Inclusive practice within the lived cultures of school communities: research case studies in teaching,learning and inclusion     

Adrienne Alton-Lee  Christine Rietveld  Lena Klenner  Ngaio Dalton  Cathy Diggins  Shane Town 《International Journal of Inclusive Education》2013,17(3):179-210

This paper provides an account of a teacher's use of theory as a tool to develop inclusive practice through a social studies programme in a new entrant class. The account illustrates the ways in which the teacher drew on research to assist in the facilitation of an inclusive educational environment. Presented are research case studies the teacher encountered in an in-service teacher education programme, and the ‘social constructionist’ and ‘personal tragedy’ models that were used as theoretical tools to assist the teacher's planning and teaching practice. Mounted cameras, broadcast microphones and pre- and post-unit interviews with the teacher and students were used to explore the lived culture of the classroom, and the nature and effectiveness of the strategies the teacher used. An ‘interrupted narrative’ methodology engages the reader in the interplay between research and theory in the research case studies. Four major strategies used by the teacher have been identified and these are presented as theoretical tools for other teachers and teacher educators to use, critique and develop to support inclusive practice in their own contexts.  相似文献   

Not Read,but Nevertheless Solved? Three Experiments on PIRLS Multiple Choice Reading Comprehension Test Items     

Jörn R. Sparfeldt  Rumena Kimmel  Lena Löwenkamp  Antje Steingräber  Detlef H. Rost 《Educational Assessment》2013,18(4):214-232

Multiple-choice (MC) reading comprehension test items comprise three components: text passage, questions about the text, and MC answers. The construct validity of this format has been repeatedly criticized. In three between-subjects experiments, fourth graders (N ₁ = 230, N ₂ = 340, N ₃ = 194) worked on three versions of MC items from the Progress in International Reading Literacy Study 2001 reading comprehension test with relevant components successively deleted: “original version” (text, questions, MC-answers), “version without text” (questions, MC-answers), “version without text and without questions” (only MC-answers). Answering correctly the MC items became more difficult as the relevant information was eliminated. In the two narrative fictional texts presented, the students' performance of the version without text was not better than chance. Conversely in the informational (fictional) text, the students' performance of the version without text was better than chance. In the third condition, students' performance was never better than chance.  相似文献   

An International Teacher Education Collaborative Project     

Helen L. Carlson  Lena Stenmalm-Sjoblom 《Journal of Early Childhood Teacher Education》2013,34(3):25-35

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Following Young Students’ Understanding of Three Phenomena in which Transformations of Matter Occur     

Lena Löfgren  Gustav Helldén 《International Journal of Science and Mathematics Education》2008,6(3):481-504

In order to develop successful teaching approaches to transformations of matter, we need to know more about how young students develop an understanding of these processes. In this longitudinal study, we followed 25 students from 7 to 13 years of age in their reasoning about transformations of matter. The questions addressed included how the students’ understanding of transformations of matter changed and how we can make sense of individual learning pathways. In interviews performed once or twice every year the students described and explained three situations: fading leaves left on the ground, a burning candle, and a glass of water covered with a glass plate on which some mist had formed. When analysing the interviews, we found a common pathway of how the students’ ideas changed over the years in each one of the situations. When analysing individual student’s interviews with Ausubel’s assimilation theory we could discern subordinate, superordinate and combinatorial learning. How these findings can contribute to an improvement of teaching about transformations of matter is discussed.  相似文献   

Zooming in Time—Exploring Students’ Interpretations of a Dynamic Tree of Life     

Stenlund  Jörgen Ingemar  Schönborn  Konrad Janek  Tibell  Lena Anna Elisabet 《Journal of Science Education and Technology》2021,30(1):125-138

Journal of Science Education and Technology - Central to evolution is the concept of a common ancestry from which all life has emerged over immense time scales, but learning and teaching temporal...  相似文献   

Exploring digital transformation through pretend play in kindergarten     

Franziska Vogt  Lena Hollenstein 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(6):2130-2144

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The links between pedagogical competence,instructional quality,and mathematics achievement in the lower secondary classroom     

König  Johannes  Blömeke  Sigrid  Jentsch  Armin  Schlesinger  Lena  née Nehls  Caroline Felske  Musekamp  Frank  Kaiser  Gabriele 《Educational Studies in Mathematics》2021,107(1):189-212

Educational Studies in Mathematics - It is widely assumed that teachers play a key role in providing high-quality learning opportunities to students and fostering students’ learning. Yet it...  相似文献   

Our stories matter: storytelling and social justice in the Hollaback! movement     

Lena Wånggren 《Gender and education》2016,28(3):401-415

ABSTRACT

As feminist and anti-racist scholars and activists have long known, which stories predominate and which are marginalised is always a question of power and authority – about who is entitled to speak, and who has the authority to decide the meanings of words and actions. Storytelling can be used as a tool for social justice, as exemplified by the international feminist movement Hollaback! and its regional and worldwide struggle to end street harassment and make public spaces accessible for everyone. This article examines the practice of sharing stories within one specific Hollaback! group, highlighting the timeliness of the online storytelling technologies promoted by the movement and considering this work as an example of extra-academic feminist education. The article concludes by questioning to what extent feminists manage to formulate their own localised struggles through storytelling within the feminist movement as a whole.  相似文献   

Systemic influences on standard setting in national examinations     

Lena Gray  Jo-Anne Baird 《Assessment in Education: Principles, Policy & Practice》2020,27(2):137-141

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Educational Challenges of Molecular Life Science: Characteristics and Implications for Education and Research     

Lena A.E. Tibell  Carl-Johan Rundgren 《CBE life sciences education》2010,9(1):25-33

Molecular life science is one of the fastest-growing fields of scientific and technical innovation, and biotechnology has profound effects on many aspects of daily life—often with deep, ethical dimensions. At the same time, the content is inherently complex, highly abstract, and deeply rooted in diverse disciplines ranging from “pure sciences,” such as math, chemistry, and physics, through “applied sciences,” such as medicine and agriculture, to subjects that are traditionally within the remit of humanities, notably philosophy and ethics. Together, these features pose diverse, important, and exciting challenges for tomorrow''s teachers and educational establishments. With backgrounds in molecular life science research and secondary life science teaching, we (Tibell and Rundgren, respectively) bring different experiences, perspectives, concerns, and awareness of these issues. Taking the nature of the discipline as a starting point, we highlight important facets of molecular life science that are both characteristic of the domain and challenging for learning and education. Of these challenges, we focus most detail on content, reasoning difficulties, and communication issues. We also discuss implications for education research and teaching in the molecular life sciences.  相似文献