A cross-case analysis of three Native Science Field Centers     

Helen J. Augare  Dominique M. Davíd-Chavez  Frederick I. Groenke  Melissa Little Plume-Weatherwax  Lisa Lone Fight  Gene Meier  Helene Quiver-Gaddie  Elvin Returns From Scout  Bonnie Sachatello-Sawyer  Nate St. Pierre  Shelly Valdez  Rachel Wippert 《Cultural Studies of Science Education》2017,12(2):227-253

Native Science Field Centers (NSFCs) were created to engage youth and adults in environmental science activities through the integration of traditional Native ways of knowing (understanding about the natural world based on centuries of observation including philosophy, worldview, cosmology, and belief systems of Indigenous peoples), Native languages, and Western science concepts. This paper focuses on the Blackfeet Native Science Field Center, the Lakota Native Science Field Center, and the Wind River Native Science Field Center. One of the long-term, overarching goals of these NSFCs was to stimulate the interest of Native American students in ways that encouraged them to pursue academic and career paths in science, technology, engineering, and mathematics (STEM) fields. A great deal can be learned from the experiences of the NSFCs in terms of effective educational strategies, as well as advantages and challenges in blending Native ways of knowing and Western scientific knowledge in an informal science education setting. Hopa Mountain—a Bozeman, Montana-based nonprofit—partnered with the Blackfeet Community College on the Blackfeet Reservation, Fremont County School District #21 on the Wind River Reservation, and Oglala Lakota College on the Pine Ridge Reservation to cooperatively establish the Native Science Field Centers. This paper presents a profile of each NSFC and highlights their program components and accomplishments.  相似文献   

The impact of trial stage,developer involvement and international transferability on universal social and emotional learning programme outcomes: a meta-analysis     

M. Wigelsworth  A. Lendrum  J. Oldfield  A. Scott  I. ten Bokkel  K. Tate 《Cambridge Journal of Education》2016,46(3):347-376

Abstract

This study expands upon the extant prior meta-analytic literature by exploring previously theorised reasons for the failure of school-based, universal social and emotional learning (SEL) programmes to produce expected results. Eighty-nine studies reporting the effects of school-based, universal SEL programmes were examined for differential effects on the basis of: (1) stage of evaluation (efficacy or effectiveness); (2) involvement from the programme developer in the evaluation (led, involved, independent); and (3) whether the programme was implemented in its country of origin (home or away). A range of outcomes were assessed including: social-emotional competence, attitudes towards self, pro-social behaviour, conduct problems, emotional distress, academic achievement and emotional competence. Differential gains across all three factors were shown, although not always in the direction hypothesised. The findings from the current study demonstrate a revised and more complex relationship between identified factors and dictate major new directions for the field.  相似文献   

Developmental practicum experiences of preservice teachers in deaf education: implications for practicum placement and faculty-student collaborative research     

Guteng SI  Tracy T  Chappell B 《American annals of the deaf》2000,145(5):411-419

The study examined the developmental practicum experiences of second-year graduate students in deaf education. Participants in the study consisted of a convenient sample of five practicum students. Triangulated data for the study came from the researcher's observational notes, e-mail correspondence with participants, and participants' journals. Inductive analysis was used to analyze the data. Results of the study evinced developmental experiences that are different from those reported in previous studies. The results of the study have significant implications for (a) practicum placement of graduate students in deaf education in terms of site-based orientation, use of the clinical model of supervision, opportunities for self-reflection, and periodic practicum seminars; and (b) faculty-student collaborative research in terms of planning, ethical issues, students' time needs, and training.  相似文献   

The science-technology-society movement in science education: A critique of the reform process     

E. P. Hart  I. M. Robottom 《科学教学研究杂志》1990,27(6):575-588

Changes in society and in science and technology have forced a rethinking of what is “basic” in science education. A perceived disjuncture between school science and the realities of a scientifically and technologically oriented society has resulted in proposals for new directions in science teaching. It appears that science education is about to undergo another paradigm shift. One particularly visible movement, the “Science-Technology-Society” (STS) movement, exemplifies how such directional shifts tend to occur within the field of science education. This article critically examines the program and professional development process that has characterized past and current science curriculum reform effort in an attempt to illustrate fundamental educational reform problems. The need for new directions in science education is uncontested here. The issue is the problematic nature of the reform process itself. The article contends that new methods of reform must be researched— methods that directly involve practitioners in critical reflection, participatory research, and science curriculum development.  相似文献   

The Court Is Now in Session: Professor Discourse on Student Attrition     

E.A. Terentyev  I.A. Gruzdev  E.V. Gorbunova 《Russian Education & Society》2016,58(1):44-68

