theoretical resources of actor-network theory are drawn upon to describe how the project – as conceptualised by its initiators – was enacted as both human and non-human actors sought to progress their own agendas thus translating the concept-project into multiple project realities. We conclude by identifying implications for sustaining educational innovations of this kind.  相似文献   

Traditional and nontraditional student attitudes toward the mixed age college classroom     

Jean M. Lynch  Catherine Bishop-Clark 《Innovative Higher Education》1993,18(2):109-121

As the numbers of nontraditional students on college campuses continue to climb, college educators should become increasingly aware of issues regarding the mixed age college classroom. The research reported in this paper is focused on understanding mixed age classrooms from the student's perspective. Through telephone interviews with over 300 students we explored three major areas: attitudes traditional and nontraditional students hold regarding their mixed age classroom experience; attitudes each group has toward their own age group and the other age group; and perceptions of the differences between older and younger students' relationships with their professors. Data on both younger and older students were collected, analyzed and compared.Jean M. Lynch is an Assistant Professor of Sociology/Anthropology, and Associate Director of the Applied Research Center at Miami University. She received her Masters in Sociology from the University of Rhode Island and her Ph.D. in Sociology from Brown University. Her research interests include the mixed age college classroom and the sociology of law and gender. Cathy Bishop-Clark is an Assistant Professor in the Systems Analysis Department at Miami University. She holds an M.S. in Information Systems, and is currently a doctoral candidate in Educational Foundations at the University of Cincinnati. Her research interests include the mixed age college classroom and cognitive style as relates to computer programming.  相似文献   

Ability grouping and science education reform: Policy and research base     

Sharon Lynch 《科学教学研究杂志》1994,31(2):105-128

This article reviews current policy trends concerning the practice of ability grouping in K–12 science education. Relevant statements of key policy-making, policy-influencing organizations such as the NSTA, AAAS, NSF, the National Research Council, the U.S. Office of Education Department of Civil Rights, NAACP, the National Governors' Association, programs related to the Jacob Javits Grants for the Gifted and Talented, and others are summarized. The author's interpretation of the various positions are presented herein. The article also explores the research base supporting the various policies on grouping by examining selected general research literature on grouping, followed by research that is science education specific. Methodological issues color the research findings. The ethical and pragmatic implications of developing research and policy are discussed. The conclusions are that there is a dearth of recent empirical research specifically related to ability grouping in science, and that the time is ripe for the concerted development of a research agenda by key players in science education reform. Moreover, as controversial and value-laden as the topic is, it should be noted that grouping practices alone are unlikely to influence science education reform unless considered in the context of comprehensive restructuring efforts at the local school level.  相似文献   

Childhood emotional invalidation and adult psychological distress: the mediating role of emotional inhibition     

Krause ED  Mendelson T  Lynch TR 《Child abuse & neglect》2003,27(2):199-213

OBJECTIVE: To evaluate a model in which chronic emotional inhibition mediates the relationship between a history of childhood emotional invalidation or abuse and adult psychological distress. METHOD: One hundred and twenty-seven participants completed a series of self-report questionnaires, and a subset of this group (n=88) completed an additional measure of current avoidant coping in response to a laboratory stressor. Structural equation modeling was used to evaluate and compare a full and partial mediational model. RESULTS: Findings strongly supported a model in which a history of childhood emotional invalidation (i.e., psychological abuse and parental punishment, minimization, and distress in response to negative emotion) was associated with chronic emotional inhibition in adulthood (i.e., ambivalence over emotional expression, thought suppression, and avoidant stress responses). In turn, emotional inhibition significantly predicted psychological distress, including depression and anxiety symptoms. CONCLUSION: This study found support for a model in which the relation between recollected negative emotion socialization in childhood and adult psychological distress was fully mediated by a style of inhibiting emotional experience and expression. Although it is likely that childhood emotional inhibition is functional (e.g., reduces parental distress and rejection), results suggest that chronic emotional inhibition may have long-term negative consequences for the inhibitor.  相似文献   

The role of "genetics" in popular understandings of race in the United States     

Condit CM  Parrott RL  Harris TM  Lynch J  Dubriwny T 《Public understanding of science (Bristol, England)》2004,13(3):249-272

The increase in public representation of the science-based concept "genetics" in the mass media might be expected to have a major impact on public understanding of the concept of "race." A model of lay understandings of the role of genetics in the contemporary United States is offered based on focus group research, random digit dial surveys, and community based surveys. That model indicates that lay people identify are primarily by physical features, but these identifications are categorized into a variety of groupings that may be regional, national, or linguistic. Although they believe that physical appearance is caused largely by genetics, and therefore that race has a genetic basis, they do not uniformly conclude, however, that all perceived racial characteristics are genetically based. Instead, they vary in the extent to which they attribute differences to cultural, personal, and genetic factors.  相似文献   

Politics at a technological distance     

Carl Mitcham  James A. Lynch 《Ethics and Information Technology》2001,3(3):235-236

