Core Curriculum Analysis: A Tool for Educational Design     

Lena M. Levander  Minna Mikkola 《The Journal of Agricultural Education and Extension》2013,19(3):275-286

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Students’ Communicative Resources in Relation to Their Conceptual Understanding—The Role of Non-Conventionalized Expressions in Making Sense of Visualizations of Protein Function     

Carl-Johan Rundgren  Richard Hirsch  Shu-Nu Chang Rundgren  Lena A. E. Tibell 《Research in Science Education》2012,42(5):891-913

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Digital Media for Low-Income Preschoolers' Effective Science Learning: A Study of iPad Instructions with a Social Development Approach     

Lena Lee  Xintian Tu 《学校用计算机》2013,30(4):239-252

As digital media devices have been increasingly used in early childhood educational settings, this study examined whether the iPad with a Vygotskian social development approach—namely, More Knowledgeable Other—can be integrated into low-income preschool classrooms to improve science learning. An analysis of variance was used to examine the overall improvement and differences in improvement among English language learners, children with special needs, and children without special needs or English language learner status. Results showed that all participants improved their science learning abilities as a consequence of the iPad instruction. Among all groups, English language learner children benefitted more than the other groups, but only with a game that had less verbal directions. There were no significant differences by gender.  相似文献   

On Becoming a Qualitative Researcher: A View Through the Lens of Transformative Learning     

Lena W. Carawan  Sharon Knight  Peggy Wittman  Marie Pokorny  Beth P. Velde 《Journal of Teaching in Social Work》2013,33(4):387-399

This article describes a graduate-level qualitative research course informed by transformational learning theory. It presents strategies an interdisciplinary team of instructors used to engage and support students as they entered and moved through the course. The strategies focused on creating a safe, supportive, learner-centered environment, fostering critical reflection, engaging in ongoing discourse, and focusing on the centrality of experience by situating cognition in the personal context of students' lives and the research process itself.  相似文献   

'Raising the bar': views on play and training in the Move & Walk pedagogy     

Lena Lind 《欧洲特需教育杂志》2013,28(2):185-195

In this study 20 beginning special education teachers were asked to describe their experiences in general education settings. To provide data, each teacher completed approximately three electronic reflective journals during a school year and also participated in a phone interview, which was aimed to give in-depth information regarding the participants’ comments in the journals. The participants described their experiences in regard to collaboration with mainstream teachers, the delivery of the curriculum and the understanding of their role with reference to identity. They reported some good experiences but also many difficulties in their attempts to support pupils with special educational needs (SEN) and enhance their learning and participation in mainstream schools. Challenges in collaboration, the delivery of the curriculum and the development of teachers’ identity at the beginning of a career in special education are discussed. We argue that the teachers’ experiences are associated with the legislative educational system and the school culture which does not encourage collaborative practices but rather promotes individualism and leads to exclusive practices.  相似文献   

Risikokonstellationen in der frühen Kindheit: Auswirkungen biologischer und psychologischer Vulnerabilitäten sowie psychosozialer Stressoren auf kindliche Entwicklungsverläufe     

Lena Heilig 《Zeitschrift für Erziehungswissenschaft》2014,17(2):263-280

Risk factors in early childhood have short as well as long term effects on child development. Researchers distinguish between vulnerabilities, which are biological predispositions and psychological characteristics of the child, and stressors, which are psychosocial circumstances in the environment. Crucial vulnerabilities and stressors are described and evaluated in the following essay. The number of influencing risk factors seems to be the best predictor to evaluate the impact on the developmental outcome. Thus, a combination of cumulative long lasting risk factors has the most negative impact on child development. The qualities of parent-child interactions and the enrichment of the (home) environment are the only factors which have a direct impact on child development. Therefore, interventions to minimize the influence of risk constellations should begin early, be long lasting and should focus on assuring a secure relationship for the child, in or outside the family.  相似文献   

Acknowledging Spanish and English resources during mathematical reasoning     

Carlos A. LópezLeiva  Zayoni Torres  Lena L. Khisty 《Cultural Studies of Science Education》2013,8(4):919-934

As English-only efforts continue in the US schooling system, dual-language programs have served as attempts to preserve students’ home language. An after-school, dual-language, Spanish–English, mathematics program, Los Rayos was developed in a predominantly Mexican/Mexican–American neighborhood in Chicago. As participant observers with a sociocultural perspective, we explored the linguistic and personal resources used by participating 4th grade bilingual Latina/o students. We found that students used imaginative, playful, and hybrid linguistic resources to make sense of and solve probability tasks when engaged within a zone of mathematical practice. Results challenge narrow perspectives on bilingual students’ linguistic resources. Language implications are discussed.  相似文献   

Voyeurism and Resistance in Rap Music Videos     

Jennifer C. Lena 《传播与批判/文化研究》2013,10(3):264-279

Longstanding explanations of the controlling effect of white consumers/producers on minority production can obscure the negotiation and struggle of artists over their images, and particularly the ways in which dominant ideologies can be disarticulated from their meanings and rearticulated as critical observations on contemporary social relations. Rap group dead prez's video for the song “Hell Yeah!” is most accurately read from the perspective of articulation theory, since the group's oppositional use of the “gaze” reworks dominant representational discourses of race and class.  相似文献   

Challenging Students’ Intuitions—the Influence of a Tangible Model of Virus Assembly on Students’ Conceptual Reasoning About the Process of Self-Assembly     

Caroline Larsson  Lena A. E. Tibell 《Research in Science Education》2015,45(5):663-690

A well-ordered biological complex can be formed by the random motion of its components, i.e. self-assemble. This is a concept that incorporates issues that may contradict students’ everyday experiences and intuitions. In previous studies, we have shown that a tangible model of virus self-assembly, used in a group exercise, helps students to grasp the process of self-assembly and in particular the facet “random molecular collision”. The present study investigates how and why the model and the group exercise facilitate students’ learning of this particular facet. The data analysed consist of audio recordings of six group exercises (n?=?35 university students) and individual semi-structured interviews (n?=?5 university students). The analysis is based on constructivist perspectives of learning, a combination of conceptual change theory and learning with external representations. Qualitative analysis indicates that perceived counterintuitive aspects of the process created a cognitive conflict within learners. The tangible model used in the group exercises facilitated a conceptual change in their understanding of the process. In particular, the tangible model appeared to provide cues and possible explanations and functioned as an “eye-opener” and a “thinking tool”. Lastly, the results show signs of emotions also being important elements for successful accommodation.  相似文献   

Just us,just discussing: imagined homogeneities in the Gender Studies classroom     

Lena Karlsson 《Gender and education》2015,27(6):654-665

This article explores practices of othering through formations of normative sameness in discussion-based seminar classrooms. It takes literary scholar Stanley Fish's question, ‘Is there a text in this class, or is it just us?’, back into the classroom to explore the formation of a ‘just us,’ an imagined homogeneous interpretive community which, I argue, has discriminatory effects by normalising some voices and practices. It draws on feminist and anti-oppressive theory to discuss ways to pedagogically trouble the enactment of homogeneous interpretive communities in the Gender Studies classroom. As the Gender Studies teacher, I devised pedagogical practices based on the allocation of specific roles as a way to work towards an anti-discriminatory classroom by de-mystifying academic practice and framing seminar practice as a social genre. The article critically reflects on students' subsequent reluctance to take on roles and their preference for free-flowing discussions, doing what comes naturally, a ‘doing' of academia which, I suggest, is linked to social privilege.  相似文献