Supporting Scientific Conceptual Consciousness or Learning in ‘a Roundabout Way’ in Play‐based Contexts     

Marilyn Fleer 《International Journal of Science Education》2013,35(8):1069-1089

Little change has been noted over 10 years of research into teacher knowledge and confidence to teach science in the early and primary years of schooling. There is a significant body of research demonstrating that early childhood and primary teachers lack confidence and competence in teaching science. However, much of this research blames the victim, and offers little analysis for the systemic reasons for teachers’ confidence and competence in science education other than a lack of science knowledge. This paper reports on a study that examined teacher philosophy and pedagogical practices within the context of an analysis of children’s concept formation within playful early childhood settings. Through teacher interviews, video recordings of science play, and photographic documentation of children’s science activities in one rural preschool, it was noted that teacher philosophy about how young children learn is a significant contributing factor to learning in science. It is argued that teacher philosophy makes more of a difference to children’s scientific learning than does teacher confidence to teach science or knowledge of science. The study also shows that without a mediational scientific framework for using materials in play‐based contexts, children will generate their own imaginary, often non‐scientific, narratives for making sense of the materials provided.  相似文献   

‘Do You Have to Pack?’—Preparing For Culturally Relevant Science Teaching in the Caribbean     

June Marilyn George 《International Journal of Science Education》2013,35(12):2114-2131

This paper reports on the attempts by some Caribbean science teachers to make links between their students' everyday lives and school science in their planning for teaching. It describes how these teachers drew on their exposure to a university graduate course on science education and culture in seeking to access the background cultural knowledge of their students and to incorporate this knowledge in their plans for teaching science. The paper critically examines the experiences of these teachers and highlights both the rewards and challenges that ensued as these teachers prepared for culturally relevant science teaching  相似文献   

The Drop Shot     

Marilyn J. Gibbs 《Quest (Human Kinetics)》2013,65(2)

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The Bowler's Strike     

Marilyn J. Gibbs 《Quest (Human Kinetics)》2013,65(2)

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Epigenetic Vestiges of Early Developmental Adversity: Childhood Stress Exposure and DNA Methylation in Adolescence     

Marilyn J. Essex  W. Thomas Boyce  Clyde Hertzman  Lucia L. Lam  Jeffrey M. Armstrong  Sarah M. A. Neumann  Michael S. Kobor 《Child development》2013,84(1):58-75

Fifteen‐year‐old adolescents (N = 109) in a longitudinal study of child development were recruited to examine differences in DNA methylation in relation to parent reports of adversity during the adolescents’ infancy and preschool periods. Microarray technology applied to 28,000 cytosine–guanine dinucleotide sites within DNA derived from buccal epithelial cells showed differential methylation among adolescents whose parents reported high levels of stress during their children’s early lives. Maternal stressors in infancy and paternal stressors in the preschool years were most strongly predictive of differential methylation, and the patterning of such epigenetic marks varied by children’s gender. To the authors’ knowledge, this is the first report of prospective associations between adversities in early childhood and the epigenetic conformation of adolescents’ genomic DNA.  相似文献   

Communicating with students with learning difficulties in further education     

Marilyn Hockley 《Educational Action Research》2013,21(2):341-360

The article describes the endeavours of three further education tutors to improve their ability to work effectively with students who have mild to moderate learning difficulties. The tutors sought the assistance of researchers at Oxford Brookes University who were developing a Communication Styles Questionnaire (CSQ) as a means of helping teachers to direct their own professional development. The CSQ gives tutors valid and reliable feedback about how they tend routinely to interact with learners. This may be used in a process of reflection, preferably with colleagues, leading to action to improve teaching and learning.  相似文献   

IV. NIH TOOLBOX COGNITION BATTERY (CB): MEASURING LANGUAGE (VOCABULARY COMPREHENSION AND READING DECODING)     

Richard C. Gershon  Jerry Slotkin  Jennifer J. Manly  David L. Blitz  Jennifer L. Beaumont  Deborah Schnipke  Kathleen Wallner‐Allen  Roberta Michnick Golinkoff  Jean Berko Gleason  Kathy Hirsh‐Pasek  Marilyn Jager Adams  Sandra Weintraub 《Monographs of the Society for Research in Child Development》2013,78(4):49-69

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ASERA: brief histor(y/ies)     

Richard White  Paul Gardner  Malcolm Carr  Alister Jones  Ken Appleton  Marilyn Fleer  Christine Redman  Vaille Dawson  Wen-Hua Chang  Stephen M. Ritchie 《Cultural Studies of Science Education》2009,4(2):263-301

This collection of historical accounts provides diverse perspectives on the structure and culture of the community of researchers who participate in activities of the Australasian Science Education Research Association (ASERA). It describes the formation of the Association, and identifies major changes and challenges for the ever growing and internationalisation of its membership.

Stephen M. RitchieEmail:

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The complexities of supporting Asian international pre‐service teachers as they undertake practicum     

Rebecca Spooner‐Lane  Donna Tangen  Marilyn Campbell 《Asia-Pacific Journal of Teacher Education》2009,37(1):79-94

Increasing numbers of Asian international students are choosing to undertake their tertiary studies in English‐speaking countries. For universities, international students are an important source of revenue. However, Asian international students face multiple challenges in adapting to a foreign culture, understanding the expectations of their role, and adjusting to language, communication and cultural differences. These challenges are manifested, in particular, during practicum or field experience. This paper investigated the concerns of twenty Asian pre‐service teachers before and after their practicum in Australian schools by drawing upon data from focus group interviews. Although language barriers and cultural differences were identified concerns before the practicum, concerns about their relationship with their supervising teachers and the limited time in which they had to learn also emerged after the practicum. Whilst the findings are limited to the present study, implications for supporting Asian international pre‐service teachers during practicum are discussed.  相似文献   

Prenatal Risk and Infant Regulation: Indirect Pathways via Fetal Growth and Maternal Prenatal Stress and Anger          下载免费PDF全文

Pamela Schuetze  Rina D. Eiden  Craig R. Colder  Marilyn A. Huestis  Kenneth E. Leonard 《Child development》2018,89(2):e123-e137

Pathways from maternal tobacco, marijuana, stress, and anger in pregnancy to infant reactivity and regulation (RR) at 9 months of infant age were examined in a low‐income, diverse sample beginning in the first trimester of pregnancy, with fetal growth and postnatal stress/anger as potential mediators, and infant sex as a moderator. Participants were 247 dyads (173 substance‐exposed infants). There were no direct effects of prenatal risk on RR and no moderation by sex. However, there were significant indirect effects on RR via poor fetal growth and higher postnatal anger. The study adds to the sparse literature on joint effects of tobacco and marijuana, and highlights the role of fetal growth and maternal anger as important pathways from prenatal risk to infant RR.  相似文献