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Stephen M. Ritchie Gillian Kidman Tanya Vaughan 《Cultural Studies of Science Education》2007,2(1):225-242
Members of particular communities produce and reproduce cultural practices. This is an important consideration for those teacher
educators who need to prepare appropriate learning experiences and programs for scientists, as they attempt to change careers
to science teaching. We know little about the transition of career-changing scientists as they encounter different contexts
and professional cultures, and how their changing identities might impact on their teaching practices. In this narrative inquiry
of the stories told by and shared between career-changing scientists in a teacher-preparation program, we identify cover stories
of science and teaching. More importantly, we show how uncovering these stories became opportunities for one of these scientists
to learn about what sorts of stories of science she tells or should tell in science classrooms and how these stories might
impact on her identities as a scientist–teacher in transition. We highlight self-identified contradictions and treat these
as resources for further professional learning. Suggestions for improving the teacher-education experiences of scientist–teachers
are made. In particular, teacher educators might consider the merits of creating opportunities for career-changing scientists
to share their stories and for these stories to be retold for different audiences.
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Storbeck C Martin D Parkin I Magongwa L Druchen BP Batchelor M McIlroy G De Villiers D Captieux-Bhana N Rasebopye L Rasebopye D Krige-Henderson S Krige F Louw A Surtees T Smit AL Cox R Henderson M 《American annals of the deaf》2010,155(4):488-518
In a special section of the american Annals of the Deaf, Deaf education and the Deaf community in South Africa are discussed. The special section is organized into 7 segments: a historical overview to establish context, the educational context, educators and learners, postgraduate education and employment, perspectives of Deaf children and their parents, sport and the arts, and spiritual lives and mental health. Throughout the entire section, however, the central focus is on the overall foundation (or lack thereof) of education for Deaf learners in South Africa. 相似文献
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Previous research has documented the role of readers’ existing topic knowledge in supporting students’ comprehension of text; yet, we know less about how to build students’ knowledge in order to support comprehension and vocabulary learning. In the current study, we test the hypothesis that knowledge can be built and leveraged simultaneously in the interest of students’ literacy development through the use of conceptually coherent text sets. Fourth grade students (N = 59) were randomly assigned to read either a set of six informational texts that cohered around a set of concepts related to the topic birds (CC texts) or a set of texts that addressed a range of topics (NCC group texts). After reading, we assessed students’: (1) knowledge of the concepts in the conceptually coherent text set, (2) knowledge of target concept-related words that appeared in their respective text sets, (3) knowledge of general academic words that appeared in both texts sets, (4) comprehension of a novel text on a related topic, and (5) interest in the topic of the conceptually coherent texts. Results revealed that students who read the conceptually coherent texts demonstrated more knowledge of the concepts in their texts, more knowledge of the target words in their texts, and had better recall of the novel text compared to students who read unrelated texts. Findings suggest that there is potential for knowledge and vocabulary to be built during English language arts through a focus on conceptual coherence in the design of reading experiences for students. 相似文献
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Nonverbal Executive Function is Mediated by Language: A Study of Deaf and Hearing Children 
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下载免费PDF全文 Nicola Botting Anna Jones Chloe Marshall Tanya Denmark Joanna Atkinson Gary Morgan 《Child development》2017,88(5):1689-1700
Studies have suggested that language and executive function (EF) are strongly associated. Indeed, the two are difficult to separate, and it is particularly difficult to determine whether one skill is more dependent on the other. Deafness provides a unique opportunity to disentangle these skills because in this case, language difficulties have a sensory not cognitive basis. In this study, deaf (n = 108) and hearing (n = 125) children (age 8 years) were assessed on language and a wide range of nonverbal EF tasks. Deaf children performed significantly less well on EF tasks, even controlling for nonverbal intelligence and speed of processing. Language mediated EF skill, but the reverse pattern was not evident. Findings suggest that language is key to EF performance rather than vice versa. 相似文献
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Tanya Fitzgerald Helen M. Gunter 《Journal of educational administration and history》2008,40(1):23-40
In this article, we examine the role of academic journals in the development of the field. In particular we focus on JEAH as an illustrative example of an academic journal that has, from the outset, reflected and portrayed intellectual developments in educational administration and history. We argue that academic journals, in effect, are one of the most visible and ostensibly powerful forms of knowledge production that can be a highly political and contested process. Moreover, attempts over the past few decades to utilise qualitative or quantitative measures to weigh and measure the (apparent) status and impact of academic journals serve to invoke ratings wars that can only rebound to the disadvantage of scholarship in discipline of education and the field of educational administration and history. 相似文献