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331.
Gale E 《Journal of deaf studies and deaf education》2011,16(1):121-139
Cochlear implants generated intense debate almost immediately following their introduction in the 1980s. Today, with a vast number of deaf individuals with cochlear implants, the debate about the cochlear implant device and mode of communication continues. Q-methodology was used in this study to explore cochlear implants and language acquisition perspectives within the deaf community. Thirty respondents sorted 33 statements, which were collected from professional literature and mainstream media, into a forced-choice, quasi-normal template. A by-person factor analysis of the Q-sorts revealed 5 model viewpoints: (a) American Sign Language advocate, (b) bilingual advocate, (c) cochlear implant advocate, (d) diverse options advocate, and (e) English visually advocate. Even though the results indicate 5 distinct perspectives, the Q-method also revealed similarities among them. The results also show that there seems to be some agreement on using a bilingual approach, although the perspectives seem to disagree on which language should be acquired first. 相似文献
332.
The development and validation of a new and unique learning climate instrument, the Sports Class Environment Scale (SCES),
was the focus of this study. We began with a consolidation of the dimensions and items of the Perceived Motivational Climate
in Sport Questionnaire–2 and the Classroom Environment Scale. Field-testing of the SCES involved 204 competitive gymnasts
from six metropolitan and four regional competitive gymnastics clubs in Queensland, Australia. Exploratory factor analysis
provided a revised SCES with five scales labelled Task Involvement & Improvement, Ego Involvement & Mistakes, Coach–Athlete
Communication, Effort, Order & Organisation, and Affiliation. Using scales of the revised SCES as dependent variables, multivariate
analyses of variance were conducted to compare club types, genders and competitive levels. Effective measurement of sports
class learning climates using the SCES could lead to a greater understanding of effective sports classes, and of coach and
athlete behaviours in those classes, and provide a first step in monitoring sports class learning climates. 相似文献
333.
Science is of critical importance to daily life in a knowledge society and has a significant influence on many everyday decisions. As scientific problems increase in their number and complexity, so do the challenges facing the public in understanding these issues. Our objective is to focus on 3 of those challenges: the challenge of reasoning about knowledge and the processes of knowing, the challenge of overcoming biases in that reasoning, and the challenge of overcoming misconceptions. We propose that research in epistemic cognition, motivated reasoning, and conceptual change can help to identify, understand, and address these obstacles for public understanding of science. We explain the contributions of each of these areas in providing insights into the public's understandings and misunderstandings about knowledge, the nature of science, and the content of science. We close with educational recommendations for promoting scientific literacy. 相似文献
334.
335.
The teaching of science through activities that emphasize design and technology has been advocated as a vehicle for accomplishing science for all students. This study was situated in an inner7‐city neighborhood school populated mainly by African American students from life worlds characterized by poverty. The article explores the discourse and practices of students and three coteachers as a curriculum was enacted to provide opportunities for students to learn about the physics of motion through designing, building, and testing a model car. Some students participated in ways that led to their building viable model cars and interacting with one another in ways that suggest design and technological competence. However, there also was evidence of resistance from students who participated sporadically and refused to cooperate with teachers as they endeavored to structure the environment in ways that would lead to a deeper understanding of science. Analysis of in‐class interactions reveals an untapped potential for the emergence of a sciencelike discourse and diverse outcomes. Among the challenges explored in this article is a struggle for respect that permeates the students' lives on the street and bleeds into the classroom environment. Whereas teachers enacted the curriculum as if learning was the chief goal for students, it is apparent that students used the class opportunistically to maintain and earn the respect of peers. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 746–767, 2001 相似文献
336.
Carmen Mills Trevor Gale Stephen Parker Catherine Smith Russell Cross 《British Journal of Sociology of Education》2019,40(5):614-630
This article advances current conceptions of teacher activism through an exploration of the social justice dispositions of teachers in advantaged and disadvantaged contexts of schooling. We interrogate the practices of teachers in a government school, with a high proportion of refugee students and students from low socio-economic backgrounds, in a high-fees, multi-campus independent school, and in a disadvantaged Systemic Catholic school to illustrate how Bourdieu’s notion of dispositions (which are constitutive of the habitus) and Fraser’s distinction between affirmative and transformative justice are together productive of four types of teacher activism. Specifically, we show that activist dispositions can be characterised as either affirmative or transformative in stance and as either internally or externally focused in relation to the education field. We argue that the social, cultural and material conditions of schools are linked to teachers’ activist dispositions and conclude with the challenge for redressing educational inequalities by fostering a transformative activism in teachers’ practices. 相似文献
337.
In 1998 the Higher Education Funding Council for England (HEFCE)commissioned a survey of the extent to which institutional learning andteaching strategies were being used in English higher education. Thesurvey was seen by HEFCE as a necessary precursor to the enactment ofits policy decision to allocate a component of institutional funding onthe basis of the possession of (and subsequent activation of) aninstitutional learning and teaching strategy. Responses from 116institutions showed considerable variation in the extent to which theyhad developed a strategic approach to learning and teaching.Over the coming years there is likely to be a marked increase in thelevel and sophistication of strategic planning to develop learning andteaching across whole institutions. The article concludes by drawingupon the organisational development literature to suggest some ways inwhich this shift might be facilitated. 相似文献
338.
Putting academics in their place 总被引:1,自引:0,他引:1
Trevor Gale 《The Australian Educational Researcher》2000,27(2):121-136
339.
Shelley Costa Thomas B. Hughes Professor Trevor Pinch 《Research in Science Education》1998,28(1):9-21
In this paper, we support the validity of drawing from science studies to reshape science education. While true educational
reform must involve alternative curricular structures, we stress that we do not propose here either a comprehensive curricular
framework or a report on a pilot classroom project, as our research perspective comes from science studies rather than from
education. Instead this paper is intended to encourage educators to draw from methodologies used in science studies to further
their goals in education research and in classroom teaching. First, we examine theoretical connections and divergences between
science studies and theories of education. Secondly, we discuss the benefits of teaching science as a social process and offer
some suggestions that can be introduced by classroom teachers into pre-existing science curricula. 相似文献
340.
Gale M. Morrison Phylis Wakefield Dorlene Walker Scott Solberg 《Psychology in the schools》1994,31(3):221-231
Recent movements in educational reform call for increased collaborative activities among school personnel. The present study examines student and practicing teacher preferences for modes of working on a variety of student-related concerns and relationships with personal and general efficacy for teaching in prevention-related areas. Elementary and secondary student teachers and practicing teachers were asked to rate their preference for working on student academic, behavioral, and self-esteem problems. The range of working preferences included working with other professionals (collaborative), letting other professionals handle the problem (expert), and working alone. These working preferences were found to vary according to teacher level of experience and grade level of teaching. Significant relationships were found between collaborative work preferences and personal teaching efficacy. 相似文献