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MOTIVATIONAL BELIEFS AND LEARNING STRATEGIES IN ORGANIC CHEMISTRY     

Douglas Jay Lynch  Hernando Trujillo 《International Journal of Science and Mathematics Education》2011,9(6):1351-1365

Students enter college chemistry courses with different sources of motivation, appropriate or inappropriate assumptions about their probability of success and how to study. This study is theoretically aligned with self-regulated learning research. Clearly, academic performance is closely related to student motivational beliefs and learning strategies. This study investigated the motivational beliefs and learning strategies of 2 years of college students in the second semester of organic chemistry. Responses to the Motivational Beliefs and Learning Strategies Questionnaire indicated that student self-efficacy was highly correlated with academic performance (semester grades). Gender differences were quite pronounced. Male academic performance was associated with intrinsic motivation as well as the importance placed on the learning task. Test anxiety was negatively associated with male grades. Extrinsic motivation was negatively correlated with female grades. Responses to students’ sense of control over learning, the value of the learning task, and self-efficacy were significantly higher for males compared to females. Faculty who attend to these different patterns may influence beliefs as well as learning strategies. Correcting erroneous assumptions about how to learn chemistry may help students shift both their attitudes and their learning practices. The notable gender difference suggests that female chemistry students may especially profit from focused faculty intervention.  相似文献   

Teachers' and Black students' views on the incorporation of African American children's literature in an after-school book club: collaborative and culturally based learning     

Brittney Jones  Jacqueline Lynch 《Literacy》2023,57(3):209-220

It has been suggested that culturally relevant literature can be beneficial to elementary school students' learning. Yet, less research has focused on African American students' perspectives of that literature, including aspects of that engagement that may benefit their learning. Therefore, the main goal centred on US elementary school students' perspectives of African American children's literature in an after-school book club. There were 15 second- and third-grade African American students from a low-income area who participated in the 6-week book club. The book club sessions were recorded, student artefacts were collected and a focus group was held with students. Following the book club, there were two classroom teachers interviewed along with an after-school teacher facilitator. Based on the analysis, four themes were found. These focused on increased reading motivation, the role of cultural and personal associations with literature for comprehending, engagement in communal learning and improved access to culturally relevant texts. The results extend previous research on the importance of social collaboration and culturally relevant books to promote motivation and reading comprehension among learners and highlight the value of collaborative and culturally based learning for Black children in the American context.  相似文献   

Reproduction in Education: an elaboration of current neo‐marxist models of analysis     

Kathleen Lynch 《British Journal of Sociology of Education》1988,9(2):151-168

This paper represents an attempt to develop current understanding of reproduction in education.

Commenting on current neo‐Marxist models of analysis, we argue that more attention needs to be given to the universalising practices of schools if reproduction is to be fully understood. Drawing on evidence taken from a national study of Irish [1] schools, we show how the state's intervention in schooling can have universalising effects. However, we argue that the state has only intervened in the realm of educational provision, not in the realm of consumption, hence inequalities persist.

The second part of the paper tries to explain why state intervention in education is largely limited to provision. In effect, this means examining the processes of universalism and particularism within the context of the capitalist state. Here we argue that actions by state managers (particularly in response to resistances developing in schools) are restricted by an array of vested interest groups within the educational site. While contradictions lead to resistances in school, these resistances generate counter‐resistances from those class and/or status groups, which have their own agenda within the educational system. The managers’ need to reproduce both the skills and attitudes necessary for the capital accumulation which funds the state machinery is, of course, another powerful controlling force.  相似文献   

“What’s the Middle Ground? Am I Ever Going to be the Perfect Teacher?:” Self-Study of a Doctoral Student’s Acculturation Process     

Shrehan Lynch  K. Andrew  R. Richards  Colin Pennington 《Studying Teacher Education》2018,14(2):194-211

In higher education, doctoral training has been identified as a process of stewardship development whereby individuals learn the knowledge and skills required to advance their respective disciplines. Self-study of teacher education practices is one approach that has gained the interest of doctoral students to help them understand their own development whilst also forging recommendations for others in publications. In this self-study, we worked to understand the experiences of Shrehan, a teacher from England beginning doctoral study in the USA. Shrehan had no experience teaching at the college level prior to moving to the USA, and she saw self-study as an opportunity to understand her development and acculturation into an unfamiliar system of higher education. Data were collected through journaling, critical-friend discussions, and artefacts, as well as student data in the form of surveys, exit slips, and focus-group interviews. Qualitative data analysis of Shrehan’s experiences was guided by the four stages of acculturation theory – honeymoon, culture shock, adjustment, and recovery. Shrehan’s journey emphasizes the importance of getting to know undergraduate students and building rapport as key aspects of teaching at the college level. Self-study provided Shrehan with a heightened personal-identity awareness that increased her cultural sensitivity and broadened her worldview. Results are discussed with reference to acculturation theory and future directions for research are provided.  相似文献