Advancing alternate tools: why science education needs CRP and CRT     

Vanessa Dodo Seriki 《Cultural Studies of Science Education》2018,13(1):93-100

Ridgeway and Yerrick’s paper, Whose banner are we waving?: exploring STEM partnerships for marginalized urban youth, unearthed the tensions that existed between a local community “expert” and a group of students and their facilitator in an afterschool program. Those of us who work with youth who are traditionally marginalized, understand the importance of teaching in culturally relevant ways, but far too often—as Ridgeway and Yerrick shared—community partners have beliefs, motives, and ideologies that are incompatible to the program’s mission and goals. Nevertheless, we often enter partnerships assuming that the other party understands the needs of the students or community; understands how in U.S. society White is normative while all others are deficient; and understands how to engage with students in culturally relevant ways. This forum addresses the underlying assumption, described in the Ridgeway and Yerrick article, that educators—despite their background and experiences—are able to teach in culturally relevant ways. Additionally, I assert based on the finding in the article that just as Ladson-Billings and Tate (Teach Coll Rec 97(1):47–68, 1995) asserted, race in the U.S. society, as a scholarly pursuit, was under theorized. The same is true of science education; race in science education is under theorized and the use of culturally relevant pedagogy and critical race theory as a pedagogical model and analytical tool, respectively, in science education is minimal. The increased use of both would impact our understanding of who does science, and how to broaden participation among people of color.  相似文献   

The Current State of Criminological Research in the United States: An Examination of Research Methodologies in Criminology and Criminal Justice Journals     

Vanessa H. Woodward  Megan E. Webb  O. Hayden Griffin III  Heith Copes 《Journal of Criminal Justice Education》2016,27(3):340-361

A recurring concern within criminology and criminal justice (CCJ) is how to best investigate criminological theory and criminal justice policy. To assess the current state of research, we conducted a content analysis of articles that appeared in seven CCJ journals over a two-year period (2013–2014). We then examined types and frequencies of data sources, analytic techniques, methodological approaches, and subject matters. Findings demonstrate that articles are predominantly employing quantitative methodologies and data where there is no participant contact. From these findings, we discuss the current state of research and how this could be used to guide graduate education, by recommending a variety of subject matters that graduate schools should emphasize in training new academics.  相似文献   

The Embedded Lesson Approach to Social Media Research: Researching Online Phenomena in an Authentic Offline Setting     

Vanessa P. Dennen  Stacey A. Rutledge 《TechTrends》2018,62(5):483-491

For American teenagers, social media participation has become a routine feature of everyday life, with ready access to their online networks via smartphones, tablets, and computers. Despite questions and concerns about its effects, relatively few educational researchers have qualitatively explored how students use social media. Complexities such as parental consent, unintended access to non-consented peers, and privacy rights may be deterrents to this research. In this paper, we describe our embedded lesson approach to studying teenagers’ social media use in a high school setting. We designed and delivered three consecutive lessons about social media to two classes. Embedded within these lessons were opportunities to collect data via surveys, focus groups, and observations, along with member checking as a form of quality assurance. This approach rapidly yielded a rich data set, while also giving students the opportunity to articulate and reflect on their social media activities and experiences.  相似文献   

Media Naturalness and Online Learning: Findings Supporting Both the Significant- and No-Significant-Difference Perspectives     

Ned Kock  Jacques Verville  Vanessa Garza 《Decision Sciences Journal of Innovative Education》2007,5(2):333-355

Is the use of an online course delivery format, when compared with the more traditional face‐to‐face format, good or bad in the context of university education? Those who subscribe to the no‐significant‐difference perspective argue that online delivery is good, because it allows students with time and geographic distance constraints to obtain the education that they need, with no significant negative impact on the quality of the learning experience. Others argue that online delivery is bad, advocating a version of the competing significant‐difference perspective, because the electronic communication media used for online delivery are not rich or natural enough to enable effective learning. This study contrasted students perceptions and grades in two different sections of the same course: one delivered entirely online and the other delivered face to face. Data were collected and analyzed at two points in time, namely, at the middle and end of a long semester. The study found support for both the no‐significant‐ and significant‐difference perspectives. At the middle of the semester, students in the online condition perceived communication ambiguity as significantly higher, and also obtained significantly lower grades, than students in the face‐to‐face condition. At the end of the semester, no significant differences were found.  相似文献   

