Elementary and Middle School Students’ Conceptions of Knowledge,Information, and Truth     

Emily M. Grossnickle  Alexandra List  Patricia A. Alexander 《Journal of Experimental Education》2015,83(4):469-494

Although the study of epistemic beliefs has received growing interest in the past decades, this research tends to focus on high school and undergraduate students, and does not address beliefs about information and truth, concepts that have been regarded as critical for learners in 21st-century educational contexts. In this study, the authors examined 87 elementary and middle school students’ beliefs about the definitions of and relations among knowledge, information, and truth through the use of a graphical and justification task, and addressed the consistency of beliefs across contexts and domains. Results indicated that students tended to regard knowledge, information, and truth as interrelated, and the majority of students described their beliefs as consistent across contexts and domains.  相似文献   

“Science capital”: A conceptual,methodological, and empirical argument for extending bourdieusian notions of capital beyond the arts     

Louise Archer  Emily Dawson  Jennifer DeWitt  Amy Seakins  Billy Wong 《科学教学研究杂志》2015,52(7):922-948

This paper sets out an argument and approach for moving beyond a primarily arts‐based conceptualization of cultural capital, as has been the tendency within Bourdieusian approaches to date. We advance the notion that, in contemporary society, scientific forms of cultural and social capital can command a high symbolic and exchange value. Our previous research [Archer et al. (2014) Journal of Research in Science Teaching 51, 1–30] proposed the concept of “science capital” (science‐related forms of cultural and social capital) as a theoretical lens for explaining differential patterns of aspiration and educational participation among young people. Here, we attempt to theoretically, methodologically, and empirically advance a discussion of how we might conceptualize science capital and how this might be translated into a survey tool for use with students. We report on findings from a survey conducted with 3658 secondary school students, aged 11–15 years, in England. Analysis found that science capital was unevenly spread across the student population, with 5% being classified as having “high” science capital and 27% “low” science capital. Analysis shows that levels of science capital (high, medium, or low) are clearly patterned by cultural capital, gender, ethnicity, and set (track) in science. Students with high, medium, or low levels of science capital also seem to have very different post‐16 plans (regarding studying or working in science) and different levels of self‐efficacy in science. They also vary dramatically in terms of whether they feel others see them as a “science person.” The paper concludes with a discussion of conceptual and methodological issues and implications for practice. © 2015 The Authors. Journal of Research in Science Teaching Published by Wiley Periodicals, Inc. J Res Sci Teach 52: 922–948, 2015.  相似文献   

Reframing Service-Learning as Learning and Participation With Urban Youth     

Valerie Kinloch  Emily Nemeth  Ashley Patterson 《理论付诸实践》2015,54(1):39-46

This article describes a critical service-learning project that resulted from an educational partnership among a national teachers' union, a local teachers' union, and a major research university. The partnership—funded by a grant from the Corporation for National and Community Service, Learn and Serve program—focused on professional development opportunities for K–12 educators across subject areas throughout an urban school district. Teachers enrolled in a university-level graduate course where they learned about critical service-learning, engaged in community-based activities, developed partnerships with local organizations, and facilitated critical service-learning projects in local schools and communities. Here, we highlight one of the many projects that emerged from this partnership as we attempt to connect theory with practice by reframing service-learning as learning and participation. We ask: How can a reframing of service-learning as learning and participation impact how we understand the educative and social engagements of four urban youth?  相似文献   

If You Build It,They Will Come (or Not): Going the Distance in Teacher Candidate Recruitment     

Sean Bulger  Emily M. Jones  Andrea R. Taliaferro  Valerie Wayda 《Quest (Human Kinetics)》2015,67(1):73-92

There are persistent concerns in the literature related to recruitment and retention of highly qualified teacher candidates who are capable of achieving contemporary goals and meeting the professional expectations associated with the delivery of quality physical education programs in schools. The purpose of this article is to provide physical education teacher education faculty with recommendations for best practice in the area of teacher candidate recruitment by reviewing literature in the following areas: (a) identification of the characteristics of successful teachers as a basis for recruitment efforts, (b) fundamental principles of effective marketing and recruitment, (c) generational characteristics of college-bound students and the practical implications, and (d) recruitment of underrepresented populations. The recruitment tactics identified include actionable recommendations for faculty, departments/programs, universities, and community partners in teacher education.  相似文献   

Effects of a Brief Tiered Language Intervention for Prekindergartners at Risk     

Tricia A. Zucker  Emily J. Solari  Susan H. Landry  Paul R. Swank 《Early education and development》2013,24(3):366-392

