Over reported and misunderstood? A study of teachers’ reported enactment and knowledge of inquiry-based science teaching     

Daniel K. Capps  Jonathan T. Shemwell  Ashley M. Young 《International Journal of Science Education》2016,38(6):934-959

Science education reforms worldwide call on teachers to engage students in investigative approaches to instruction, like inquiry. Studies of teacher self-reported enactment indicate that inquiry is used frequently in the classroom, suggesting a high level of proficiency with inquiry that would be amenable to inquiry reform. However, it is unclear whether the high frequency of self-report is based on sound knowledge inquiry. In the absence of sound knowledge, high rates of self-reported enactment would be suspect. We conducted a study to measure teachers’ knowledge of inquiry as it related to the known, high frequency of reported enactment. We developed a multidimensional survey instrument using US reform documents and administered it to 149 K–12 teachers at a national science teachers’ conference. The majority of the teachers surveyed did not report inquiry enactment based on well-structured knowledge of inquiry. Interviews with participants showed how teachers could readily map non-inquiry activities onto inquiry statements taken directly from reform documents. From these results we argue that teachers often believed they were enacting inquiry, when likely they were not. We further reason that teachers may struggle to interpret and enact inquiry-related requirements of science education reform and will need support distinguishing inquiry from non-inquiry practices.  相似文献   

Dynamics of Chinese nationalistic education in Hong Kong from 1945 to 2012     

Tracy Chui-shan Lau  Thomas Kwan-choi Tse  Yan Wing Leung 《牛津教育评论》2016,42(6):677-691

‘Chinese’ is an ambiguous term, depending on whether it is taken to describe a political, linguistic, or cultural entity. While the term has often been considered to represent a politically and culturally homogeneous national identity in recent decades, this article aims to challenge this notion by examining the characteristics and practices of nationalistic education in Hong Kong since 1945. It explores how national identity has been interpreted by different Chinese states over time through different educational policies and practices. Focusing on the evolution of nationalistic education in three phases, this article presents a detailed account and analyses different nationalist narratives over six decades. It describes how different political forces define themselves and come to terms with what are often dual or competing national identities. Historical examples illustrate the challenges in policies and practices of nationalistic education.  相似文献   

Science Without Literacy: A ship without a sail?     

Jonathan Osborne 《Cambridge Journal of Education》2002,32(2):203-218

This article argues that reading, writing and argument are central to any conception of science as it is currently constituted. Moreover, it is through the texts of science, popular accounts or journalistic reported versions that the majority of the public interact with and consider the implications of the findings that science presents. However, the study of the language of science, science's epistemic base and the cultural norms and values that underpin its practice are currently considered only marginal to the teaching of science. Rather, the specialised laboratories provided for science teachers and the narrow conception of science embodied in the curriculum gives pre-eminence to science as an empirical activity in the naive belief that this is central to understanding the nature of science. The consequent failure to recognise the centrality of language, literacy and argument to science education leaves the majority ill equipped to become critical consumers of science. Change requires a concerted attempt to reconceptualise the priorities for science education through a mix of new curricula, new strategies and last, but not least, new modes of assessment.  相似文献   

Learning from wildlife-inspired awe     

Jonathan R. Hicks  William P. Stewart 《The Journal of environmental education》2020,51(1):44-54

Abstract

This study sought to explore the implications for individuals who experienced awe while in the presence of wildlife. A conceptual framework was adapted that integrated the theory of emotional learning with experiential learning theory. In-depth interviews brought into focus the resultant learning stemming from experiences of wildlife-inspired awe. Learning manifested through pro-environmental and prosocial behaviors in which participants’ career choices were affected as well as their advocacy for pro-environmental behaviors within their community of friends and family. In the process of chronicling participants’ stories, we developed a better understanding of the ways in which people make sense of and ultimately learn from experiences of wildlife-inspired awe.  相似文献   

Deregulation and the American Education Marketplace     

Dana N. Thompson Dorsey  Jonathan A. Plucker 《Peabody Journal of Education》2016,91(4):424-440

The deregulation movement has impacted the social, political, and economic landscape in the United States and continues to do so. In this article, we briefly summarize the general history of deregulation in this country and the meaning of deregulation within the specific context of education policy and reform. We focus on deregulation efforts designed to provide families and students with greater choice in where and how their K–12 schooling occurs, including magnet schools, charter schools, open-enrollment programs, and vouchers. We discuss different forms of deregulation in the K–12 education system, competition effects, and various issues related to deregulation, including potential future issues that may arise in a deregulated education marketplace. In our analysis, we conclude that education deregulation has the potential to serve some members of society, but at the detriment of others, and that a great deal of future work is needed to determine the effects—both anticipated and unintended—of deregulation in this context.  相似文献   

Foreword     

Jonathan D. Fife 《ASHE Higher Education Report》1984,13(8):xiii-xiii

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Foreword     

Jonathan D. Fife 《ASHE Higher Education Report》1980,9(10):i-i

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Processes and Consequences of Peer Collaboration: A Vygotskian Analysis   总被引：1，自引：0，他引：1  

Jonathan R. H. Tudge 《Child development》1992,63(6):1364-1379

A sample of 162 children aged from 5 to 9 was pretested to discover each child's "rule" for predicting the movement of a mathematical balance beam. Children then worked alone, with a partner who used the same rule, with a partner who was more competent, or with a partner who was less competent. If partners' predictions differed, the dyad members were asked to discuss and reach agreement, but were not given feedback. All children were subsequently given 2 individual posttests. The results revealed that regression in thinking was as likely a consequence as improvement, both proving stable. Benefits accrued primarily to those whose partner was more competent, but understanding of the outcomes of collaboration required attending both to the nature of the rules (whether they allowed consistent or inconsistent prediction) and the shared understanding attained during the paired session.  相似文献   

Triple jeopardy: special education for Palestinians in Israel     

Jonathan Kasler  Yousef T. Jabareen 《International Journal of Inclusive Education》2017,21(12):1261-1275

Research comparing special education for Jews and for Palestinian Arabs in Israel outlines major inequalities. This situation has remained largely unchanged for decades and there is little evidential reason to believe there will be improvement in the near future. Palestinian children requiring special education are adversely affected by a combination of institutionalised discrimination and neglect and the implications of living in a traditional society that is reluctant to adopt outlooks necessary for modernising education, particularly for children with special needs. To the best of our knowledge, no overview of special education for the Palestinian minority in Israel has been published in English to date. While change is most likely to occur as a result of effective activism within the Palestinian Arab community, high rates of poverty and political marginalisation remain a daunting obstacle.  相似文献   

Developmental action learning: Toward collaborative change     

Joseph A. Raelin  Jonathan D. Raelin 《Action Learning: Research and Practice》2006,3(1):45-67

In this account of practice, the authors introduce a variant of classic action learning, called developmental action learning (DAL). The DAL model, derived from cognitive development theory, introduces conventional learning modules prior to the more intensive set experience. It also calls for facilitation designed to help participants, selected for their readiness to change, make the leap to deeper levels of personal and organizational development. The DAL approach is applied to a leadership development series among a group of high-level administrators within a university consortium. The case study gives promise to the use of developmental action learning to enhance collaborative leadership processes.  相似文献