Science Teacher Efficacy and Extrinsic Factors Toward Professional Development Using Video Games in a Design-Based Research Model: The Next Generation of STEM Learning     

Leonard A. Annetta  Wendy M. Frazier  Elizabeth Folta  Shawn Holmes  Richard Lamb  Meng-Tzu Cheng 《Journal of Science Education and Technology》2013,22(1):47-61

Designed-based research principles guided the study of 51 secondary-science teachers in the second year of a 3-year professional development project. The project entailed the creation of student-centered, inquiry-based, science, video games. A professional development model appropriate for infusing innovative technologies into standards-based curricula was employed to determine how science teacher’s attitudes and efficacy where impacted while designing science-based video games. The study’s mixed-method design ascertained teacher efficacy on five factors (General computer use, Science Learning, Inquiry Teaching and Learning, Synchronous chat/text, and Playing Video Games) related to technology and gaming using a web-based survey). Qualitative data in the form of online blog posts was gathered during the project to assist in the triangulation and assessment of teacher efficacy. Data analyses consisted of an Analysis of Variance and serial coding of teacher reflective responses. Results indicated participants who used computers daily have higher efficacy while using inquiry-based teaching methods and science teaching and learning. Additional emergent findings revealed possible motivating factors for efficacy. This professional development project was focused on inquiry as a pedagogical strategy, standard-based science learning as means to develop content knowledge, and creating video games as technological knowledge. The project was consistent with the Technological Pedagogical Content Knowledge (TPCK) framework where overlapping circles of the three components indicates development of an integrated understanding of the suggested relationships. Findings provide suggestions for development of standards-based science education software, its integration into the curriculum and, strategies for implementing technology into teaching practices.  相似文献   

SPECIAL-EDUCATION DELIVERY MODELS IN A GENERAL-EDUCATION TEACHINGPROGRAM: A COMMUNITY COLLEGE/UNIVERSITY INITIATIVE     

Wendy M. Smith-D'Arezzo  Dorothy Jean Yocom 《Community College Journal of Research & Practice》2013,37(5):395-409

ABSTRACT

This article describes the process of integrating special-education content into 2 delivery models used in 2 different general-education teacher-preparation programs for elementary-education majors at the University of Wyoming and Casper (Community) College. One program was the traditional 4- year undergraduate elementary-teacher preparation program; the other was a creative and resourceful way of offering the same program at one of the state's community colleges. The models were based on theoretical and practical applications of current teaching practices. These included the integration of special-education students into the general-education classroom. Students' reactions to what they were learning and implications for practice are included.  相似文献   

Australian Early Childhood Teacher Education: Developments and Concerns     

Wendy E. Schiller  George F. Lewis 《Journal of Early Childhood Teacher Education》2013,34(3):48-55

The history of early childhood teacher education in Australia dates back to 1897 with the establishment of the Kindergarten Union Teachers' Training College in Sydney. Since the 1970's, small, specialized, private teachers' colleges in each state have emerged to become part of the national government system of Colleges of Advanced Education (CAE's). These institutions had as a primary goal to teach rather than to conduct research about teaching. CAE's have historically been primarily responsible for vocationally-oriented professional courses of study such as nursing, teaching, social welfare, media and communications, fine arts and health studies. It was in this CAE's system where students were prepared to be early childhood, elementary, and secondary teachers. These programs lead to a three-year Diploma of Teaching or a four-year Bachelor of Education. This approach was based on the Australian pattern of specialized teacher training which was generally provided immediately upon graduation from high school. Universities provided training in early childhood-related areas such as psychology, psychiatry, social work and medicine but did not include specialized early childhood teacher preparation per se (although they do provide secondary teacher preparation).  相似文献   

Centering the Margins: White preservice teachers' responses to Roll of Thunder     

Wendy Saul  Kendra Wallace 《Teaching Education》2013,24(1):41-53

Over the course of several years, the award-winning adolescent novel, Roll of Thunder, Hear My Cry , was used as the centerpiece for a study of white, female preservice teachers' perceptions of race as an issue in classroom discourse. Invented dialogues created by these preservice teachers were examined to learn more about the issues that troubled them as they considered teaching this novel in the future. They identified language, "reverse racism" and creating distress among children as particularly salient concerns. Examples from these teacher candidates are explicated and theorized.  相似文献   

Pornography use and sexism among heterosexual men     

Dan J. Miller  Garry Kidd  Peter T. F. Raggatt  Kerry Anne McBain  Wendy Li 《Communication Research Reports》2020,37(3):110-121

