Toward a justice-centered ambitious teaching framework: Shaping ambitious science teaching to be culturally sustaining and productive in a rural context     

April Luehmann  Yang Zhang  Heather Boyle  Eve Tulbert  Gena Merliss  Kyle Sullivan 《科学教学研究杂志》2024,61(2):319-357

We find ourselves at a time when the need for transformation in science education is aligning with opportunity. Significant science education resources, namely the Next Generation Science Standards (NGSS) and the Ambitious Science Teaching (AST) framework, need an intentional aim of centering social justice for minoritized communities and youth as well as practices to enact it. While NGSS and AST provide concrete guidelines to support deep learning, revisions are needed to explicitly promote social justice. In this study, we sought to understand how a commitment to social justice, operationalized through culturally sustaining pedagogy (Paris, Culturally sustaining pedagogies and our futures. The Educational Forum, 2021; 85, pp. 364–376), might shape the AST framework to promote more critical versions of teaching science for equity. Through a qualitative multi-case study, we observed three preservice teacher teams engaged in planning, teaching, and debriefing a 6-day summer camp in a rural community. Findings showed that teachers shaped the AST sets of practices in ways that sustained local culture and addressed equity aims: anchoring scientific study in phenomena important to community stakeholders; using legitimizing students' stories by both using them to plan the following lessons and as data for scientific argumentation; introducing local community members as scientific experts, ultimately supporting a new sense of pride and advocacy for their community; and supporting students in publicly communicating their developing scientific expertise to community stakeholders. In shaping the AST framework through culturally sustaining pedagogy, teachers made notable investments: developing local networks; learning about local geography, history, and culture; building relationships with students; adapting lessons to incorporate students' ideas; connecting with community stakeholders to build scientific collaborations; and preparing to share their work publicly with the community. Using these findings, we offer a justice-centered ambitious science teaching (JuST) framework that can deliver the benefits of a framework of practices while also engaging in the necessarily more critical elements of equity work.  相似文献   

A microfluidic device to study cancer metastasis under chronic and intermittent hypoxia     

Miguel A. Acosta  Xiao Jiang  Pin-Kang Huang  Kyle B. Cutler  Christine S. Grant  Glenn M. Walker  Michael P. Gamcsik 《Biomicrofluidics》2014,8(5)

Metastatic cancer cells must traverse a microenvironment ranging from extremely hypoxic, within the tumor, to highly oxygenated, within the host''s vasculature. Tumor hypoxia can be further characterized by regions of both chronic and intermittent hypoxia. We present the design and characterization of a microfluidic device that can simultaneously mimic the oxygenation conditions observed within the tumor and model the cell migration and intravasation processes. This device can generate spatial oxygen gradients of chronic hypoxia and produce dynamically changing hypoxic microenvironments in long-term culture of cancer cells.  相似文献   

The Effects of Word Frequency and Contextual Richness on ESL Students' Word Identification Abilities     

Kyle Perkins  Sheila R. Brutten 《Journal of Research in Reading》1983,6(2):119-128

  相似文献   

Assessing and analyzing the performance of students in college science laboratories     

William C. Kyle  John E. Penick  James A. Shymansky 《科学教学研究杂志》1979,16(6):545-551

  相似文献   

Earth surface modeling for education: How effective is it? Four semesters of classroom tests with WILSIM-GC     

Wei Luo  Thomas J. Smith  Kyle Whalley  Andrew Darling  Carol Ormand  Wei-Chen Hung  Jui-Ling Chiang  Jon Pelletier  Kirk Duffin 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):1462-1481

This paper presents results from a randomized experimental design replicated over four semesters that compared students’ performance in understanding landform evolution processes as measured by the pretest to posttest score growth between two treatment methods: an online interactive simulation tool and a paper-based exercise. While both methods were shown to be effective at enhancing students’ learning of the landform concepts and processes, there was no statistically significant difference in score growth between the two instructional methods. However, the attitudinal survey indicated that students consistently favored the simulation approach over the paper-based exercise. With the simulation method, female students showed greater score growth than males, especially for test items requiring higher level thinking. This indicates that the visually rich interactive simulation tool may be integrated to better support female students’ learning in geoscience. Science major students generally outperformed non-science major students in terms of score growth, which suggests that background knowledge played an important role in realizing the potential of computer modeling in enhancing students’ learning. Sufficient scaffolding is necessary to maximize the effect of interactive earth surface modeling in geoscience education.  相似文献   

Geo-Policy Barriers and Rural Internet Access: The Regulatory Role in Constructing the Digital Divide   总被引：2，自引：0，他引：2  

Kyle Nicholas 《The Information Society》2003,19(4):287-295

A combination of geography, public policy, and commercial investment in information infrastructure combines to create geo-policy barriers that in turn structure the ability of rural citizens to access the Internet. A statistical study of 208 rural telephone exchanges in Texas combined with case studies from rural counties explores the impact of distance and policies aimed at enabling rural telephone connection on the presence of Internet service providers. Market territories, including exchange areas and LATAs, and the distance requirements of expanded local calling policy in Texas can both help and hinder Internet access in remote areas.  相似文献   

Special issue editorial: Advances in understanding the role of morphemes in literacy development     

Helen L. Breadmore  Kyle Levesque  S. Hlne Deacon 《Journal of Research in Reading》2021,44(1):1-9

  相似文献   

Through the camera's eye: A phenomenological analysis of teacher subjectivity     

Kyle A. Greenwalt 《Teaching and Teacher Education》2008

The purpose of this study is to understand how preservice teachers experience a common university assignment: the videotaping and analysis of their own instruction. Using empirical data and the thought of the French philosophers Michel Foucault and Emmanuel Levinas, the study examines the difficulties in transitioning from student subjectivity to teacher subjectivity within the context of university-based teacher education. The paper ends by considering the role teacher educators can play in helping student teachers grow through their preservice experiences.  相似文献   

The AECT Project: Modeling the Effective Use of Technology in Teacher Preparation     

Kyle L. Peck  Catherine Augustine  David Popp 《TechTrends》2003,47(2):21-23

Conclusion The AECT Project builds on ISTE’s groundbreaking work in the development of technology standards for teachers. The Project adds specificity and has developed a comprehensive set of tools for pre-service teacher education. Teacher educators can use these tools to ensure that their graduates leave with the technology skills needed for their selected teaching specialty. The commitment and leadership demonstrated by the U.S. Department of Education in offering the Preparing Tomorrow’s Teachers for Technology program has earned their leaders our respect. Through this program the AECT Project has been able to develop tools and can now offer them at no cost to institutions of higher education. The PT3 Program has galvanized educators across America, has helped to create important, ongoing collaborations, and has helped to instill an unprecedented mass consciousness valuing educational change. The partners in the AECT Project are proud to have this opportunity to contribute, in important ways, to technology integration in teacher education. We are honored to join with all of the other PT3 Projects from across the Nation in creating teaching and learning opportunities that will shape our educational systems in the 21st century. We welcome other teacher education institutions and professional associations as partners as we move ahead. For more information, please contact us through our Website athttp://aect.org/pt3, or send email to us ataect@psu.edu  相似文献   

Resisting Scientific Realism with or Without van Fraassen’s Darwinian Explanation     

Stanford  P. Kyle 《Metascience》2020,29(1):25-31

  相似文献