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101.
Filiberto Barajas-López 《Journal of Latinos & Education》2014,13(1):14-32
Through an ethnographic and narrative inquiry approach, this study draws attention to the plight of 4 Mexican immigrant high school students and their pursuit of education and mathematics learning. Their elementary school stories and experiences show a deep relationship between the learning contexts in which these students largely do school (i.e., an English learner context) and the nature of students' relationships (or lack thereof) with teachers and their process of disengagement from mathematics learning and school. Doing school is used to convey a key distinction from simply attending school. Attending school assumes uniformity/neutrality in how students might experience schooling and is a passive way of describing student participation in school. Doing school implies that students make sense of and respond to their schooling experiences in different ways and accounts for how these experiences are shaped and/or influenced by other forces (e.g., structural forces, social forces) in and out of school. 相似文献
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Genevieve M. Negrón-Gonzales 《Journal of Latinos & Education》2014,13(1):62-70
This article draws on my experience as an adjunct professor in the Master's program of the Department of Mexican-American Studies at a large public university in California. Seeing my students’ struggles with writing, I conceived of a set of practices of writing mentorship anchored by a series of writing workshops held in Summer 2012. In this article, I document the pedagogy and content of these writing workshops in order to think about the unique struggles and opportunities Chicana/o Master's students face in the writing process and to provide an outline for other instructors interested in developing a practice of writing mentorship. 相似文献
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Developing an audiovisual notebook as a self‐learning tool in histology: Perceptions of teachers and students
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Antonio Campos‐Sánchez Juan‐Antonio López‐Núñez Giuseppe Scionti Ingrid Garzón Miguel González‐Andrades Miguel Alaminos Tomás Sola 《Anatomical sciences education》2014,7(3):209-218
Videos can be used as didactic tools for self‐learning under several circumstances, including those cases in which students are responsible for the development of this resource as an audiovisual notebook. We compared students' and teachers' perceptions regarding the main features that an audiovisual notebook should include. Four questionnaires with items about information, images, text and music, and filmmaking were used to investigate students' (n = 115) and teachers' perceptions (n = 28) regarding the development of a video focused on a histological technique. The results show that both students and teachers significantly prioritize informative components, images and filmmaking more than text and music. The scores were significantly higher for teachers than for students for all four components analyzed. The highest scores were given to items related to practical and medically oriented elements, and the lowest values were given to theoretical and complementary elements. For most items, there were no differences between genders. A strong positive correlation was found between the scores given to each item by teachers and students. These results show that both students' and teachers' perceptions tend to coincide for most items, and suggest that audiovisual notebooks developed by students would emphasize the same items as those perceived by teachers to be the most relevant. Further, these findings suggest that the use of video as an audiovisual learning notebook would not only preserve the curricular objectives but would also offer the advantages of self‐learning processes. Anat Sci Educ 7: 209–218. © 2013 American Association of Anatomists. 相似文献
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Janet M. Batzli Amber R. Smith Paul H. Williams Seth A. McGee Katalin Dósa Jesse Pfammatter 《CBE life sciences education》2014,13(3):410-424
Genetics instruction in introductory biology is often confined to Mendelian genetics and avoids the complexities of variation in quantitative traits. Given the driving question “What determines variation in phenotype (Pv)? (Pv=Genotypic variation Gv + environmental variation Ev),” we developed a 4-wk unit for an inquiry-based laboratory course focused on the inheritance and expression of a quantitative trait in varying environments. We utilized Brassica rapa Fast Plants as a model organism to study variation in the phenotype anthocyanin pigment intensity. As an initial curriculum assessment, we used free word association to examine students’ cognitive structures before and after the unit and explanations in students’ final research posters with particular focus on variation (Pv = Gv + Ev). Comparison of pre- and postunit word frequency revealed a shift in words and a pattern of co-occurring concepts indicative of change in cognitive structure, with particular focus on “variation” as a proposed threshold concept and primary goal for students’ explanations. Given review of 53 posters, we found ∼50% of students capable of intermediate to high-level explanations combining both Gv and Ev influence on expression of anthocyanin intensity (Pv). While far from “plug and play,” this conceptually rich, inquiry-based unit holds promise for effective integration of quantitative and Mendelian genetics. 相似文献
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