This article presents the results of a discourse analysis of semi-structured interviews with professors from nine Russian universities. This analysis focuses on narratives of student attrition and its causes and reveals the generally accusatory nature of the professor discourse. All the narratives can be integrated and described in terms of the metaphor of the trial. In its most obvious form, the accusation that students are to blame for attrition is developed as a type of discourse that can be called prosecutorial, but it can also be developed in speeches resembling those made by defense attorneys and judges. These three types of discourse build figurative barriers between the university and professors, on the one hand, and students, on the other hand. These barriers encourage professors to feel uninvolved in student attrition. Not one of the three discourse types articulates the university's mission or problematizes the principles and goals of its activities. We suggest that the “bad student” discourse reflects some real problems associated with the massification of education and inevitable changes to the student body. An analysis of the professor discourse allows us to hypothesize that their response to these changes is limited to stating the problems and disassociating themselves from them. The construction of figurative barriers may result in professors' self-distancing not only from students, but also from the changes affecting the education system. Such self-distancing complicates the process of adapting to these changes and makes it difficult to control.  相似文献   

A Review and Analysis of Selected School Climate Measures     

Jacob Olsen  Angela I. Preston  Bob Algozzine  Kate Algozzine  Dale Cusumano 《Clearing house (Menasha, Wis.)》2018,91(2):47-58

Although it is widely agreed that there is no universally accepted definition for school climate, most professionals ground it in shared beliefs, values, and attitudes reflecting the quality and character of life in schools. In this article, we review and analyze measures accessible to school personnel charged with documenting and monitoring school climate. We document core features of four scientifically sound and comprehensive measures of school climate. We believe our work serves as a selective consumer's guide for school personnel engaged in important levels of decision-making related to monitoring and improving the quality and character of interactions that represent academic and behavior standards in schools.  相似文献   

Cognitive moderators of children's adjustment to stressful divorce events: the role of negative cognitive errors and positive illusions     

Mazur E  Wolchik SA  Virdin L  Sandler IN  West SG 《Child development》1999,70(1):231-245

This study examined whether children's cognitive appraisal biases moderate the impact of stressful divorce-related events on psychological adjustment in 355 children ages 9 to 12, whose families had experienced divorce within the past 2 years. Multiple regression indicated that endorsement of negative cognitive errors for hypothetical divorce events moderates the relations between stressful divorce events and self- and maternal reports of internalizing and externalizing symptoms, but only for older children. Positive illusions buffer the effects of stressful divorce events on child-reported depression and mother-reported externalizing problems. Implications of these results for theories of stress and coping, as well as for interventions for children of divorced families, are discussed.  相似文献   

The dimensions of maltreatment: introduction     

English DJ  Bangdiwala SI  Runyan DK 《Child abuse & neglect》2005,29(5):441-460

This special issue includes an introduction and seven papers exploring dimensions of maltreatment including type, severity, chronicity, and substantiation status of referrals to CPS, utilizing a subsample of the LONGSCAN studies. Each paper examines one of the dimensions of maltreatment from various perspectives to determine if different conceptualizations of a dimension, examined in isolation, account for different amounts of variation in child outcomes. A final paper assesses the relationship of the combined maltreatment dimensions, including interactions, on a single sample of maltreated children from the LONGSCAN study. This final paper explores the individual contribution of the "best" conceptualizations of the maltreatment dimensions in relation to each other, and to the 10 child outcomes of interest. Implications of the findings from these papers for future research on dimensions of child maltreatment are discussed in two independent commentaries.  相似文献   

Comparing the effects of different book reading techniques on young children’s language development     

Şimşek  Zeynep Ceren  Işıkoğlu Erdoğan  Nesrin 《Reading and writing》2021,34(4):817-839

The purpose of this research study is to compare the effects of digital, dialogic and traditional reading on children’s language development aged 48–66 months. Fifty-six randomly selected children enrolled in three different classrooms in a public preschool in Turkey participated in the study. The three classrooms were again randomly assigned as digital, dialogic and traditional reading groups. During the reading activities, a total of 24 storybooks were read by each group every three times in 8 weeks. While the children’s language scores (the receptive and expressive language scores) resulted in a significant increase in dialogic reading, the children’s language scores in a digital and traditional reading group slightly changed during the intervention. Alternatively, qualitative data suggested that the interaction between teacher and children and between children and children were very limited in a digital and traditional reading group and that limited interaction during reading was the underlying cause of the insignificant increase in children’s language scores.

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Cultural conflicts of the child‐centered approach to early childhood education in Taiwan     

I‐Fang Lee  Chao‐Ling Tseng 《Early Years: An International Journal of Research and Development》2008,28(2):183-196

This paper discusses the cultural conflicts around the Western notion of child‐centeredness in Taiwanese preschools. The implementation and translation of Developmentally Appropriate Practice (DAP) in Taiwan is highlighted as an example to understand productions of differences, norms and cultural conflicts in Taiwanese early childhood education. Throughout this paper, it is argued that multiplicities and differences are not acknowledged but instead are dangerously ignored while assumptions are made about a singular norm and homogeneous universal standard. From this perspective, it is asserted that the global circulation of a particular Western notion of child‐centeredness should be (re)conceptualized as a cultural construct through which a particular system of reasoning or cultural knowledge is perpetuated.  相似文献