Research Findings: Multitiered instructional frameworks are becoming a recommended approach for enhancing prevention and intervention efforts targeting early literacy and language skills. However, few studies to date have studied the feasibility of tiered oral language interventions before kindergarten; therefore, this pilot study explored the effectiveness of such an approach in prekindergarten. Teachers in 39 classrooms were randomly assigned to an experimental or comparison condition that contrasted the implementation of an intervention that had both Tier 1 (whole group) and Tier 2 (small group for at-risk children) components. The pilot study included only 4 weeks of teacher-administered intervention. Despite this short duration, a significant and large effect size (d = .81) was observed for the experimental group on a receptive target vocabulary assessment. No significant changes were found on measures of vocabulary fluency, expressive target vocabulary, or listening comprehension. It is important to note that teachers’ fidelity in implementing the intervention as designed was a significant predictor of children's learning. Practice or Policy: These findings suggest the potential promise of the multitiered instructional framework, especially when teachers can be supported in ways that ensure adequate fidelity of implementation. Implications for use in prekindergarten response-to-intervention models are discussed.  相似文献   

Finding a third space in teacher education: creating an urban teacher residency     

Emily J. Klein  Monica Taylor  Cynthia Onore  Kathryn Strom  Linda Abrams 《Teaching Education》2013,24(1):27-57

This paper describes an urban teacher residency program, the Newark Montclair Urban Teacher Residency, a collaborative endeavor between the Newark, New Jersey Public Schools and Montclair State University, built on a decades-long partnership. The authors see the conceptual work of developing this program as creating a “third space” in teacher education. We detail the ways in which we conceptualize epistemology and clinical practice in teacher education, and changes in the roles of the community, and P-12 teachers that occur in a third space. Providing an account of our messy and nonlinear process demonstrates the struggles of creating new spaces for teacher education. We believe the theory that informs our work, the challenges we face, and the strategies for meeting those challenges illustrate the tenuous and ever-evolving nature of doing work in the “third space.”  相似文献   

Graduate School Learning Curves: McNair Scholars’ Postbaccalaureate Transitions     

Scott Willison  Emily Gibson 《Equity & Excellence in Education》2013,46(2):153-168

The federally funded Ronald B. McNair Postbaccalaureate Achievement Program (McNair Program) prepares first-generation, low-income, and underrepresented college undergraduates to pursue terminal graduate degrees. This study examines 22 McNair scholars’ transitions into graduate school in an attempt to identify factors that influence alumni persistence and matriculation. The participants in this study were alumni from a mid-sized, Northwestern university's McNair Program. During interviews, participants identified significant “learning curves” experienced in graduate school. Five themes, representing 14 learning curves, emerged: academic readiness, weaving a supportive web, managing the clock, being accepted, and staying financially fit. Researchers incorporated identified learning curves into an on-line survey sent to each participant.  相似文献   

Service Learning as a Pedagogy of Whiteness     

Tania D. Mitchell  David M. Donahue  Courtney Young-Law 《Equity & Excellence in Education》2013,46(4):612-629

In this article we employ whiteness as a conceptual framework to contextualize how faculty develop and implement, and consequently how students experience, service learning. A vignette that illustrates the pervasiveness of whiteness in service learning is followed by an analysis that details how whiteness frames the teaching and learning in this service learning experience. Through this example and analysis, we seek to increase instructors’ capacity and confidence to interrupt the patterns and privileges of whiteness that too often are normalized in service learning.  相似文献   

The Role of Referent Indicators in Tests of Measurement Invariance     

Emily C. Johnson  Adam W. Meade  Amy M. DuVernet 《Structural equation modeling》2013,20(4):642-657

Confirmatory factor analytic tests of measurement invariance (MI) require a referent indicator (RI) for model identification. Although the assumption that the RI is perfectly invariant across groups is acknowledged as problematic, the literature provides relatively little guidance for researchers to identify the conditions under which the practice is appropriate. Using simulated data, this study examined the effects of RI selection on both scale- and item-level MI tests. Results indicated that while inappropriate RI selection has little effect on the accuracy of conclusions drawn from scale-level tests of metric invariance, poor RI choice can produce very misleading results for item-level tests. As a result, group comparisons under conditions of partial invariance are highly susceptible to problems associated with poor RI choice.  相似文献   

Crisis negotiations: A Preliminary investigation of facework in naturalistic conflict discourse     

Randall G. Rogan  Mitchell R. Hammer 《Journal of Applied Communication Research》2013,41(3):216-231

This article views crisis negotiations from an interaction goal perspective, with facework constituting a significant and heretofore unexplored dimension of interaction. We present a three‐dimensional model of facework used in coding perpetrator and negotiator discourse for face behaviors within three authentic negotiation interactions. Results indicate that Restore Other's Face and Restore Self's Face were the two predominant facework behaviors. While negotiators were the primary users of Restore Other's Face acts, perpetrators used mostly Restore Self's Face behaviors. No Attack Other's Face acts were observed. However, of five Attack Self's Face behaviors enacted, four occurred in a negotiation which ended in the suicide of the perpetrator. Lag sequential analysis revealed a general cycle of perpetrator use of Restore Self's Face and negotiator use of Restore Other's Face. Implications of these findings for future research and for training crisis negotiators are discussed.  相似文献