Getting to the root of the matter: pre-service teachers’ experiences and positionalities with learning to teach in culturally diverse contexts     

Mark  Sheron  Id-Deen  Lateefah  Thomas  Shelley 《Cultural Studies of Science Education》2020,15(2):453-483

Cultural Studies of Science Education - This study investigated the experiences of a group of pre-service secondary science teachers in learning to teach in culturally diverse contexts. The...  相似文献   

Evaluation of Students’ Understanding of Thermal Concepts in Everyday Contexts     

Hye-Eun Chu  David F. Treagust  Shelley Yeo  Marjan Zadnik 《International Journal of Science Education》2013,35(10):1509-1534

The aims of this study were to determine the underlying conceptual structure of the thermal concept evaluation (TCE) questionnaire, a pencil-and-paper instrument about everyday contexts of heat, temperature, and heat transfer, to investigate students’ conceptual understanding of thermal concepts in everyday contexts across several school years and to analyse the variables—school year, science subjects currently being studied, and science subjects previously studied in thermal energy—that influence students’ thermal conceptual understanding. The TCE, which was administered to 515 Korean students from years 10–12, was developed in Australia, using students’ alternative conceptions derived from the research literature. The conceptual structure comprised four groups—heat transfer and temperature changes, boiling, heat conductivity and equilibrium, and freezing and melting—using 19 of the 26 items in the original questionnaire. Depending on the year group, 25–55% of students experienced difficulties in applying scientific concepts in everyday contexts. Years of schooling, science subjects currently studied and physics topics previously studied correlated with development of students’ conceptual understanding, especially in topics relating to heat transfer, temperature scales, specific heat capacity, homeostasis, and thermodynamics. Although students did improve their conceptual understandings in later years of schooling, they still had difficulties in relating the scientific concepts to their experiences in everyday contexts. The study illustrates the utility of using a pencil-and-paper questionnaire to identify students’ understanding of thermal concepts in everyday situations and provides a baseline for Korean students’ achievement in terms of physics in everyday contexts, one of the objectives of the Korean national curriculum reforms.  相似文献   

Relational Learning in Social Work Education: Transformative Education for Teaching a Course on Loss,Grief and Death     

Shelley Cohen Konrad 《Journal of Teaching in Social Work》2013,33(1):15-28

This article explores the relational learning model for teaching clinical social work practice. Evaluations of a course on loss, grief, and death illustrate that relational learning methods enhanced students' relational and communicative knowledge and skills, and contributed to a transformative learning process. Relational learning is a method of teaching that is consistent with the postmodern classroom and with the mission of contemporary social work practice.  相似文献   

El papel del padre en el sistema familiar     

Ross D. Parke  Thomas G. Power  Barbara R. Tinsley  Shelley Hymel 《Infancia y Aprendizaje》2013,36(15):39-51

RESUMEN

Se hace una revisión de la investigación reciente sobre la naturaleza de la interacción padre-hijo y su impacto en el desarrollo del niño en el período neonatal y más allá de este período. Los padres son tan sensibles como la madre a las señales del niño, pero emplean menos tiempo que ésta en actividades de cuidado y vigilancia y más en actividades de juego. El sexo del niño actúa como determinante en esta relación. La calidad de la interacción padre-hijo influye en el desarrollo cognitivo y social del niño. Todos estos aspectos deben estudiarse dentro del contexto de la relación familiar global. Sería interesante la creación de sistemas de apoyo cultural que animen al padre a una mayor implicación con sus hijos.  相似文献   

Fishing in Puddles: Place and Space in Performance Research     

Shelley Piasecka 《The International Journal of Art & Design Education》2014,33(2):235-241

This article examines the significance of place and space from a Performance Studies and Social Studies perspective. In terms of the social sciences, I draw upon the formal, symbolic and marginal articulation of place. Hetherington suggests that certain places act as focal point for the establishment of social identities, citing city‐centre landmarks and shopping malls. Similarly, children attach all kinds of values to the formal spaces they occupy. As one example of this point, I examine the child's relationship to the school hall. From the perspective of performance, I examine a project under taken at a junior school in Stoke‐on‐Trent, inspired by the site work of Wrights & Sites. As a critical lens, I adopt Boal's understanding of the oneiric dimension. The oneiric dimension is particularly relevant in performance work as these are the moments when we (as performers and spectators) are pulled into the action. In these instances, the physical space simply disappears, imagination replaces actuality and the desire to believe outweighs the reality of the present.  相似文献   

BRAIN ACTIVITY ASSOCIATED WITH TRANSLATION BETWEEN GRAPHICAL AND SYMBOLIC REPRESENTATIONS OF FUNCTIONS IN GENERALLY GIFTED AND EXCELLING IN MATHEMATICS ADOLESCENTS     

Ilana Waisman  Mark Leikin  Shelley Shaul  Roza Leikin 《International Journal of Science and Mathematics Education》2014,12(3):669-696

