Interdisciplinary Research: Practising the In‐Between     

Gina Wall 《The International Journal of Art & Design Education》2012,31(3):276-285

This article will demonstrate that practice‐led photographic research offers an example of dialogical encounter. Through recourse to an outline of my own practice and the experience of completing a practice‐led doctoral thesis, the article will account for photographic practice and interdisciplinary research in terms of dialogism. This will demonstrate that visual research is a productive nexus: it does not simply concern itself with the products of creative practice, but is a generative space itself. The article will also discuss interdisciplinarity from a personal perspective on practice‐led research, which, over time, has developed into an interdisciplinary mode of working. The radical notion of the dialogical self will be considered with specific reference to interdisciplinarity and practice‐led research. The dialogical encounter will also be considered in relation to transformative learning encounters and what is at play in learning through practice, an encounter which places its protagonists at risk. However, far from being a negative state of affairs, this interstitial space in which the researcher/learner/teacher is lost and found is in fact a highly productive place in which to be.  相似文献   

Use of iPads and iPods for Academic Performance and Engagement of PreK–12 Students with Disabilities: A Research Synthesis     

Min Wook Ok 《Exceptionality》2017,25(1):54-75

New technology devices such as iPads and iPods have become very popular and widely used in special education settings to teach students with disabilities. The 20 selected single-case design studies published by November 2015 were comprehensively reviewed to examine the effects of using iPads and iPods on academic performance and engagement of students with disabilities. This study also examined the approaches of using the devices during instruction. Results of the review indicated that using the devices was effective for enhancing both academic performance and engagement of students with disabilities. The results also indicated that the devices could be used for instruction in various ways, including use of a variety of types of applications and delivery of videos. Directions for future research and implications for practice are discussed.  相似文献   

Teacher education at the intersection of race and ability     

Tesoriero  Gina 《Cultural Studies of Science Education》2019,14(2):515-523

Cultural Studies of Science Education - In this dialogue with Phillip A. Boda’s Conceptualizing the margins into science education praxis: disability as case in point, I would like to...  相似文献   

Book reviews     

Patrick Groff  James C. Simeon  Maggie Wilson  Gina Feldberg 《Interchange》1992,23(4):445-455

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Sharing Books and Learning Language: What do Latina Mothers and Their Young Children Do?     

Lisa K. Boyce  Gina A. Cook  Lori A. Roggman  Mark S. Innocenti  Vonda K. Jump  James F. Akers 《Early education and development》2004,15(4):371-386

This study examined low-income, Spanish-speaking, immigrant Latina mothers' book sharing behaviors in relation to their children's vocabulary. Participants were 47 3-year-old children and their mothers. We addressed two research questions: (a) What interactive behaviors are evident when low-income immigrant Latina mothers and their 3-year-old children look at books together? (b) For these children and their mothers, which book-sharing behaviors are related to children's expressive language? Overall, our results indicated that mothers were involved in several kinds of interactions with the books. They enhanced their children's attention to the printed text, promoted interaction or conversation with their children about what was in the books, and somewhat less often, used more complex literacy strategies. Mothers who did these things most had children with the largest vocabularies even when mothers' vocabulary was taken into account. Implications for designing interventions for similar families are discussed.  相似文献   

Effects of a read aloud intervention on first grade student vocabulary,listening comprehension,and language proficiency     

Baker  Doris Luft  Santoro  Lana  Biancarosa  Gina  Baker  Scott K.  Fien  Hank  Otterstedt  Janet 《Reading and writing》2020,33(10):2697-2724

Reading and Writing - We examine the effects of a read aloud replication intervention designed to improve the vocabulary, comprehension, and expository and narrative language outcomes of first...  相似文献   

Exploring metacognitive strategy use during note-taking for students with learning disabilities     

Joseph R. Boyle  Sonia M. Rosen  Gina Forchelli 《Education 3-13》2016,44(2):161-180

This mixed-methods study analysed over 200 interviews from 20 seventh-grade students with learning disabilities (LD). Students were instructed how to use a note-taking intervention during science lectures. The interview analyses were supported by pre- and post-intervention quantitative data. Data suggest that the intervention helped students identify important information; systematised the process of listening to, interpreting and using that information; and offered students a means by which to organise the information they were hearing. A discussion about metacognition and attention explores how these processes altered students’ awareness of their own learning, as well as how they equipped students with a new strategy for holding onto and translating information from their science lectures into a useful set of notes. These findings have implications for how theorists conceptualise the relationship between metacognition and attention and how teachers use scaffolding to support the learning of students with LD.  相似文献   

Challenging Traditional Sex Role Stereotypes in Careers Education Broadcasts: the reactions of young secondary school pupils     

K. Durkin  Gina Hutchins 《Learning, Media and Technology》1984,10(1):25-33

The ways in which television presents images of male and female roles to the young have recently been subjected to much scrutiny and criticism. Educational television has the scope to contribute to changes in the balance of sex role portrayal but little is known of the likely effects of modifications. This paper reports an experimental study of young secondary school pupils’ reactions to careers education materials in which men and women are shown in occupations traditionally associated with the opposite sex. Children viewing counter‐stereotyped programmes are found to be no less stereotyped in their career beliefs than peers viewing a ‘traditional’ programme or controls who view no programme. The results are discussed in terms of the resilience of sex role and career beliefs in early adolescence and it is concluded that intervention attempts will need to be more extensive and more protracted.  相似文献   

Engaging and training students in the development of inclusive learning materials for their peers     

Sally Everett  Gina Oswald 《Teaching in Higher Education》2018,23(7):802-817

With equal access requirements and increasing rates of enrolment of students with disabilities in higher education, universities must find appropriate and efficient ways to create accessible materials which benefit and support all students. In response to cuts to disability funding, issues relating to the provision of an inclusive curriculum are now dominating institutional policy and educational discourses. This paper reports on a trans-Atlantic project which utilised student employees to convert and develop inclusive learning materials for their peers, with the expressed purpose of piloting a sustainable intervention method generalisable to meeting similar needs of diverse universities for inclusive material provision and a future workforce aware of disability issues and accommodations. Qualitative in-depth interviews with ten students (eight UK and two US) find that involving student employees in the delivery of inclusive materials improves partnerships and attitudes around disability and accessibility measures.  相似文献   

Construct Validation of the Self-Efficacy Teaching and Knowledge Instrument for Science Teachers-Revised (SETAKIST-R): Lessons Learned     

Linda A. Pruski  Sharon L. Blanco  Rosemary A. Riggs  Kandi K. Grimes  Chase W. Fordtran  Gina M. Barbola  John E. Cornell  Michael J. Lichtenstein 《Journal of Science Teacher Education》2013,24(7):1133-1156

Described herein is the academic lineage and independent validation of the Self-Efficacy Teaching and Knowledge Instrument for Science Teachers-Revised (SETAKIST-R). Data from 334 K-12 science teachers were analyzed using Partial Credit Rasch models. Principal components analysis on the person-item residuals suggest two latent dimensions: Knowledge and Teaching Self-Efficacies. Item-fit statistics were used to select items for each subscale. Person and item separation (reliability) indices were quite low, and we noted disordered response patterns on the person-item maps that revealed problems with item content and/or scaling for both subscales. These issues include the presence of: verbal negatives, ambiguous modifiers, counter-intuitive scaling, and an “undecided/uncertain” option. The SETAKIST-R, in its current form, cannot be recommended as a measure of science teacher self-efficacy.  相似文献