A path analytic test of the reading strategies mediation model: Relating cognitive competences and motivational influences to individual differences in fifth-grade students' reading comprehension     

Vanessa A. Völlinger  Nadine Spörer  Dirk Lubbe  Joachim C. Brunstein 《The Journal of educational research》2018,111(6):733-745

This study examined a theoretical model hypothesizing that reading strategies mediate the effects of intrinsic reading motivation, reading fluency, and vocabulary knowledge on reading comprehension. Using path analytic methods, we tested the direct and indirect effects specified in the hypothesized model in a sample of 1105 fifth-graders. In addition to standardized tests and questionnaires, we administered a performance test to assess students' proficiency in the application of three reading strategies. The overall fit of the model to the data was good. Both cognitive (fluency and vocabulary) and motivational (intrinsic reading motivation) variables had an indirect effect on reading comprehension through their influence on reading strategies. Reading strategies had a unique effect on reading comprehension and partially mediated the effects that cognitive and motivational variables had on fifth-graders' reading achievements.  相似文献   

Australian University Museums On-Line (AUMOL)     

Vanessa Mack  Richard Llewellyn 《Archives and Museum Informatics》1998,12(1):81-88

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Teaching Multiplication with Regrouping to Students with Learning Disabilities     

Margaret M. Flores  Vanessa M. Hinton  Kelly B. Schweck 《Learning disabilities research & practice》2014,29(4):171-183

The Common Core Standards require demonstration of conceptual knowledge of numbers, operations, and relations between mathematical concepts. Supplemental instruction should explicitly guide students with specific learning disabilities (SLD) in these skills. In this article, we illustrate implementation of the concrete‐representational‐abstract (CRA) sequence and the Strategic Instruction Model (SIM) for teaching multiplication with regrouping to students with SLD. CRA combined with SIM has been shown to be effective in teaching computation for students with SLD, specifically for developing conceptual understanding. Four elementary students with SLD participated in this study. The researchers used a multiple‐probe design to show a functional relation. Students demonstrated increases in computational fluency; skills were maintained and generalized.  相似文献   

Objectively Assessed Physical Activity Among Tongans in the United States     

Timothy K. Behrens  Karen Moy  Mary K. Dinger  Daniel P. Williams  Vanessa J. Harbour 《Research quarterly for exercise and sport》2013,84(3):565-569

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Developing Videos to Better Inform Middle School Students About STEM Career Options     

Vanessa L. Wyss 《TechTrends》2013,57(2):54-62

Student perceptions of science-oriented careers and scientists have been shown to be largely inaccurate. Through an instructional design and development process we have developed a method for offering students more accurate information about science-oriented careers. This paper follows the steps involved in developing a volume of podcast/interviews with STEM professionals and implementing the podcasts in middle level science classes. The purpose of the podcasts is to better inform middle school students about STEM career options. We present the challenges and successes of the development process as well as the efforts to create a second volume of podcasts, planned improvements and efforts for larger scale implementation, and the results from a pilot study involving the podcasts.  相似文献   

A Degree Is Not Enough: A quantitative study of aspects of pre-service science teachers’ chemistry content knowledge     

Vanessa Kind 《International Journal of Science Education》2013,35(8):1313-1345

Aspects of chemistry content knowledge held by 265 UK-based pre-service teachers (PSTs) were probed using 28 diagnostic questions in five chemistry concept areas, Particle theory and changes of state, Mass conservation (taught to 11–14-year-olds), and Chemical bonding, Mole calculations and Combustion reactions (taught to 14–16-year-olds). Data were collected over six years from academically able science graduates starting a full-time, university-based teacher education programme of one academic year duration. PSTs in three sub-cohorts (‘chemists', ‘physicists' and ‘biologists' on the basis of their undergraduate degrees) demonstrated similar levels of content knowledge (CK) for Particle theory and changes of state and Mass conservation. Biologists demonstrated statistically significantly weaker understanding than chemists and physicists in Chemical bonding, Mole calculations and Combustion reactions. Forty-four ‘triads' each comprising one chemist, physicist and biologist, matched by academic and personal backgrounds, showed that chemists outperformed biologists and physicists in Chemical bonding and Combustion reactions. The findings suggest that non-chemists' CK is insufficient for teaching these chemistry concepts in high schools, despite their possession of ‘good' Bachelor of Science degrees. These data have implications for science teacher education, including how best to prepare science graduates from diverse backgrounds for teaching specialist science subjects to 11–16-year-olds.  相似文献