In response to David Greenwood’s ‘Place mobility and faculty life: mindfulness through change’ through the lens of science teacher education programs     

Mary K. Nyaema 《Cultural Studies of Science Education》2017,12(2):513-519

In writing this review, I draw on the experience of David Greenwood (Cult Stud Sci Educ 10:5–16, 2015) whose ethnographic study sheds light on his growth as a faculty member who has taught in various settings that are quite different from the culture that he grew up with. I extend his thoughts on ecological mindfulness to encompass a culturally aware method of teaching based on place sensitized more to the needs of science teacher preparation programs. The methods used in writing the review included literature searches for articles that incorporate ecological mindfulness and culturally responsive teaching in science teacher preparation programs and reflected ideas voiced in Greenwood’s article. Although he seems that he is primarily addressing other faculty members, his experiences can be used as lifelong lessons for preservice teachers entering a primarily homogeneous workforce expected to teach an increasingly diverse student population. His humor, use of Haiku, poetry and mindfulness as a way of becoming one with a culture that he is not accustomed has many lessons that prove useful in training more culturally responsive teachers. In light of an increasingly diverse US student population versus a stagnantly homogeneous teaching workforce, his reflective practice will prove useful to teachers who are expected to teach students with cultures different from their own.  相似文献   

The Teacher Research Update Experience: Perceptions of Practicing Science, Mathematics, and Technology Teachers     

Marianne B. Barnes  Emilia M. Hodge  Melinda Parker  Mary Jo Koroly 《Journal of Science Teacher Education》2006,17(3):243-264

The purpose of this study was to examine how the practicing science and mathematics teachers participating in the University of Florida's Teacher Research Update Experience (TRUE) perceived their experiences in Summer 2000. We conducted in-depth interviews and collected data from survey questionnaires and addressed research in the following areas: How do participants perceive their experiences during the 7-week program designed to enhance science, mathematics, and technology knowledge and skills? How have these experiences contributed to their professional and personal growth and development, and how will they influence teaching and student learning? Findings from interviews provided insights into the thoughts, motivations, and, in some cases, insecurities of these adult learners. Follow-up studies are indicated on long-term impact of immersion professional development programs.  相似文献   

Disagreement over the best way to use the word ‘validity’ and options for reaching consensus     

Paul E. Newton  Stuart D. Shaw 《Assessment in Education: Principles, Policy & Practice》2016,23(2):178-197

The ability to convey shared meaning with minimal ambiguity is highly desirable for technical terms within disciplines and professions. Unfortunately, there is no widespread professional consensus over the meaning of the word ‘validity’ as it pertains to educational and psychological testing. After illustrating the nature and extent of disagreement, we consider three options for reaching consensus: to eliminate its ambiguity by agreeing a precise technical definition; to embrace its ambiguity by agreeing a catchall lay usage; and to retire ‘validity’ from the testing lexicon.  相似文献   

Alterations in the memory code for temporal events induced by differential outcome expectancies in pigeons     

Mary Jo Ducharme  Angelo Santi 《Learning & behavior》1993,21(1):73-81

The effect of differential outcome expectancies on memory for temporal and nontemporal information was examined. Pigeons were trained to match short (2-sec) and long (8-sec) sample durations to red and green comparison stimuli, and vertical and horizontal lines to vertical and horizontal comparison stimuli. In Experiment 1, one differential outcome (DO) group received food for correct choices on short-sample trials, whereas another received food for correct choices on long-sample trials. On line-orientation trials, half of each DO group received food for correct responses following vertical samples, whereas the other half received food for correct responses following horizontal samples. Overall retention was greater in the DO groups than in a nondifferential (NDO) group that received either food or no food for correct responses on a random half of all trials. Furthermore, although the NDO group displayed a choose-short bias for temporal samples, both DO groups displayed equivalent biases to select the comparison stimulus associated with food. In Experiment 2, differential outcome expectancies were extinguished off-baseline. Subsequently, in the first nondifferential outcome test session, the. DO groups performed less, accurately than the NDO group. These findings indicate that temporal samples are not retrospectively and analogically coded when they are differentially associated with food and no food. Instead, they are remembered in terms of the corresponding outcome expectancies.  相似文献   

Examining the Effectiveness of a Professional Development Program: Integration of Educational Robotics into Science and Mathematics Curricula     

You  Hye Sun  Chacko  Sonia Mary  Kapila  Vikram 《Journal of Science Education and Technology》2021,30(4):567-581

Journal of Science Education and Technology - This study describes a professional development (PD) program designed to support middle school teachers in effectively integrating robotics in science...  相似文献   

Improving Elementary Grade Students’ Science and Social Studies Vocabulary Knowledge Depth,Reading Comprehension,and Argumentative Writing: a Conceptual Replication     

Kim  James S.  Relyea  Jackie Eunjung  Burkhauser  Mary A.  Scherer  Ethan  Rich  Patrick 《Educational Psychology Review》2021,33(4):1935-1964

Educational Psychology Review - This experimental study aimed to replicate and extend a previous efficacy study of an elementary grade content literacy intervention that demonstrated positive...  相似文献   

When You’re with Me,I’m Learning: a Duoethnography of Teacher Educators’ Identities in Relation to Observing Preservice Teachers’ Emergent Mathematics Instruction     

Lloyd  Gwendolyn M.  de Carle  Andrea  Coon-Kitt  Mary Jayne 《International Journal of Science and Mathematics Education》2021,19(1):77-98

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Indicators for national science and technology policy: how robust are composite indicators?   总被引：1，自引：0，他引：1  

Hariolf Grupp  Mary Ellen Mogee 《Research Policy》2004,33(9):1373-1384

This article addresses a set of issues that were central to Keith Pavitt's research, that is, the construction and use of tools to measure national innovative performance and to design national policies relating to innovation. It presents an overview of the development of science and technology (S&T) indicators and their use in national policy making and provides evidence of the vulnerability of composite S&T indicators to manipulation. A brief history of the development of S&T indicators begins with the role of the United States followed by their worldwide diffusion with particular emphasis on Europe. Newer developments towards composite indicators, benchmarking and scoreboarding are discussed. To investigate the robustness of innovation scoreboards empirically, a sensitivity analysis of one selected case is presented. It is shown that composite scores and country rank positions can vary considerably depending on the selection process. Thus, the use of scoreboards leaves room for manipulation in the policymaking system. Further research is needed on alternative methods of calculation to prevent their misuse and abuse.  相似文献   

The venture capital market and technological innovation     

Alden S. Bean  Dennis D. Schiffel  Mary E. Mogee 《Research Policy》1975,4(4):380-408

This paper was stimulated by assertions that technological innovation in the United States by new or small firms is being delayed or altogether stifled by an inadequate supply of capital for such firms. Analysis of available data on the performance and activities of public venture capital sources and information supplied by knowledgeable people in the field provided little support, on strictly economic grounds, for the argument that a major problem exists. The data, however, are extremely thin and inadequate to suport recommendations for major policy changes.  相似文献   

Assessing reading at Key Stage 2: SATs as measures of children's inferential abilities     

Wayne Tennent  Rhona Stainthorp  Morag Stuart 《British Educational Research Journal》2008,34(4):431-446

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