Listening to the third voices of Pangasinan students: designing and enacting culturally sensitive curriculum     

Phillip Wilder 《Cultural Studies of Science Education》2015,10(4):991-997

  相似文献   

Critical place as a fluid margin in post-critical environmental education     

Yoshifumi Nakagawa  Phillip G. Payne 《Environmental Education Research》2015,21(2):149-172

Positive claims about place pedagogy in education are problematized through this small-scale interpretive study of internationally mobile students’ experiences of outdoor environmental education. Of specific interest in this empirical study of learners’ pedagogically constructed experiences of place are the fluid subjectivities, cultural dispositions, environmental consciences, and ecological assumptions they already bring ‘globally’ to the ‘place’ of the educational intervention, and the hybrid ‘splaces’ we conclude they then temporarily embody – at least, during and after the experience. The study empirically advances an ongoing need for post-critical inquiry in environmental research by incorporating a range of theoretical and conceptual resources that work the boundaries, ‘margins’, and tensions that lie somewhere ‘in-between’ the spatially projected place/local and planet/global discourses.  相似文献   

Fun moments or consequential experiences? A model for conceptualising and researching equitable youth outcomes from informal STEM learning     

Archer  Louise  Calabrese Barton  Angela M.  Dawson  Emily  Godec  Spela  Mau  Ada  Patel  Uma 《Cultural Studies of Science Education》2022,17(2):405-438

Cultural Studies of Science Education - While there are many different frameworks seeking to identify what benefits young people might derive from participation in informal STEM (Science,...  相似文献   

Generic qualitative dissertations in counselor education: A content analysis     

Phillip L. Waalkes  Daniel Andrew DeCino  Joe LeBlanc  Monica Maria Phelps-Pineda  Tiffany Somerville  Stephen V. Flynn 《Counselor Education & Supervision》2023,62(1):52-63

We conducted a content analysis of generic qualitative counseling dissertations (GQR; N = 70), examining their methodological justifications, coherence, and trustworthiness. Dissertations authors often presented vague methodological justifications. Findings have implications for constructing methodological justifications, integrating relevant literature, and awareness of how GQR compares to other qualitative methodologies.  相似文献   

Mediating Science and Society in the EU and UK: From Information-Transmission to Deliberative Democracy?     

Anwar Tlili  Emily Dawson 《Minerva》2010,48(4):429-461

In this paper we critically review recent developments in policies, practices and philosophies pertaining to the mediation between science and the public within the EU and the UK, focusing in particular on the current paradigm of Public Understanding of Science and Technology (PEST) which seeks to depart from the science information-transmission associated with previous paradigms, and enact a deliberative democracy model. We first outline the features of the current crisis in democracy and discuss deliberative democracy as a response to this crisis. We then map out and critically review the broad outlines of recent policy developments in public-science mediation in the EU and UK contexts, focusing on the shift towards the deliberative-democratic model. We conclude with some critical thoughts on the complex interrelationships between democracy, equality, science and informal pedagogies in public-science mediations. We argue that science and democracy operate within distinct value-spheres that are not necessarily consonant with each other. We also problematize the now common dismissal of information-transmission of science as inimical to democratic engagement, and argue for a reassessment of the role and importance of informal science learning for the “lay” public, provided within the framework of a deliberative democracy that is not reducible to consensus building or the mere expression of opinions rooted in social and cultural givens. This, we argue, can be delivered by a model of PEST that is creative and experimental, with both educational and democratic functions.  相似文献   

Toward a more critical examination of structural models     

Phillip K. Wood 《Structural equation modeling》2013,20(3):277-287

TETRAD II: Tools for Causal Modeling. Lawrence Erlbaum Associates, Inc., 365 Broadway, Hillsdale, NJ 07642, (201) 666–4110. $150. Requirements: 386 or higher IBM computer and DOS 3.0 or higher.  相似文献   

Alexandre hardy and seventeenth century French tragedy     

F. K. Dawson M.A.  Ph.D. 《Culture, Theory & Critique》2013,54(1):78-94

  相似文献   

Designing for communication at work: A case for technology-enhanced boundary objects     

Arthur Bakker  Phillip Kent Celia Hoyles  Richard Noss 《International Journal of Educational Research》2011,50(1):26-32

In this article we conceptualise the challenges of communication between a mortgage company and its customers in terms of crossing boundaries between communities. Through an ethnographic study we first address the question: what are the challenges of communication between sales agents and customers of a mortgage company around mathematical artefacts? Insight into these challenges formed the basis for an intervention in which we designed technology-enhanced boundary objects (TEBOs) that were reconfigurations of problematic symbolic artefacts. Secondly, we ask what the sales agents learned from the intervention. The data suggest that the intervention with the TEBOs helped employees to develop a better understanding of the mathematics behind the mortgages they sold, and to improve communication with their customers.  相似文献   

Developmental change in the ERP responses to familiar faces in toddlers with autism spectrum disorders versus typical development     

Webb SJ  Jones EJ  Merkle K  Venema K  Greenson J  Murias M  Dawson G 《Child development》2011,82(6):1868-1886

Individuals with autism spectrum disorder (ASD) show differences in face processing abilities from early in development. To examine whether these differences reflect an atypical versus delayed developmental trajectory, neural responses to familiar and unfamiliar faces in twenty-four 18- to 47-month-old children with ASD were compared with responses of thirty-two 12- to 30-month-old typically developing children. Results of 2 experiments revealed that neural responses to faces in children with ASD resembled those observed in younger typically developing children, suggesting delayed development. Electrophysiological responses to faces were also related to parent report of adaptive social behaviors for both children with ASD and typical development. Slower development of the face processing system in ASD may be related to reduced self-directed "expected" experience with faces in early development.  相似文献   

Movement patterns and physical strain during a novel, simulated cricket batting innings (BATEX)   总被引：1，自引：1，他引：0  

Houghton L  Dawson B  Rubenson J  Tobin M 《Journal of sports sciences》2011,29(8):801-809

A simulated cricket batting innings was developed to replicate the physical demands of scoring a century during One-Day International cricket. The simulated innings requires running-between-the-wickets across six 5-over stages, each of 21 min duration. To validate whether the simulated batting innings is reflective of One-Day International batting, movement patterns were collected using a global positioning system (GPS) and compared with previous research. In addition, indicators of physical strain were recorded (heart rate, jump heights, sweat loss, tympanic temperature). Nine club cricketers (mean ± s: age 20 ± 3 years; body mass 79.5 ± 7.9 kg) performed the simulated innings outdoors. There was a moderate trend for distance covered in the simulated innings to be less than that during One-Day batting (2171 ± 157 vs. 2476 ± 631 m · h?1; effect size = 0.78). This difference was largely explained by a strong trend for less distance covered walking in the simulated innings than in One-Day batting (1359 ± 157 vs. 1604 ± 438 m · h?1; effect size = 1.61). However, there was a marked trend for distance covered both striding and sprinting to be greater in the simulated innings than in One-Day batting (effect size > 1.2). Practically, the simulated batting innings may be used for match-realistic physical training and as a research protocol to assess the demands of prolonged, high-intensity cricket batting.  相似文献