ABSTRACT

The idea that pornography promotes sexism is a commonly purported one. This study employed an online sample of heterosexual men (N = 323) to investigate the relationship between pornography use (in terms of both overall level of pornography use and use of violent and/or humiliating pornography) and old-fashioned and modern sexism. The moderating effects of agreeableness and perceived realism of pornography were also assessed. Level of general pornography use and use of violent and/or humiliating pornography was not predictive of either sexism measure. Agreeableness was negatively predictive of both sexism measures, whereas perceived realism was positively predictive of sexism. Agreeableness and perceived realism did not moderate the relationship between level of pornography use and any of the outcome measures.  相似文献   

Young people with high‐functioning autism and Asperger's syndrome planning for and anticipating the move to college: what supports a positive transition?     

Wendy Mitchell  Bryony Beresford 《British Journal of Special Education》2014,41(2):151-171

For many young people in England, the move into continuing education involves a transfer from the school where they were educated to a further education college. For those with high‐functioning autism or Asperger's syndrome, this can be a challenging process. Past research has demonstrated some of the problems that these young people can encounter. This article by Wendy Mitchell and Bryony Beresford, both based in the Social Policy Research Unit at the University of York, adds to the evidence base by describing how best to support these young people, focusing specifically on ‘young person endorsed’ practice. Data are gleaned from qualitative interviews with 18 young people with high‐functioning autism/Asperger's syndrome. Findings reveal that young people welcomed the involvement of practitioners; however, specific forms of help and knowledge were particularly valued. In addition, it was parents, as opposed to professionals, who typically emerged as the most significant and valued source of support. Implications for practice are discussed, including the support needs of parents.  相似文献   

A Season for Birth     

Wendy C. Budin 《The Journal of perinatal education》2008,17(1):1-2

In this column, the editor of the Journal of Perinatal Education reflects on changing seasons and how birth remains a constant wonder. The editor also describes the contents of this issue, which offer a broad range of resources, research, and inspiration for childbirth educators in their efforts to promote normal birth.  相似文献   

Polices of promise and practices of limit: Singapore’s literacy education policy landscape and its impact on one school programme     

Jeanne M. Wolf  Wendy Bokhorst-Heng 《Educational Research for Policy and Practice》2008,7(3):151-164

This paper is about the interaction between policy and practice, and about how competing policies contributed to a paradoxical tension within that interaction in one school. Within a paradigm of educational renewal, the Singapore Ministry of Education (MOE) has initiated a number of policies designed to give schools autonomy in designing and implementing programmes to achieve optimal educational outcomes for its students. Among these are READ! Singapore, Teach Less, Learn More and the School Excellence Model. In this context, we review an MOE initiated Extensive Reading (ER) programme in one school. Despite such innovative policies, Dewey Secondary School’s [The names of the school and individuals have been changed to protect their privacy.] pedagogical and literacy practices continue to be largely influenced by other dominant features of Singapore’s and the school’s own educational culture—an exam-oriented focus that prioritises outcome and skill-based pedagogy and the school’s historical practice of restricting literacies. Competing policies as interpreted by the school and diverse stakeholders result in a morphed ER programme—an adaptation of a reading programme that reflects the programme intent overtly but one that collides at other times, and as a result, is pulled in different directions. The story is, thus, one of ‘policies of promise and practices of limit’.  相似文献   

Non‐at‐risk adolescents' attitudes towards reading in a Singapore secondary school     

Wendy Bokhorst‐Heng  Delfin Pereira 《Journal of Research in Reading》2008,31(3):285-301

In this paper, we examine the various nuanced dimensions of adolescents' dispositions towards reading in one secondary school in Singapore, where a high‐stakes examination culture often threatens to colonise the practices of leisure reading. Our focus is on the better and more avid readers as they were the ones that developed the more negative attitudes towards reading at the end of their first year in secondary school. Our analysis found that there were no significant differences between boys and girls in their declining attitudes, and that for both ‘intrinsic motivation’ saw the greatest decline. However, attitudes related to learning orientation remained stable, suggesting both the impact of constraints in an exam‐oriented educational structure as well as possibilities for developing reading pedagogy and adolescent reading programmes. We argue that the more educators are aware of the multidimensionality and complexity of the attitudes and values that students bring to their reading, the more effectively they will be able to design and implement programmes and pedagogy to foster positive attitudes and promote a lifelong love for reading.  相似文献   

BOOK REVIEWS     

Wendy Sutherland‐Smith  Chris Richards  Kelly Buckley  Marie‐Pierre Moreau  Michelle A. Kessler  Michele Cohen 《Gender and education》2008,20(3):291-302

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