In this study, we examine the impact and the interplay of general giftedness (G) and excellence in mathematics (EM) on high school students’ mathematical performance associated with translations from graphical to symbolic representations of functions, as reflected in cortical electrical activity (by means of ERP—event-related potentials—methodology). We report on findings of comparative data analysis based on 75 right-handed male high school students (16?–?18 years old) divided into four research groups designed by a combination of EM and G factors. Effects of EM factor appeared at the behavioral and electrophysiological levels. The fifth group of participants included 9 students with extraordinary mathematical abilities (S-MG: super mathematically gifted). We found that in EM participants, the G factor has no impact on the performance associated with translation between representations of the functions. The highest overall electrical activity is found in excelling in mathematics students who are not identified as generally gifted (NG-EM students). This increased electrical activity can be an indicator of increased cognitive load in this group of students. We identified accumulative and unique characteristics of S-MG at the behavioral and electrophysiological levels. We explain the findings by the nature of the tasks used in the study. We argue that a combination of the ERP techniques along with more traditional educational research methods enables obtaining reliable measures on the mental processing involved in learning mathematics and mathematical problem solving.  相似文献   

Constructing Our Identities through a Writing Support Group: Bridging from Doctoral Students to Teacher Educator Researchers     

Shelley Murphy  Farveh Ghafouri 《Studying Teacher Education》2014,10(3):239-254

We are recent graduates of a graduate faculty of education in a research-based university in Canada. Our aspirations to become successful teacher educators and to write our dissertations brought us together to form a writing support group. During the 2010–2011 academic year, we conducted a self-study to better understand how the support group helped us to navigate the process of writing our dissertations as well as our endeavors to become teacher educator researchers. The results of our self-study indicate the importance of a supportive writing group in developing an identity as a teacher educator, developing research and writing skills through being a critical friend, and preparing graduate students for the complex role of teacher educator.  相似文献   

The role of the executive functions in school readiness among preschool-age children     

Shelley Shaul  Mila Schwartz 《Reading and writing》2014,27(4):749-768

The aim of this study was to identify the specific contribution of executive functions to pre-academic skills (emergent literacy, phonological awareness and orthographic knowledge, and emergent mathematic knowledge) over and above cognitive and linguistic underpinning abilities such as naming, short-term memory and vocabulary. The study was designed to examine the following questions: (1) Are executive functions related to pre-academics skills in general or are they related to specific pre-academic skills? (2) Does the magnitude of the relationship between executive functions and pre-academics skills change with the progress in pre-school age? 54 children between the ages of 5 and 6 years old from 4 different kindergartens participated in the project. A wide range of pre-academic skills, cognitive, linguistic and executive functions tasks were administered. The results demonstrated that executive functions contributed significantly to both emergent literacy and emergent mathematic knowledge. In addition, the current study also suggests that the role of executive functions increases with the growth of child’s pre-academic development. Finally, the strongest contribution of executive functions was found to orthographic knowledge.  相似文献   

Opinion polling and the measurement of Americans’ attitudes regarding education*     

Chase M. Billingham  Shelley McDonough Kimelberg 《教育政策杂志》2013,28(5):526-548

Abstract

The meaning, measurement, and implications of ‘public opinion’ have long been a source of debate. In this paper, we examine the extent to which the educational priorities of elites in the US reflect the educational priorities of the American public. To do so, we focus on one particular segment of the education policy-making elite – education poll creators. Through a content analysis of questions asked between 1969 and 2013 in the Phi Delta Kappa/Gallup Poll of the Public’s Attitudes toward the Public Schools, we examine the salience of key educational issues over time. We compare these trends to the proportion of poll respondents who label those issues the ‘biggest problem’ facing schools, thereby approximating two different conceptions of public opinion regarding education. We find that the issues that receive the most coverage by pollsters do not typically match the issues that respondents claim to be the biggest problems in schools. In light of the important role that opinion polls may play in shaping discussion and debate over educational issues, we argue that further study of the construction of public opinion is warranted.  相似文献   

Credible or Tentative? A Model of Open University Students with ‘Low’ Educational Qualifications     

Shelley McAlister 《Open Learning》2013,28(3):33-42

Changes in higher education have meant that institutions are attracting increasing numbers of mature students, who have diverse social and educational backgrounds and may lack conventional A Level (higher secondary school) qualifications. The present study by Dr. Shelley McAlister, an Open University Social Science Associate Lecturer, concerns a group of mature students at the Open University who entered Level 1 Foundation courses in Technology and Social Science without having A Level qualifications. Although they were all categorised as having ‘low’ educational qualifications, they had a range of educational skills and experiences which meant that they perceived their experience of university study in very different ways. Using a social cognitive framework Dr. McAlister has developed a model of Credible and Tentative students which does not predict drop out, but which focuses on the complex interplay between psychological, social and institutional issues which affected their study.  相似文献